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Dissertations / Theses on the topic 'Reading efficiency'
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1
Schisler, Rebecca Ailina. "Comparing the Effectiveness and Efficiency of Oral and Written Retellings as Strategies for Improving Reading Comprehension Performance." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1210303982.
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McLeod, Kristen. "Instructional effectiveness versus efficiency : a comparison of three types of corrective feedback for oral reading fluency instruction." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172778187.
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Rahman, Tarjin. "Designing an interface to optimize the reading efficiency of electronic texts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29171.pdf.
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Griffin, Crystal Simone. "A comparison of the effectiveness and efficiency of traditional phonics - distributed practice, traditional phonics - massed practice, and incremental rehearsal on kindergarten students' letter-sound correspondence performance." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1237210291.
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Katz, Eynat. "The role of second language proficiency in the development of second language reading efficiency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0018/MQ28713.pdf.
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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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Hickey, Alvin E. "A comparison of three selected study strategies on the dimensions of effectiveness and efficiency." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53527.
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Forty-five randomly selected and assigned college freshmen participated in this study designed to compare three text study strategies for their relative effectiveness (comprehension), efficiency (time), and level of awareness (confidence). The three study strategies of 1) Survey, Question, Read, Recite, Review (SQ3R), 2) Question, Read, Recite (QRR) with emphasis on text structure and main idea student-generated questions, and 3) Question, Read, Question-Product (QRQ-P), designed to develop greater metacognitive awareness of the user, were compared on three criterion measures of comprehension accuracy, time to study, and confidence in answering test questions. Using multivariate analysis of covariance with reading ability as the covariate, the results favored the metacognitive QRQ-P study strategy over the SQ3R in comprehension accuracy (effectiveness), but not over the QRR. Significant differences in time to study (efficiency) were revealed in favor of QRR and SQ3R over QRQ-P. No statistically significant differences were found in confidence (level of awareness) among the three treatments. The QRQ-P was, therefore, the most effective, and QRR the most efficient; however, interpretation of the overall results favored QRR as both the most effective and efficient, since no significant differences existed between the QRR and the QRQ-P in effectiveness and since student response was more favorable toward the QRR.Ed. D.
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Sjöstrand, Croon Rebecca, and Annelie Pettersson. "Hinder och möjligheter med läsläxa." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31614.
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I denna kunskapsöversikt har vi undersökt vilka möjligheter och hinder som finns med läsläxa. Läsläxor tycks vara ett självklart verktyg att använda sig av i undervisningen för att främja goda akademiska resultat samtidigt som effekten av dem och rättvisan med läxor diskuterats friskt i samhället och media under de senaste åren. För att undersöka hur möjligheter och hinder med användandet av läsläxa skrivs fram i befintlig forskning skapade vi söksträngar baserade på ord vi ansåg vara relevanta för vår frågeställning. Då sökningen inte gav några relevanta träffar på svenska i den svenska databasen SwePub använde vi oss därefter uteslutande av engelska översättningar av orden i våra söksträngar och enbart av databasen ERIC. Totalt har nio forskningsartiklar valts ut i sökningen som relevant forskning för att besvara vår frågeställning, i vilka tre teman kunde urskiljas. För att kunna urskilja dessa teman har vi använt oss av tematisk analysmetod i enlighet med beskrivningen av Braun och Clarke (2008), där vi genom kodning har hittat återkommande nyckelord i artiklarna för att se likheter och mönster. Resultaten är något motstridiga men mycket tyder på att läsläxa har relativt liten akademisk effekt. Dock visar forskningen även att läsläxan kan ha en positiv effekt på både elevers läslust och motivation. Resultaten lyfter också betydelsen av rätt slags stöd från vuxna i elevernas omgivning. Med rätt stöd i detta avseende menas att barnen får hjälp med struktur och uppmuntran samt att förväntansbilden av dem är hög men rimlig. Kontroll, strikta krav, icke-engagemang och orimliga förväntningar har däremot motsatt effekt. I diskussionen lyfter vi frågan om hur läsning kan få mer utrymme i undervisningen i skolan för att eventuellt undvika just fenomenet läsläxa. Vi diskuterar även den demokratiska aspekten kring användandet av läsläxa och huruvida det verkligen är rättvist att använda det som ett verktyg i undervisningen. Vidare lyfter vi de uppfattningar vi fått kring stöttning om läsläxor delas ut till barnen och avslutar med tankar och förslag kring framtida forskning. Vi berör återkommande även hur det påverkar läraryrket om man väljer att ge läsläxa.
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Lewis, Gregory Paul. "Repeated Reading: Testing Alternative Models for Efficient Implementation." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1171.
