Relevant bibliographies by topics / Reading ability

Academic literature on the topic 'Reading ability'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Reading ability"

Venezky, Richard L., and Charles A. Perfetti. "Reading Ability." American Journal of Psychology 100, no. 2 (1987): 310. http://dx.doi.org/10.2307/1422416.

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Grabe, William, and Charles A. Perfetti. "Reading Ability." Language 63, no. 1 (March 1987): 201. http://dx.doi.org/10.2307/415428.

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Kaya, Ebru. "The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students." ÜNİVERSİTEPARK Bülten 4, no. 1-2 (December 30, 2015): 37–51. http://dx.doi.org/10.12973/unibulletin.412.4.

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Gaurifa, Agusnimar. "Ability Write Reading Summary." IJEMS:Indonesian Journal of Education and Mathematical Science 3, no. 1 (January 19, 2022): 18. http://dx.doi.org/10.30596/ijems.v3i1.5499.

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TAKAHASHI, Noboru. "ACQUISITION OF READING ABILITY." Japanese Journal of Educational Psychology 44, no. 2 (1996): 166–75. http://dx.doi.org/10.5926/jjep1953.44.2_166.

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Lee, Binna. "Analysis of Reading Self-efficacy, Reading meta-cognition and Reading Ability according to Writing Ability Level." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 7 (April 15, 2021): 159–79. http://dx.doi.org/10.22251/jlcci.2021.21.7.159.

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CARRELL, P. L. "Second Language Reading: Reading Ability or Language Proficiency?" Applied Linguistics 12, no. 2 (June 1, 1991): 159–79. http://dx.doi.org/10.1093/applin/12.2.159.

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Ngân, Phạm Thị Hoàng, Mai Thị Thanh Thu, and Trần Văn Đăng. "USING EXTENSIVE READING TO IMPROVE STUDENTS’ READING ABILITY." Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên 199, no. 06 (May 29, 2019): 45–50. http://dx.doi.org/10.34238/tnu-jst.2019.06.1130.

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Đọc là một cách để học tập và hưởng thụ. Đặc biệt, trong việc học ngoại ngữ thứ hai, khả năng đọc tốt là cần thiết cho việc học tiếng Anh với mục đích học thuật và mục đích nghề nghiệp cũng như trong nhiều chương trình giảng dạy của các trường đại học. Nhiều nghiên cứu trước đây đã chỉ ra, sinh viên dành nhiều thời gian đối với các bài học đọc để đạt được năng lực như vậy. Mặc dù có nhiều năm được hướng dẫn và thực hành về cách đọc, nhiều sinh viên học tiếng Anh vẫn gặp khó khăn trong việc cải thiện khả năng đọc. Tất nhiên, có một số lý do cho việc này như việc thiếu từ vựng, đọc lưu loát và thói quen đọc. Có nhiều cách khác nhau để cải thiện khả năng đọc của sinh viên và một trong số đó là phương thức “đọc mở rộng”. Do đó, bài báo nhằm mục đích chỉ ra các vấn đề mà sinh viên gặp phải trong khi học đọc và tìm ra lợi ích của việc “đọc mở rộng” đối với việc cải thiện khả năng đọc của sinh viên.

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TAKAHASHI, NOBORU. "Developmental Changes in Reading Ability." Japanese Journal of Educational Psychology 49, no. 1 (2001): 1–10. http://dx.doi.org/10.5926/jjep1953.49.1_1.

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Carras, Porto. "Cerebral lateralization and reading ability." International Journal of Psychophysiology 18, no. 2 (November 1994): 136. http://dx.doi.org/10.1016/0167-8760(94)90415-4.

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Dissertations / Theses on the topic "Reading ability"

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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Manning, Margaret. "Laterality, reading and ability in children." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/34667.

