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Relevant bibliographies by topics / Reading achievement

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Academic literature on the topic 'Reading achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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Journal articles on the topic "Reading achievement"

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RITCHIE, DAVID, VINCENT PRICE, and DONALD F. ROBERTS. "Television, Reading, and Reading Achievement." Communication Research 14, no. 3 (June 1987): 292–315. http://dx.doi.org/10.1177/009365087014003002.

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Forsberg, Lisa, and Anthony Skelton. "Achievement and Enhancement." Canadian Journal of Philosophy 50, no. 3 (December 11, 2019): 322–38. http://dx.doi.org/10.1017/can.2019.43.

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AbstractWe engage with the nature and the value of achievement through a critical examination of an argument according to which biomedical “enhancement” of our capacities is impermissible because enhancing ourselves in this way would threaten our achievements. We call this the argument against enhancement from achievement. We assess three versions of it, each admitting to a strong or a weak reading. We argue that strong readings fail, and that weak readings, while in some cases successful in showing that enhancement interferes with the nature or value of achievement, fail to establish that enhancement poses an unusual threat to achievement.

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Islam, Syaiful. "INVESTIGATING CORRELATION BETWEEN READING STRATEGIES AND READING ACHIEVEMENT ACROSS LEARNING STYLES." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 1 (June 30, 2019): 88. http://dx.doi.org/10.24252/eternal.v51.2019.a8.

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The study was aimed to analyze the interrelationship between metacognitive reading strategy and reading achievements, the correlation between cognitive reading strategy and reading achievement, and to know the effect between metacognitive and cognitive strategy used by learners across their learning styles. This study used correlation research. The number of populations was 315. The researcher chose 113 Senior High EFL students at MA Nurul Jadid. Questionnaire and reading comprehension test were used to collect data. The researcher used two questionnaires to measure reading strategies used by the students and students’ learning styles. SPSS V. 20 was used to analyze questionnaires’ data. Descriptive statistics was applied to calculate the mean and standard deviation of 40 individual reading strategies. The results were: metacognitive and cognitive strategies were used in high and medium level when students did the tests. Metacognitive strategy significantly correlated with reading achievement where correlation coefficient is greater than critical value of correlation coefficient while cognitive strategy does not relate mutually to reading achievements. Then, reading strategies significantly affected students’ reading achievement.

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Zhang, Anqi. "Mandarin de-adjectival degree achievements as inchoative statives." Language and Linguistics / 語言暨語言學 24, no. 1 (December 12, 2022): 146–80. http://dx.doi.org/10.1075/lali.00128.zha.

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Abstract Mandarin degree adjectives can give rise to a degree achievement reading with the perfective marker le. In this paper, I argue that de-adjectival degree achievements in Mandarin are inchoative statives, whose core meaning component is a reflexive comparative that compares the present state with a previous state in some property of the same individual. My new analysis better captures the facts that de-adjectival degree achievements show variable telicity, that they give rise to stative readings with duration phrases, and that they are compatible with time as a comparative standard. Because the comparison is between two states at different times, a degree-achievement reading can be inferred even though the predicate is stative in semantics.

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Puccioni, Jaime. "Predictors of Reading Achievement." Literacy Research: Theory, Method, and Practice 64, no. 1 (November 2015): 249–66. http://dx.doi.org/10.1177/2381336915617598.

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Schoor, Cornelia. "Utility of reading — Predictor of reading achievement?" Learning and Individual Differences 45 (January 2016): 151–58. http://dx.doi.org/10.1016/j.lindif.2015.11.024.

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Kırmızı, Fatma Susar. "The effect of creative reading and creative writing activities on creative reading achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 406–12. http://dx.doi.org/10.18844/prosoc.v4i1.2283.

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Watkins, Timothy. "The Relationship between Reading Vocabulary and Reading Comprehension in a Direct Instruction Reading Program." Advances in Social Sciences Research Journal 9, no. 12 (January 5, 2023): 517–35. http://dx.doi.org/10.14738/assrj.912.13683.

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The purpose of this study was to examine the relationship beween Hispanic, Caucasian, and Africa American students’ reading voacabulary achievement and reading comprehension achievement in a Direct Instruction reading program. The study consisted of students from a small, rural school district in southeast Arkansas. A total of 230 students participated in the study. Seventeen were Hispanic students, 33 were Caucasian students, and 180 were African American students. The study used an Analysis of Covariance (ANCOVA) statistic to identify any potential differences in reading vocabulary and reading comprehension among the subgroups. The findings of this study suggest that statistically significant differences did exist between Hispanic, Caucasian, and African American students in reading vocabulary using a Direct Instruction reading program. The Hispanic participants had a higher mean achievement gain score in reading comprehension than either Caucasian or African American students. The Hispanic participants also had a higher mean achievement gain score in reading vocabulary achievement than the African American participants but a smaller mean achievement gain score than the Caucasian participants.

