Relevant bibliographies by topics / Predictors of reading ability

Academic literature on the topic 'Predictors of reading ability'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Predictors of reading ability"

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Jung, Hye Lim, Minwha Yang, and Aejin Lee. "Differences in Predictors of Reading Comprehension Across Three Reading Ability Groups." Journal of Elementary Education 32, no. 2 (May 31, 2019): 145–72. http://dx.doi.org/10.29096/jee.32.2.07.

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Gromko, Joyce Eastlund. "Predictors of Music Sight-Reading Ability in High School Wind Players." Journal of Research in Music Education 52, no. 1 (April 2004): 6–15. http://dx.doi.org/10.2307/3345521.

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The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in the American Midwest yielded a 4–variable model that included reading comprehension, rhythmic audiation, visual field articulation, and spatial orientation, F = 21.26, p < 0.001, accounting for 48% of the variance on music sight-reading. The results support previous studies in music education, cognitive science, and neuroscience that have shown that music reading draws on a variety of cognitive skills that include reading comprehension, audiation, spatial-temporal reasoning and visual perception of patterns rather than individual notes.
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Yuan, Han, Eliane Segers, and Ludo Verhoeven. "Predictors of Early Mandarin Chinese Character Reading Development." Children 9, no. 12 (December 12, 2022): 1946. http://dx.doi.org/10.3390/children9121946.

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In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China.
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Hjetland, Hanne Næss, Ellen Irén Brinchmann, Ronny Scherer, and Monica Melby‐Lervåg. "Preschool predictors of later reading comprehension ability: a systematic review." Campbell Systematic Reviews 13, no. 1 (January 2017): 1–155. http://dx.doi.org/10.4073/csr.2017.14.

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Gelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus, and Cheryl Makel. "Exploring the Nature of Compensation Strategies in Individuals With Dyslexia." Canadian Journal of School Psychology 33, no. 2 (November 12, 2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.

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Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as words become more complex, oral reading fluency may not be related to reading comprehension. Practical implications and suggestions for future directions in this area are discussed.
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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
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Pham, A. V., and R. M. Hasson. "Verbal and Visuospatial Working Memory as Predictors of Children's Reading Ability." Archives of Clinical Neuropsychology 29, no. 5 (May 31, 2014): 467–77. http://dx.doi.org/10.1093/arclin/acu024.

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Hjetland, Hanne Næss, Ellen Irén Brinchmann, Solveig‐Alma Halaas Lyster, Bente Eriksen Hagtvet, and Monica Melby‐Lervåg. "PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review." Campbell Systematic Reviews 11, no. 1 (January 2015): 1–40. http://dx.doi.org/10.1002/cl2.139.

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VEII, KAZUVIRE, and JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children." Bilingualism: Language and Cognition 8, no. 3 (November 15, 2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.
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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (June 7, 2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.

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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.
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Dissertations / Theses on the topic "Predictors of reading ability"

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Shiotsu, Toshihiko. "Linguistic knowledge and processing efficiency as predictors of L2 reading ability a component skills analysis /." Thesis, Online version, 2003. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397847.

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Fay, Emily E. "LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.

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TOBIA, VALENTINA ANTONIA. "Cognitive profiles of typical and atypical readers: evidence from the italian orthography." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.

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Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in reading varied systematically as a function of orthography’s transparency (e.g., Ziegler et al., 2010). The series of studies reported in this thesis investigates the reading aloud process in the Italian transparent orthography, considering school-aged children who are typical readers or have Developmental Dyslexia (DD). The first two studies examined the role of verbal and visual-attentional cognitive processes in relation to reading fluency, considering children with typical development (Chapter 2) and with DD (Chapter 3). In particular, Chapter 2 describes a cross-sectional research that analyzes the predictors of reading fluency in primary school, investigating differences in the pattern of predictors for beginners (1st and 2nd grade) and expert readers (3rd to 5th grade). Results showed that concurrent predictors of reading fluency partially change when children become expert readers: whereas in 1st and 2nd grades text reading fluency was predicted by phonological awareness and rapid automatized naming, in 3rd to 5th grade also vocabulary, verbal short-term memory and visuo-spatial attention played a significant role in the model. The study presented in Chapter 3 focuses on group differences in the cognitive underpinnings of reading fluency, comparing dyslexic children with chronological-age and reading-age matched controls. Children with DD were significantly impaired in all the measures included in the phonological domain and in the visuo-spatial attention and verbal-visual recall tasks. Furthermore, this study provides an examination of the cognitive deficits that characterized the children with dyslexia involved in the study. Main finding is that a large group of children with DD exhibited multiple deficits, that included both the phonological and the non-verbal domains, whereas a lower number of children had a deficit exclusively in the phonological or exclusively in the visual-attention domains. The last study presented (Chapter 4) is an experimental investigation of the autonomic response to reading tasks in children with DD and typical readers. This study also analyses the relationship between the physiological activation and some socio-emotional variables measured through questionnaires administered to children themselves and to their parents. Children with DD exhibit lower galvanic skin response during the reading aloud task. Then, it was observed a significant correlation of galvanic skin response and heart rate registered during reading tasks with parent’s evaluation of emotional difficulties presented by their children. Theoretical implications for the science of reading, as well as clinical and educational issues, are discussed.
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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Adkins, Carrie M. "The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.