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Various hypotheses derived from Annett's (1972; 1985) genetic theory of handedness are experimentally tested. Results from the first investigation show that excessive bias in favour of right handedness is due to a weakness in left rather than superiority of right hand skill, and is associated with poor nonverbal reasoning ability. A second investigation indicated that risks to reading problems were increased in children with either too little or too much bias in favour of dextrality. A further three studies investigated patterns of ability and disability at both laterality extremes. It was found that language deficits were more frequent in children reduced in bias towards the right hand. An attempt to find a task which those at the dextral tail of the laterality distribution were worse at than those at the sinistral tail met with inconclusive results. The experimental findings are, in general compatible with Annett's hypothesis of a human balanced polymorphism with heterozygote advantage for ability.

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McCartney, Rebecca Eisenberg. "Rapid Automatized Naming and Reading Ability." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_diss/48.

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The Rapid Automatized Naming test (RAN) has been shown to be a strong predictor of reading ability (Katzir et al., 2006), however the nature of this relationship remains unclear. The purpose of this study was to evaluate the underlying components of RAN, and to then determine whether these components partially account for the relationship between RAN and reading ability. The sample consisted of 100 undergraduate students. The underlying components of RAN that were evaluated included, visual search and scanning, auditory and visual sequencing, discrete naming, confrontation naming, executive functioning and phonological processing. The findings suggest that visual search and scanning, auditory sequential processing, discrete naming and executive functioning are all significant underlying components of RAN. Additionally, the findings suggest that visual scanning and auditory sequential processing partially mediate the relationship between RAN and reading fluency.

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Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.

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Jia, Fanlu, and 贾凡路. "Gender differences of reading ability in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639420.

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Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience. We tested children’s character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test. We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills. The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades. These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future.
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Alsawar, Radah. "Using The Qualitative Reading Inventory to Assess A Saudi Reader’s Reading Ability." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493394444213539.

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Frey-Toompere, Linet. "Suppression in L1 and L2 reading comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.

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Nicholson, Ann L. "The Effects of Repeated Readings on the Fluency Scores of Low Ability Third Grade Readers." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1163077388.

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Barnie, Charlene. "Parent and teacher estimates of children's reading ability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58320.pdf.

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Books on the topic "Reading ability"

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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1945-, Harrison Colin, and Salinger Terry S, eds. Assessing reading: International perspectives on reading assessment. London: Routledge, 1998.

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

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

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JoAnne, Caldwell, ed. Qualitative reading inventory. Glenview, Ill: Scott, Foresman/Little, Brown Higher Education, 1990.

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Leslie, Lauren. Qualitative reading inventory. 4th ed. Boston: Pearson, 2006.

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Book chapters on the topic "Reading ability"

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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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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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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Oakhill, Jane V. "The Neale Analysis of Reading Ability - Revised." In The Psychological Assessment of Reading, 312–13. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209225-25.

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Moseley, David V. "British Ability Scales (Bas Ii) Spelling Scale." In The Psychological Assessment of Reading, 294–96. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209225-18.

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Beech, John R., and Chris Singleton. "British Ability Scales (Bas) Word Reading Test." In The Psychological Assessment of Reading, 297–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209225-19.

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Turner, Martin. "The Differential Ability Scales (Das) Word Reading Test." In The Psychological Assessment of Reading, 334–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209225-35.

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Mann, Virginia, and Maria Singson. "Linking Morphological Knowledge to English Decoding Ability: Large Effects of Little Suffixes." In Reading Complex Words, 1–25. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3720-2_1.

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Lenssen-Erz, Tilman, and Andreas Pastoors. "Reading Spoor." In Reading Prehistoric Human Tracks, 101–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_6.

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AbstractThe spoor of animals and humans alike contain rich information about an individual and about a momentary activity this individual performed. If the – arguably hard-wired – human ability to read spoor and tracks is sufficiently trained, a footprint allows to glean from it various physical, kinetic, medical, social and psychologic data about an individual, as has been observed among various populations across the globe. The Ju|’hoansi San from northern Namibia still today practice traditional hunting so that tracking is a skill that is required and trained on a daily base. For a good tracker, the information she or he gets from spoor is equally rich on animal and human footprints, and it is not necessary that the tracker has been exposed before to the individual whose spoor she/he reads. In order to allow an assessment of how tenable are the interpretations by contemporary hunter-gatherers of prehistoric human footprints, this chapter elucidates methodological aspects of tracking and situates this ability in an epistemological framework.