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Syafitri, Meity. "THE EFFECTS OF USSR STRATEGY, METACOGNITIVE STRATEGY, AND READING HABIT ON READING COMPREHENSION ACHIEVEMENT." Jurnal Ilmiah Bina Bahasa 12, no. 2 (December 31, 2019): 11–26. http://dx.doi.org/10.33557/binabahasa.v12i2.740.

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Reading is one of the language skills which has an important role for the people because by reading people can get much information which they need. However, reading is not a simple activity. English reading is still a challenging task for Indonesian students. Therefore, a certain strategy may be used for improving students’ reading achievements. Using the USSR and Metacognitive strategies, this study aimed at improving the students’ reading comprehension achievement and finding out whether or not there was interaction among both strategies and students’ reading habit toward reading comprehension achievement. The population of this study is the tenth graders. Sixty tenth graders were selected as the sample and equally divided into experiment group 1 and experiment group 2. Next, both groups were tested before and after the treatment. Using paired sample t-test statistics, the results showed that the students’ reading comprehension achievement was significantly improved. The result of two way ANOVA showed that there was interaction (0.009).

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Bouchamma, Yamina, Vincent Poulin, Marc Basque, and Catherine Ruel. "Impact of Students’ Reading Preferences on Reading Achievement." Creative Education 04, no. 08 (2013): 484–91. http://dx.doi.org/10.4236/ce.2013.48070.

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Dissertations / Theses on the topic "Reading achievement"

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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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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3392.

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Dwyer, Edward J. "Encouraging Reading Achievement Through Readers’ Theater." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3400.

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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3405.

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Dawkins, Lakeshia Darby. "Factors Influencing Student Achievement in Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3601.

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The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human growth and development: microsystems, mesosystems, exosystems, macrosystems, and chronosystems. Four research questions guided this study. The questions investigated teachers' perceptions of how effective classroom practices, differentiated instruction, professional development, and parental involvement influence student achievement in reading. Participants included 9 elementary school ELA teachers. Data collection included audiotaped interviews, classroom observations, and the examination of teacher lesson plans. Data were manually coded and organized into 7 themes. The themes were: back to basics, reading practice, classroom environment, meeting students' needs, professional development, communication, and home environment. The data indicated that the teacher participants believed that there is a need for increased parental involvement in reading. Parental involvement and the home environment were listed as two of the most important factors in student achievement in reading. Based on the research findings, a 3-day teacher facilitated family literacy program was developed. The goal of the program is to equip parents with resources and strategies to facilitate the reading achievement of their children at home. Increased parental involvement has the potential to positively affect student achievement in reading, which can bring about positive social change for families and teachers.

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Hood, Nicholas Robert. "Under which conditions does reading attitude most influence reading achievement?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/339022.

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Educational Psychology
Ph.D.
Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers.
Temple University--Theses

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Adams, Wandaleen. "Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1303.

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The purpose of this study was to determine if there was any significant increase in the reading achievement of Reading First third grade students compared to the reading achievement of the third grade reading students in Non-Reading First schools located in southwest Virginia for 2004-2009. The Standards of Learning (SOLs) reading test scores were compiled from the Virginia Standards of Learning test scores that are available to the public from the Virginia Department of Education website. The elementary schools chosen for this study have a similar number of disadvantaged students and similar demographics. The reading achievement was being examined after 6 years of implementation of teaching strategies using Reading First in 3 of the elementary schools and compared to Non-Reading First schools. Using a quantitative design, the comparative study included data obtained from the 2004-2009 Virginia Standards of Learning standardized assessment test scores for third grade students in 6 elementary schools. The data comparison examined the reading achievement relationship between the Reading First schools (experimental) and the Non-Reading First schools (control group). The analysis was based on 2 research questions and 12 hypotheses; 6 hypotheses for each question. A t-test for independent samples was used to identify the differences between the means of Reading First schools and the Non-Reading First schools. A chi square analysis was used to identify the differences between the means of Reading First schools compared to the means of Non-Reading First schools in the areas of not proficient, proficient, and advanced proficient. The results of the study indicated that there were significant increases for reading achievement for the Reading First schools in the experimental group compared to the Non-Reading First in the control group. The Reading First schools performed better or as well as their peers in Non-Reading First schools at the advanced reading proficiency level.