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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.

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Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
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Carson, Linda A. "Predictors of early reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.

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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.
Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
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Fuller, Frank D. (Frank Davidson). "The association between reading ability and test performance among adults of limited reading ability." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332849/.

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This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.
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Simpson, Lauree Smith. "Multiple intelligences and reading ability." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1159.

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The following research focuses on intelligence as it relates to reading. To make reading possible for every child, varied reading materials, methods, and models must be available. Once these elements are in place for the potential reader, does intelligence make the difference in reading ability?
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Books on the topic "Predictors of reading ability"

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Reading ability. New York: Oxford University Press, 1985.

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Reid, D. Kim. Test of Early Reading Ability. 3rd ed. Austin, Tex: Pro-Ed, 2001.

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Bowdoin, Ruth. Expanding your child's reading ability. Nashville, Tenn: Webster's International, 1990.

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Dougherty, Stahl Katherine A., ed. Assessment for reading instruction. 2nd ed. New York: Guilford Press, 2008.

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Associates, Science Research, ed. Reading mastery. United States: Science Research Associates, 1988.

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Reading diagnosis kit. 3rd ed. West Nyack, N.Y: Center for Applied Research in Education, 1986.

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Hagley, Fred. Suffolk reading scale. Windsor: NFER-Nelson, 1987.

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Benson, Quinn Kathleen, and Applegate Anthony J, eds. The critical reading inventory: Assessing students' reading and thinking. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2008.

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Wheelock, Warren. Classroom reading inventory. New York, NY: McGraw-Hill, 2011.

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JoAnne, Caldwell, ed. Qualitative reading inventory. 5th ed. Boston: Pearson Education/Allyn Bacon, 2011.

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Book chapters on the topic "Predictors of reading ability"

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Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. "Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2." In Literacy Studies, 171–94. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_8.

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Orellana García, Pelusa. "To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review." In Literacy Studies, 79–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7_5.

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Kanfer, Ruth, and Tracy M. Kantrowitz. "Ability and Non-Ability Predictors of Job Performance." In Psychological Management of Individual Performance, 27–50. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013419.ch2.

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Aguiar, Linda, and Susan Brady. "Vocabulary Acquisition and Reading Ability." In Reading Disabilities, 225–37. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_15.

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Stenner, A. Jackson. "Theory Referenced Measurement: Combining Substantive Theory and the Rasch Model." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 121–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_9.

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AbstractA construct theory is the story we tell about what it means to move up and down the scale for a variable of interest (e.g., temperature, reading ability, short term memory). Why is it, for example, that items are ordered as they are on the item map? The story evolves as knowledge regarding the construct increases. We call both the process and the product of this evolutionary unfolding "construct definition" (Stenner et al., Journal of Educational Measurement 20:305–316, 1983). Advanced stages of construct definition are characterized by calibration equations (or specification equations) that operationalize and formalize a construct theory. These equations, make point predictions about item behavior or item ensemble distributions. The more closely theoretical calibrations coincide with empirical item difficulties, the more useful the construct theory and the more interesting the story. Twenty-five years of experience in developing the Lexile Framework for Reading enable us to distinguish five stages of thinking. Each subsequent stage can be characterized by an increasingly sophisticated use of substantive theory. Evidence that a construct theory and its associated technologies have reached a given stage or level can be found in the artifacts, instruments, and social networks that are realized at each level.
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Stenner, A. Jackson, William P. Fisher, Mark H. Stone, and Donald Burdick. "Causal Rasch Models." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 223–50. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_18.