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Repeated reading has been used for over 30 years. In the publication of the National Reading Panel Report, repeated reading was listed as an effective strategy for developing fluency. Yet, repeated reading’s efficacy has been recently questioned. Understanding the “how-to” of efficiently using evidence-based practices would allow teachers to deliver successful, time-sensitive instruction and intervention to students. This study was based on two research questions. First was a gain score (increase between a student’s first read and their final repeated reading), a better model and therefore a better criterion than the currently popular criterion of reaching a set words-read-correctly-perminute (WRCM) hot read, such as Samuels’ criterion of 95 WRCM. The study’s second question was exploring which demographic variables, such as age, ethnicity, gender, current reading ability, and socioeconomic status (SES), played a significant role in predicting the effectiveness of using weekly repeated reading scores as a predictor of benchmark reading measures at midyear and end-of-year outcome measures. The study used a unique theoretical multilevel path model to explore repeated reading.
A complex model was developed to study (a) the growth of a student’s ability to read words with speed and accuracy and (b) how student demographic features affect growth rates. It was found that a hot read advancement criterion provided a better model fit than the hypothesized advancement criterion of a student’s increase or gain between cold and hot reads. Student growth during repeated reading was found to be constant once a minimum WRCM criterion was reached. While repeated reading was shown to be a strategy that worked equally well for all students, the strategy was shown to be highlyeffective for English-language learners and showed promise in helping to closing the achievement gap. Limitations were discussed and recommendations provided.
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Sacarin, Liliana. "Early Effects of the Tomatis Listening Method in Children with Attention Deficit." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370465056.
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Alavi, Khubaib Ahmad. "I-ALOHA: intelligent ALOHA protocol for efficient RFID tag reading." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3941.
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Radio-Frequency Identification (RFID) has made a revolutionary mark in identifying and
tracking number of different industry objects, which has reduced the manual tracking to much
higher extent. The key problem which is associated with the reading of RFID tags is the collision
between tag responses, which makes the reading more difficult and hence requires more time to
complete identifying all tags. Collisions also reduce the accuracy of the reader to read tags at any
given instant of time. With many RFID readers being portable these days, limited battery power
can be an issue, and hence, energy is another metric of interest. The purpose of this thesis was to
design a protocol which would be helpful to read RFID tags in more efficient manner in terms of
time and energy.
A new RFID anti-collision protocol Intelligent ALOHA (I-ALOHA) is proposed that is a
combination of two existing approaches: Intelligent Query Tree (IQT) protocol and Abramson’s
Logic of Hiring Access (ALOHA) method. I-ALOHA, like IQT, divides the tag IDs into two
parts and reads only postfix parts of the tags when the prefixes are common. It uses the basic
features of ALOHA time slots to reduce collisions among tag responses. Simulations done on
MATLAB indicated that I-ALOHA performs very well in number of different scenarios in terms
of energy and time consumption compared to existing anti-collision protocols.Thesis (M.S.)--Wichita State University, College of Engineering, Dept. of Electrical Engineering and Computer Science
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Carson, Karyn Louise. "Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement." Thesis, University of Canterbury. School of Literacies and Arts, 2012. http://hdl.handle.net/10092/6683.
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International studies of reading achievement demonstrate that significant inequalities in reading outcomes continue to exist among some of the world’s wealthiest countries, despite strong investment in initiatives directed towards raising literacy achievement for all children (United Nations Educational, Scientific and Cultural Organisation—UNESCO, 2009; United Nations Children’s Fund—UNICEF, 2010). One approach towards the elevation of reading achievement is to investigate how key predictors of reading success are incorporated into everyday classroom literacy practices. Phonological awareness (PA) is widely recognised as a powerful predictor and underlying precursor to early reading success for both typically developing and at-risk readers (Al Otaiba, Kosanovich, & Torgesen, 2012; Blachman, Ball, Black, & Tangel, 2000; Goswami, 2001; Pressley, 2006). A majority of research demonstrating the benefits of PA to literacy growth has been conducted under controlled research settings outside of the classroom environment (Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan, 2001; Gillon, 2000a, 2005; Gillon & McNeill, 2009), and thus less is known about whether such benefits hold true when integrated into the heterogeneous classroom setting. For this reason, four experiments reported in this thesis investigated whether PA can be efficiently and effectively integrated into the classroom literacy programme with the overarching aim of raising reading achievement and equalising reading outcomes for the majority of children in the first year of formal education.