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Moretti, Shelley. "Parents as reading coaches, parenting style, scaffolding and children's reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61981.pdf.

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Nash, Mykie C. "Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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This mixed-methods study included an in-depth look at the perceptions of first-grade teachers in southwest Missouri to gain insight into the knowledge, understanding, and perceptions of teachers when considering reading achievement and how it relates to Reading Recovery, student engagement, professional development, and socioeconomic status. A second piece to the study included a quantitative examination of the correlation between reading achievement and attendance. Focus groups were formed and an 11-question interview was conducted to gather insight into the perceptions of first-grade teachers across five different counties. Additionally, reading data and attendance from 249 students in those schools were used to determine if a correlation exists between reading achievement and student attendance. After completion of all focus groups, it was evident many commonalities exist among first-grade teachers across multiple districts. Most teachers find value in Reading Recovery, understand the importance of student engagement, see the disadvantages of those students who arrive from lower socioeconomic status families, and value professional development. Reading and attendance data revealed students with attendance greater than 94% have improved reading achievement over those with attendance below 94%. The results of this study can provide insight for administrators and district leaders when considering appropriate professional development in the area of reading achievement.

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Amos, Zachary S. "The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237770679.

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Books on the topic "Reading achievement"

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Spache, George Daniel. Project achievement: Reading. Edited by Spache Evelyn B and Scholastic Inc. New York: Scholastic Book Services, 1987.

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B, Spache Evelyn, and Scholastic Inc, eds. Project achievement: Reading. New York, N.Y: Scholastic Inc., 1987.

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Davies, Jean. Pupil achievement in reading. [London]: Inner London Education Authority Research and Statistics Branch, 1988.

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Sturn, Diana-Lynne. Phonological awareness and early reading achievement. Ann Arbor: UMI Dissertation Services, 1999.

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Flanagan, Kristin Denton. Reading: Young children's achievement and classroom experiences. Washington, D.C.]: U.S. Dept. of Education, Institute of Education Sciences, 2003.

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McEwan, Elaine K. The principal's guide to raising reading achievement. Thousand Oaks, Calif: Corwin Press, 1998.

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Howes, Mary. Intervention procedures to enhance summer reading achievement. Ann Arbor, Mich: University Microfilms International, 1990.

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Collins, David. Advancing reading achievement: Becoming effective teachers of reading through collective study. [Greensboro, N.C.?]: SERVE, 2002.

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Ann, Collins, SERVE (Organization), and United States. Office of Educational Research and Improvement, eds. Advancing reading achievement: Becoming effective teachers of reading through collective study. [Greensboro, NC?]: Regional Educational Laboratory at SERVE, 2002.

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Orellana García, Pelusa, and Paula Baldwin Lind, eds. Reading Achievement and Motivation in Boys and Girls. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7.

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Book chapters on the topic "Reading achievement"

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Araujo, Luisa. "Reading Literacy Achievement." In Encyclopedia of Quality of Life and Well-Being Research, 5404–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2424.

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Morere, Donna A. "Measures of Reading Achievement." In Assessing Literacy in Deaf Individuals, 107–26. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5269-0_6.

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McLoughlin, David. "Wrat-3: Wide Range Achievement Test." In The Psychological Assessment of Reading, 329–30. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209225-33.

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Mommers, Martin J. C., and Johan H. L. Oud. "4. Monitoring reading and spelling achievement." In The Construct of Language Proficiency, 49. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.62.07mom.

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McArthur, David L. "Analysis of Reading Comprehension Data." In Alternative Approaches to the Assessment of Achievement, 233–48. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3257-9_8.

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Nishihara, Takayuki. "Achievement Tests for Literary Reading in General EFL Reading Courses." In Literature and Language Learning in the EFL Classroom, 115–30. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_8.

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Tian, Huisheng, and Zhichang Sun. "Chinese Reading Assessment Report." In Assessment Report on Chinese Primary School Students’ Academic Achievement, 61–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_2.

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Mullis, Ina V. S., and Dana L. Kelly. "International Achievement in Mathematics, Science, and Reading." In International Handbook of Comparative Large-Scale Studies in Education, 1–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38298-8_41-1.

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Mullis, Ina V. S., and Dana L. Kelly. "International Achievement in Mathematics, Science, and Reading." In International Handbook of Comparative Large-Scale Studies in Education, 1243–71. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88178-8_41.