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AbstractRasch’s unidimensional models for measurement show how to connect object measures (e.g., reader abilities), measurement mechanisms (e.g., machine-generated cloze reading items), and observational outcomes (e.g., counts correct on reading instruments). Substantive theory shows what interventions or manipulations to the measurement mechanism can be traded off against a change to the object measure to hold the observed outcome constant. A Rasch model integrated with a substantive theory dictates the form and substance of permissible interventions. Rasch analysis, absent construct theory and an associated specification equation, is a black box in which understanding may be more illusory than not. Finally, the quantitative hypothesis can be tested by comparing theory-based trade-off relations with observed trade-off relations. Only quantitative variables (as measured) support such trade-offs. Note that to test the quantitative hypothesis requires more than manipulation of the algebraic equivalencies in the Rasch model or descriptively fitting data to the model. A causal Rasch model involves experimental intervention/manipulation on either reader ability or text complexity or a conjoint intervention on both simultaneously to yield a successful prediction of the resultant observed outcome (count correct). We conjecture that when this type of manipulation is introduced for individual reader text encounters and model predictions are consistent with observations, the quantitative hypothesis is sustained.
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Wright, Benjamin D., and A. Jackson Stenner. "Readability and Reading Ability." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 89–107. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_7.

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Arnbak, Elisabeth. "Predictors of adult functional reading skills." In Studies in Written Language and Literacy, 339–56. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.23arn.

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Mann, Virginia. "Phonological Awareness and Early Reading Ability: One Perspective." In Phonological Awareness in Reading, 191–215. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3010-6_7.

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Uhry, J. K. "Kindergarten Phonological Awareness and Rapid Serial Naming as Predictors of Grade 2 Reading and Spelling." In Basic Functions of Language, Reading and Reading Disability, 299–313. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_18.

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Conference papers on the topic "Predictors of reading ability"

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van Staden, Annalene, Alet van Rhyn, and Nicole Purcell. "PHONOLOGICAL AWARENESS AS PREDICTOR OF SECOND LANGUAGE READING ABILITY AMONG SOUTH AFRICAN LEARNERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2184.

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Bane, Mark C., Gary E. Fish, Rand Spencer, and Susan E. Moushegian. "MNREAD Acuity Test Reliability in Patients with Age-Related Maculopathy." In Vision Science and its Applications. Washington, D.C.: Optica Publishing Group, 1996. http://dx.doi.org/10.1364/vsia.1996.thb.2.

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The recently developed MNREAD ACUITY CHARTSR have been suggested to be very useful tools for clinical examination and research in patients with low vision1. The MNREAD charts were designed to address limitations found with standard near optotype acuity tests. The design of many standard near acuity tests is not consistent with currently accepted acuity chart guidelines2, and it has been found that standard optotype acuities are poor predictors of reading performance3 and the ability to use low vision aids4. A potential advantage of the MNREAD charts is that they can be used to quantify reading speed across a range of sentence character sizes in patients with low vision. Previous studies have found that MNREAD measures of reading acuity, optimal character size and critical character size are very useful indices for characterizing reading abilities in patients with low vision1,5-6. However, the MNREAD charts are relatively new, and little is known about the test-retest reliability of MNREAD measures in patients with low vision.
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Phichiensathien, Phirunkhana. "Interactive Reading to Second Language Reading Ability." In 6th UPI International Conference on TVET 2020 (TVET 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.138.

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Tang, Xiaohong. "Improving Ways on Japanese Reading Ability." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.113.

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Atayeva, Merjen, Nur Hidayanto Pancoro Setyo Putro, Gulzhaina Kassymova, and Saida Kosbay. "Impact of reading on students’ writing ability." In Challenges of Science. Institute of Metallury and Ore Benefication, 2019. http://dx.doi.org/10.31643/2019.001.

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Lu, Jie. "On Effectively Foster Children’s Early Reading Ability." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.265.

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Fahrurrozi, Dr. "Relationship between Students' Reading Interest and Vocabulary Mastery with Reading Comprehension ability." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.59.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Kaukiainen, Ari, Heidi Furu, Hanna-Kaisa Hyvärinen, and Markku Sainio. "0183 Predictors of work ability in solvent exposed workers." In Eliminating Occupational Disease: Translating Research into Action, EPICOH 2017, EPICOH 2017, 28–31 August 2017, Edinburgh, UK. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/oemed-2017-104636.148.

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Barta, Andrea, Borbala Tamas, Bernadette Galfi, Tunde P�ka, and Istvan Szamoskozi. "EXCELLENCE-BASED PREDICTORS OF UNDERGRADUATE STUDENTS� CRITICAL THINKING ABILITY." In 8th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings 2021. SGEM World Science, 2021. http://dx.doi.org/10.35603/sws.iscss.2021/s06.21.