In the first experiment (reported in Chapter 3), time-efficiency and congruency of scores between a computer-based PA screening and monitoring tool (described in Chapter 2) and a paper-based equivalent were examined. Thirty-three children aged between four years 10 months and five years zero months participated in the study, 12 of whom presented with moderate-severe speech delay (MSD). Participants were randomly allocated to either Group A or Group B experimental assessment conditions. A crossover research design was employed where Group A received the paper-based version of the PA assessment followed two weeks later by the equivalent computer-based assessment (CBA). Group B received the same assessments but in the reverse order of delivery. That is, the computer-based PA assessment first followed two weeks later by the paper-based counterpart. Results demonstrated that: 1) the CBA generated comparable scores to the paper-based equivalent for both children with typical development and children with MSD, and 2) CBA took 31 per cent less time than paper-based administration. These results demonstrate that CBA can provide educators with a time-efficient approach to the screening and monitoring of PA development in the classroom while maintaining equivalency of scores with paper-based testing. Having established the time-efficiency of CBA, the next step was to investigate the use of the computer-based PA screening and monitoring tool as part of the beginning classroom reading programme.
In the second experiment (reported in Chapter 4), the influence of a short and intensive period of teacher-implemented classroom PA instruction on reading outcomes in the first year of education was investigated. One-hundred and twenty-nine children aged five-years participated in the study. Using a quasi-experimental design, thirty-four children in two classrooms received 10 weeks of PA instruction from their teachers, as an adjunct to the ‘usual’ reading programme. Ninety-five children from 10 classrooms continued with the ‘usual’ reading programme, which included phonics instruction but did not target PA. Results demonstrated that children exposed to classroom PA instruction performed significantly higher on reading and spelling measures compared to children who received the ‘usual’ reading programme only. Of importance, the number of children experiencing word decoding difficulties after one year of schooling reduced from 26 per cent among children who followed the ‘usual’ reading programme to 6 per cent among children who received classroom PA instruction. These results provide evidence that a short and intensive period of classroom-wide PA instruction in the first year of schooling can have a positive influence on raising reading achievement.
In the third experiment (reported in Chapter 5), the effect of classroom PA instruction on raising reading achievement and reducing inequality in literacy outcomes for children with spoken language impairment (SLI) was examined. The data from 129 five-year-old children who participated in the second experiment were extracted and analysed. End-of-year reading outcomes between children with SLI who received classroom PA instruction (n = 7) was compared to: 1) children with typical language development (TD) who received classroom PA instruction (n = 27), 2) children with SLI who followed the ‘usual’ reading programme (n = 21), and 3) children with TD who followed the ‘usual’ reading programme (n = 74). Children with SLI who received classroom PA instruction showed significant improvements in PA, reading and spelling acquisition immediately and up to six months following PA instruction. However, this cohort, in comparison to children with TD, appeared less able to transfer their enhanced PA knowledge to reading and writing tasks. Of importance, children with SLI who received PA instruction performed significantly higher than children with SLI who followed the ‘usual’ reading curriculum; and on par with children with TD who followed the ‘usual’ reading programme. Children with TD who received classroom PA instruction significantly outperformed all other cohorts in this experiment on end-of year reading measures. These results indicate that both children with TD and children with risk for reading difficulties can benefit from classroom-wide teacher-directed PA instruction. These findings have positive implications for elevating reading achievement and reducing inequality between good and poor readers.
In the fourth experiment (reported in Chapter 6), the validity and reliability of the computer-based PA screening and monitoring tool was investigated and established. Using a longitudinal research design, the responses of 95 children to test items in the CBA at the start, middle and end of the first year at school were collated and analysed to provide evidence of content, construct and criterion validity, in addition to test-retest and internal consistency reliability. A number of statistical analyses were employed including Rasch Model analysis, exploratory factor analysis and multiple regression analysis. Results demonstrated that the majority of test items were appropriate for five-year-old children in the first year of school and sampled a spectrum of ability levels that would be present in a typical classroom environment. Rhyme oddity, initial phoneme identity and letter-knowledge tasks were most appropriate at school-entry while tasks of final phoneme identity, phoneme blending and phoneme segmentation became more suitable by the middle and end stages of the first year at school. Importantly, performance on the CBA predicted end-of-year reading status with 94 per cent accuracy, and in conjunction with language abilities accounted for 68.9 per cent of the variance in end-of-year reading performance. These findings indicate that the computer-based PA screening and monitoring tool developed and applied in this thesis has sufficient validity and reliability to be used confidently as a time-efficient assessment tool in the classroom.