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Otaiba, Stephanie Al, Jeannie Wanzek, Mai Zaru, Rachel Donegan, Dayna Russell Freudenthal, Jennifer Stewart, Brenna Rivas, Christopher J. Lemons, and Yaacov Petscher. "Reading Achievement and Growth Mindset of Students With Reading Difficulties or Reading Disabilities." In Handbook of Special Education Research, Volume II, 31–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003156888-4.

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Conference papers on the topic "Reading achievement"

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Peng-wei, Liu. "The Influence of Reading Anxiety on English Reading Achievement." In Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.33.

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Hsieh, Pei-Chin, and Chang-Ho Ji. "On English Reading Achievement and Perceptions." In 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.40.

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Li, Mengyi. "Understanding Reading Motivation and Reading Achievement Gaps: The Case of NAEP." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443721.

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Guo, Li, and Bo Yan. "A Study on the Correlation between Writing Achievement and Reading Achievement of CSL Learners." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.52.

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Murrah, William. "Nonlinear Gompertz Curves of Mathematics, Reading, and Science Achievement." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892281.

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Cho, Eunsoo. "Achievement Goals and Reading Comprehension: Differential Relations for Students With and Without Reading Disabilities." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580522.

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Zhou, Shuqi. "Teacher Quality, Instructional Quality, Reading Confidence, and Their Associations With Reading Achievement (Poster 27)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890431.

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Jin, Gan. "Relationship Between Metacognition and Reading Achievement: Moderation Role of Teachers' Stimulation of Reading Engagement." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688412.

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Prilianti, Dian, Tahrun, and Mulyadi. "Improving the Tenth Grade Students’ Reading Comprehension Achievement of Narrative Text and Reading Interest by Using Guided Reading Strategy." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.199.

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Huang, Jing. "From Reading Strategy Instruction to Student Reading Achievement: The Mediating Role of Student Motivational Factors." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431559.

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Reports on the topic "Reading achievement"

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Yeigh, Maika. Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1785.

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Fryer, Roland, and Meghan Howard Noveck. High-Dosage Tutoring and Reading Achievement: Evidence from New York City. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23792.

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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.

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Msukwa, Chimwemwe, Jane Burt, and John Colvin. Good Governance in Malawi: Impact evaluation of the ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project. Oxfam GB, March 2021. http://dx.doi.org/10.21201/2021.7345.

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The EU-funded ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project was implemented from 2015 to 2020 by a consortium made up of Oxfam in Malawi, LANDNET (until 2018) and CEPA, with technical support from DAI. The objective was to pilot, test and recommend for scale-up improved gender-sensitive land governance systems. This Effectiveness Review evaluates the success of this project to achieve the following focal outcomes: (1) By 2019, laws have been enacted that are relevant to the registration and titling of customary estates and are ready for implementation and (2) By 2020, women and men in two or more of the target Group Village Headpersons (GVHs) in Phalombe, Kasungu and Rumphi districts have secure land tenure with supporting land governance structures. Using a process tracing approach, achievement of these focal outcomes and the consortium's contribution were assessed. Find out more by reading the full report now.

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.

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Mawassi, Munir, Baozhong Meng, and Lorne Stobbs. Development of Virus Induced Gene Silencing Tools for Functional Genomics in Grapevine. United States Department of Agriculture, July 2013. http://dx.doi.org/10.32747/2013.7613887.bard.

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Grapevine is perhaps the most widely grown fruit crop. To understand the genetic make-up so as to improve the yield and quality of grapes and grape products, researchers in Europe have recently sequenced the genomes of Pinot noir and its inbred. As expected, function of many grape genes is unknown. Functional genomics studies have become the major focus of grape researchers and breeders. Current genetic approaches for gene function studies include mutagenesis, crossing and genetic transformation. However, these approaches are difficult to apply to grapes and takes long periods of time to accomplish. It is thus imperative to seek new ways for grape functional genomics studies. Virus-induced gene silencing (VIGS) offers an attractive alternative for this purpose and has proven highly effective in several herbaceous plant species including tomato, tobacco and barley. VIGS offers several advantages over existing functional genomics approaches. First, it does not require transformation to silence a plant gene target. Instead, it induces silencing of a plant gene through infection with a virus that contains the target gene sequence, which can be accomplished within a few weeks. Second, different plant genes can be readily inserted into the viral genome via molecular cloning and functions of a large number of genes can be identified within a short period of time. Our long-term goal of this research is to develop VIGS-based tools for grapevine functional genomics, made of the genomes of Grapevine virus A (GVA) from Israel and Grapevine rupestris stem pitting-associated virus (GRSPaV) from Canada. GVA and GRSPaV are members of the Flexiviridae. Both viruses have single-stranded, positive sense RNA genomes, which makes them easy to manipulate genetically and excellent candidates as VIGS vectors. In our three years research, several major breakthroughs have been made by the research groups involved in this project. We have engineered a cDNA clone of GVA into a binary vector that is infectious upon delivery into plantlets of micropropagated Vitis viniferacv. Prime. We further developed the GVA into an expression vector that successfully capable to silence endogenous genes. We also were able to assemble an infectious full-length cDNA clones of GRSPaV. In the following sections Achievements and Detailed description of the research activities, we are presenting the outcome and results of this research in details.