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Reports on the topic "Predictors of reading ability"

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Quin, Paul. Verbal Sequencing Ability as a Predictor of Reading Disability. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1595.

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Adkins, Deborah. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.178.

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Johnson, David. An Aspect of the Process of School Desegregation : the Effects of Reading Ability Grouping on Social Attractiveness and Peer-Perceived Success. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2591.

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Boileau, Janet. A comparative analysis of the untrained lip reading ability of mothers of young hard of hearing children versus mothers of young normal hearing children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1268.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Khomenko, Tetiana. TIME AND SPACE OF HISTORICAL PARALLELS OF EUGEN SVERSTIUK’S JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11095.

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The article is dedicated to the investigation of time-space measurements of journalistic works of Eugen Sverstiuk, a well-known Ukrainian journalist. In particular, the time-space continuum of his works is being discussed, which is characterized as comprehensive, continuous, filled with archetypical images which metaphorize the text, but at the same time structure it, and are beaded on the axis of time and documentarily located in the space. The logics of images initiated in the text is exaggerated by constant dwelling of the author in the time-space dimensions of the epoque, of which he was a contemporary, as well as precise knowledge of World and Ukrainian history and culture. Historical parallelism of journalism of E. Sverstiuk possesses double potential. On the one hand, the author provides arguments for confirmation of his own opinion, and on the other, he shows us historical collisions in the new aspect, which helps consider the past, better understand the present, and think of the future. Pages of his works is space for author’s considerations, which logics impresses by free transgression of the author in the time, and his ability to grasp the most essential, although sometimes precedent, sometimes sudden and forgotten, or even unknown historical facts in order to force them to resonate in the new historical realities, first of all to indicate the importance of national and the need for assigning to it more significance. Using retrospectives, E. Sverstiuk encourages us to return to the national sources and to seek in ourselves the reflections of nationality in order to return historical truth to our audience. This is what, according to E. Sverstiuk, was believed to be one of the most necessary conditions of existence to the independent state. Time-space continuum of E. Sverstiuk’s journalism is reproduction of comprehensive history as continuous process of the development of humanity, and of formation of comprehensive, total, and so to say epic reading and understanding of these processes via accentuation of reader’s attention on key events, phenomena, and facts.
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Antignus, Yehezkiel, Ernest Hiebert, Shlomo Cohen, and Susan Webb. Approaches for Studying the Interaction of Geminiviruses with Their Whitefly Vector Bemisia tabaci. United States Department of Agriculture, July 1995. http://dx.doi.org/10.32747/1995.7604928.bard.

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The DNA of tomato yellow leaf curl virus (TYLCB) was detected in its whitefly vector, Bemisia tabaci, by dot spot hybridization as early as 1 h after acquisition access. The retention of the virus nucleic acid in the vector was at least 23 days after a 48 h acquisition access. However, the retention of TYLCV coat protein did not exceed 10 days. No replicative forms of TYLCV could be detected in B. tabaci, indicating a non-propagative relationship with the vector. Whiteflies were not able to accumulate naked virion ssDNA, virus cloned dsDNA, or virions with impaired coat protein. Deletion, frameshift, and single amino acid mutations were inserted into open reading frames (ORFs) V1 and V2 (Coat protein) of TYLCV. The ability of these mutants to replicate, to spread and to induce symptoms was tested both in leaf disks and in intact plants. No replication was found in tissues that were infected with a deletion mutant that lacked the carboxy half of the coat protein gene. Residual amounts of ssDNA and dsDNA were detected i tissues infected with a frameshift mutant in which an early termination at the extreme part of the protein. Two other mutants in which a single amino acid was changed in the overlapping part of V1 and V2 were able to spread systemically but infections remained symptomless and the production of ssDNA and dsDNA were significantly lower. These mutants were acquired and transmitted by Bemisia tabaci. Procedures for the the dissection, fixation and embedding of whiteflies were developed. The anatomy and ultrastructure of the salivary gland and the midgut of Bemisia tabaci and Trialeurodes vaporariorum (a vector and non-vector of geminiviruses respectively) was studied and described. Monoclonal antibodies against bean golden mosaic virus (BGMV) with narrow and broad spectrum were prepared. Transmission studies of tomato mottle geminivirus (TMoV) by B. tabaci were carried out. These studies were essential for a further work aimed to understand the interaction of geminiviruses with the insect and their localization in its tissues. To enable the production of transgenic plants procedures were developed for tomato transformation with both Agrobacterium and microparticle bombardment.
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