The results from the experiments reported in this thesis provide evidence that PA can be efficiently and effectively integrated into the beginning classroom reading programme from two complementary perspectives: 1) through use of computer-based screening and monitoring of PA skills, and 2) through implementation of a short and intensive period of teacher-directed classroom-wide PA instruction. The results reported in this thesis demonstrate that the evidenced-based integration of key predictors of literacy success, such as PA, into existing classroom programmes can support national and international initiatives that seek to raise reading achievement and reduce inequalities in literacy outcomes for all children.
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Souare, Moussa. "Efficient Way of Reading Rotary Dial Utility Meter Using Image Processing." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1258511722.
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Thesis(M.S.)--Case Western Reserve University, 2009Title from PDF (viewed on 2010-01-28) Department of Electrical Engineering and Computer Science -- Electrical Engineering Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
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Xia, Yan. "Efficient reading in standardized tests for EFL learners : a case study of reading strategies used by Chinese English major students in TEM-4." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8355.
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The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; 4) what can teachers do to promote efficient reading in classrooms. The data were collected from 25 English major students, including their reading efficiency indicated in the test performance, a reading strategy checklist and a questionnaire about the students’ perception of reading strategy and obstacles to their efficient reading. Both qualitative and quantitative analyses were used for comparisons between proficient students and non-proficient students. The findings indicate that the students in general rely on metacognitive and test-wiseness strategies in their reading practice. There is no significant relationship between strategy use and test performance. The difference between proficient and non-proficient students lies in the automaticity and fluency at lower-level skills rather than a mere use of metacognitive strategies. The reading problems common students are facing include inadequate language proficiency with limited vocabulary and a lack of automaticity, low reading speed and a lack of background knowledge. Suggestions are given for future reading teaching to promote efficient reading in these aspects.
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Petersen, Kai. "How Do Use Cases Make Inspections More Efficient and Effective? : Further Experimentation with Usage-Based Software Inspection." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3572.
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Software Inspection is an effective and efficient method aiming at discovering faults within software artifacts early in the development lifecycle. The success of software inspections is highly dependent on reading techniques that guide the reviewer through the individual inspection. In other words, reading techniques help the reviewer during the inspection process. In this thesis a quite new reading technique, namely usage-based reading, is further evaluated. A reviewer who applies usage-based reading is guided by a set of prioritized use-cases. Hereby the use-cases are ranked according to their importance from the point of view of the user. Thus, the reviewers inspection effort is focused on the parts of the document that concern the most important functionality from the user’s perspective. The particular goal of this study is to figure out whether time-budgets assigned to each use-cases lead to improvements in inspection performance expressed in terms of efficiency, effectiveness and fault content. This concept is called time-controlled reading. The time-budget determines that a particular use-case must not be inspected longer than a certain number of minutes. Initially the assumption was made that time-budgets lead to performance improvements because the reading process can be better planned in forehand, that means most time is spent on the most important use-cases and all use-cases are utilized within the given inspection time. However, the result of this study contradicts that assumption. I found that both techniques are equally efficient and effective and that they find the same fault content. The reason for this is that the techniques are still quite similar and that the timebudgets assigned to the use-cases did not allow the subjects to thoroughly investigate the use-cases because they struggled with the unknown application domain. This is at least the case for lower ranked use-cases with smaller time-frames. As a consequence of this, one can claim that the results might have pointed in favor for time-controlled reading when people familiar with the application domain would have done the same experiment.kai-petersen@gmx.de
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FEITOSA, MARCIA MARIA FERREIRA DO NASCIMENTO. "WORD: AN EFFICIENT WEAPON TO DENOUNCE AND FIGHT FOR THE CONSTRUCTION OF IDENTITY. A READING OF REGRESSO ADIADO BY MANUEL RUI." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13432@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREste estudo visa analisar criticamente três contos do livro Regresso Adiado (1974) do escritor angolano Manuel Rui, a fim de compreender o uso da literatura como um dispositivo relevante no esforço de (re)construção identitária de Angola. Com a intensificação das lutas pela independência de Angola, nas décadas de 60 e 70, um grupo de escritores, entre eles Manuel Rui, utilizou a palavra literária com uma função além da estética, visando interrogar e denunciar o legado deixado pelo colonialismo português, conscientizar a população e reconstruir progressivamente a representação identitária do país, visando uma nova condição histórica. Sob essa perspectiva, essa dissertação tem como objetivo levantar fatos históricos fundamentais para a independência angolana e para a constituição da literatura nacional, tomando como eixo central a função da palavra utilizada nesta produção literária do escritor angolano Manuel Rui.