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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).

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Anderson, Gerald L., and Kalman Peleg. Precision Cropping by Remotely Sensed Prorotype Plots and Calibration in the Complex Domain. United States Department of Agriculture, December 2002. http://dx.doi.org/10.32747/2002.7585193.bard.

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This research report describes a methodology whereby multi-spectral and hyperspectral imagery from remote sensing, is used for deriving predicted field maps of selected plant growth attributes which are required for precision cropping. A major task in precision cropping is to establish areas of the field that differ from the rest of the field and share a common characteristic. Yield distribution f maps can be prepared by yield monitors, which are available for some harvester types. Other field attributes of interest in precision cropping, e.g. soil properties, leaf Nitrate, biomass etc. are obtained by manual sampling of the filed in a grid pattern. Maps of various field attributes are then prepared from these samples by the "Inverse Distance" interpolation method or by Kriging. An improved interpolation method was developed which is based on minimizing the overall curvature of the resulting map. Such maps are the ground truth reference, used for training the algorithm that generates the predicted field maps from remote sensing imagery. Both the reference and the predicted maps are stratified into "Prototype Plots", e.g. 15xl5 blocks of 2m pixels whereby the block size is 30x30m. This averaging reduces the datasets to manageable size and significantly improves the typically poor repeatability of remote sensing imaging systems. In the first two years of the project we used the Normalized Difference Vegetation Index (NDVI), for generating predicted yield maps of sugar beets and com. The NDVI was computed from image cubes of three spectral bands, generated by an optically filtered three camera video imaging system. A two dimensional FFT based regression model Y=f(X), was used wherein Y was the reference map and X=NDVI was the predictor. The FFT regression method applies the "Wavelet Based", "Pixel Block" and "Image Rotation" transforms to the reference and remote images, prior to the Fast - Fourier Transform (FFT) Regression method with the "Phase Lock" option. A complex domain based map Yfft is derived by least squares minimization between the amplitude matrices of X and Y, via the 2D FFT. For one time predictions, the phase matrix of Y is combined with the amplitude matrix ofYfft, whereby an improved predicted map Yplock is formed. Usually, the residuals of Y plock versus Y are about half of the values of Yfft versus Y. For long term predictions, the phase matrix of a "field mask" is combined with the amplitude matrices of the reference image Y and the predicted image Yfft. The field mask is a binary image of a pre-selected region of interest in X and Y. The resultant maps Ypref and Ypred aremodified versions of Y and Yfft respectively. The residuals of Ypred versus Ypref are even lower than the residuals of Yplock versus Y. The maps, Ypref and Ypred represent a close consensus of two independent imaging methods which "view" the same target. In the last two years of the project our remote sensing capability was expanded by addition of a CASI II airborne hyperspectral imaging system and an ASD hyperspectral radiometer. Unfortunately, the cross-noice and poor repeatability problem we had in multi-spectral imaging was exasperated in hyperspectral imaging. We have been able to overcome this problem by over-flying each field twice in rapid succession and developing the Repeatability Index (RI). The RI quantifies the repeatability of each spectral band in the hyperspectral image cube. Thereby, it is possible to select the bands of higher repeatability for inclusion in the prediction model while bands of low repeatability are excluded. Further segregation of high and low repeatability bands takes place in the prediction model algorithm, which is based on a combination of a "Genetic Algorithm" and Partial Least Squares", (PLS-GA). In summary, modus operandi was developed, for deriving important plant growth attribute maps (yield, leaf nitrate, biomass and sugar percent in beets), from remote sensing imagery, with sufficient accuracy for precision cropping applications. This achievement is remarkable, given the inherently high cross-noice between the reference and remote imagery as well as the highly non-repeatable nature of remote sensing systems. The above methodologies may be readily adopted by commercial companies, which specialize in proving remotely sensed data to farmers.

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