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Sriganesh, Radhakrishnan, D. R. Rahul, and R. Joseph Ponniah. "Genetics of Reading Ability and Its Role in Solving Reading Difficulties." In The Idea and Practice of Reading, 125–39. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8572-7_8.

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Conference papers on the topic "Reading ability"

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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Black, Matthew, Joseph Tepperman, Sungbok Lee, and Shrikanth S. Narayanan. "Predicting children's reading ability using evaluator-informed features." In Interspeech 2009. ISCA: ISCA, 2009. http://dx.doi.org/10.21437/interspeech.2009-549.

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Dalman, Dalman, Mardiana Mardiana, Hesti Hesti, Ahmad Luviadi, and Roni Sulistiyono. "Development of Reading Comprehension Ability Assessment for Students." In Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.18-11-2020.2311721.

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Yahya, Mohamad, Kuntoro Kuntoro, Nofita Sari, and Mugi Rahayu. "Improving Reading Comprehension Ability Trough Mini Book Media." In Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-7-2021.2313063.

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Bessu, Lidia Vera, Angrayni Dian Novia Nasution, and Ashadi Ashadi. "Using Authentic Material to Develop Students’ Critical Reading Ability." In Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.3.

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Seyoung, Hong, and Mun-Koo Kang. "The Effects of Phonics Contents on Kindergartener's Reading Ability." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.28.

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Reports on the topic "Reading ability"

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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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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Sartain, Bradley, Kurt Getsinger, Damian Walter, John Madsen, and Shayne Levoy. Flowering rush control in hydrodynamic systems : part 1 : water exchange processes. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45425.

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In 2018, field trials evaluated water-exchange processes using rhodamine WT dye to provide guidance on the effective management of flowering rush (Butomus umbellatus L.) at McNary Dam and Reservoir (Wallula Lake, 15,700 ha). Additional evaluations determined the effectiveness of BubbleTubing (hereafter referred to as bubble curtain) at reducing water exchange within potential flowering rush treatment areas. Dye readings were collected from multiple sampling points at specific time intervals until a dye half-life could be determined. Whole-plot dye half-lives at sites without bubble curtain ranged 0.56–6.7 h. In slower water-exchange sites (≥2.6 h dye half-life), the herbicide diquat should have a sufficient contact time to significantly reduce flowering rush aboveground biomass. Other sites demonstrated very rapid water exchange (<1.5 h dye half-life), likely too rapid to effectively control flowering rush using chemical treatments without the use of a barrier or curtain to slow water exchange. At one site, the use of the bubble curtain increased the dye half-life from 3.8 h with no curtain to 7.6 and 7.1 h with a bubble curtain. The bubble curtain’s ability to slow water exchange will provide improved chemical control and in-crease the potential for other chemical products to be effectively used.

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Generation II Coastal Risk Model (G2CRM). Engineer Research and Development Center (U.S.), December 2022. http://dx.doi.org/10.21079/11681/46260.

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The U.S. Army Corps of Engineers (USACE or Corps) has a mission to manage flood risks: “The USACE Flood Risk Management Program (FRMP) works across the agency to focus the policies, programs and expertise of USACE toward reducing overall flood risk. This includes the appropriate use and resiliency of structures such as levees and floodwalls, as well as promoting alternatives when other approaches (e.g., land acquisition, flood proofing, etc.) reduce the risk of loss of life, reduce long-term economic damages to the public and private sector, and improve the natural environment.” As a part of that mission, the Institute for Water Resources (IWR) in cooperation with other Corps groups has developed the Generation II Coastal Risk Model (G2CRM) to support planning-level studies of hurricane protection systems (HPS). The G2CRM is distinguished from other models currently used for that purpose by virtue of its focus on probabilistic life cycle approaches. This allows for examination of important long-term issues including the impact of climate change and avoidance of repetitive damages. Key features of the model include the ability to use readily available data from existing sources and corporate databases and integration with geographic information systems (GIS). The G2CRM generates a wide variety of outputs useful for estimating damages and costs, characterizing and communicating risk, and reporting detailed model behavior, in the without-project condition and under various plan alternatives for the with-project condition.

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