The aim of this study is to analyze, critically, three tales from the book Regresso Adiado (1974) written by the Angolan writer Manuel Rui. It is our purpose to understand the usage of literature as a relevant tool in the attempt to (re)construct the identity of Angola. With the intensification of fights for the independence of Angola in the 60s and 70s, a group of writers, among them Manuel Rui, used the literary word with a function that was not only esthetics. It had also the aim to question and to denounce the results left by the Portuguese colonia l system, furthermore, it had also the aim to make people aware of the facts and to reconstruct progressively the identity representation of this country, searching for a new historical condition to Angola. Under this perspective, this thesis has also the aim to raise the historical facts that were fundamental to the independence of Angola and for the national literature, taking into account the function of the word used in this specific book by this Angolan writer.
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Morrison, Rhonda. "Effect of Color Overlays on Reading Efficiency." 2011. https://scholarworks.umass.edu/open_access_dissertations/431.
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Reading is a skill that unlocks the doors of learning and success. It is commonly accepted that reading is a foundational skill that plays a major role in a child's academic success. The history of teaching reading includes many theories about the development of reading, the source of reading difficulties, and interventions for remediation. A large body of research has demonstrated that reading difficulties stem from a phonological basis and interventions that target this area are generally beneficial in helping improving reading skills (National Reading Panel, 2000; Shaywitz, 2003; Stanovich, 1986). However, there are some who even with extensive intervention continue to struggle to read. Helen Irlen (2005) proposed that these people may experience visual-perceptual distortions when reading high-contrast text (black on white background). Irlen claims that symptoms of this disorder, termed Scotopic Sensitivity or Irlen Syndrome, can be alleviated by the use of color overlays or filters (tinted glasses). Research into the existence of this syndrome and the effectiveness of the overlays and filters to remediate reading problems has been inconsistent and criticized for lacking scientific rigor and heavy reliance on subject report of improvement. The present study seeks to evaluate differences that may exist in eye movements and reading fluency when subjects diagnosed with IS read text with and without color overlays. Participants were screened with the Irlen Reading Perceptual Scale (IRPS) to determine whether or not they suffered from the syndrome. From this screening, participants chose an overlay reported to alleviate distortions or discomfort they experienced when reading. They were then asked to read 18 passages under three conditions--with a clear overlay, with their chosen overlay, and with a random overlay--while their eye movements were recorded. Results indicated that participants showed no improvement in eye movement or reading fluency when they read passages with an optimum (chosen) overlay verses a clear overlay or a random overlay.
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Morrison, Rhonda F. "The effect of color overlays on reading efficiency." 2011. https://scholarworks.umass.edu/dissertations/AAI3482716.
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Reading is a skill that unlocks the doors of learning and success. It is commonly accepted that reading is a foundational skill that plays a major role in a child's academic success. The history of teaching reading includes many theories about the development of reading, the source of reading difficulties, and interventions for remediation. A large body of research has demonstrated that reading difficulties stem from a phonological basis and interventions that target this area are generally beneficial in helping improving reading skills (National Reading Panel, 2000; Shaywitz, 2003; Stanovich, 1986). However, there are some who even with extensive intervention continue to struggle to read. Helen Irlen (2005) proposed that these people may experience visual-perceptual distortions when reading high-contrast text (black on white background). Irlen claims that symptoms of this disorder, termed Scotopic Sensitivity or Irlen Syndrome, can be alleviated by the use of color overlays or filters (tinted glasses). Research into the existence of this syndrome and the effectiveness of the overlays and filters to remediate reading problems has been inconsistent and criticized for lacking scientific rigor and heavy reliance on subject report of improvement. The present study seeks to evaluate differences that may exist in eye movements and reading fluency when subjects diagnosed with IS read text with and without color overlays. Participants were screened with the Irlen Reading Perceptual Scale (IRPS) to determine whether or not they suffered from the syndrome. From this screening, participants chose an overlay reported to alleviate distortions or discomfort they experienced when reading. They were then asked to read 18 passages under three conditions—with a clear overlay, with their chosen overlay, and with a random overlay—while their eye movements were recorded. Results indicated that participants showed no improvement in eye movement or reading fluency when they read passages with an optimum (chosen) overlay verses a clear overlay or a random overlay.
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LIU, YUNG-LI, and 劉永立. "The Efficiency of Speech Synthesis System on Reading Performance for Children with Reading Disability." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/81490159476084063492.
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碩士國立臺中教育大學
特殊教育與輔助科技研究所
94
The Efficiency of Speech Synthesis System on Reading Performance for Children with Reading Disability Abstract The experimental case study method was applied in this study. The purpose of this study was to examine the efficiency of speech synthesis system functions (word whitening, sentence whitening, word whitening + speech and sentence whitening + speech) in Grade five children with reading disability. This study focused on the efficiency of reading speed, accuracy rate and comprehension rate of reading performance. The researcher wanted to find out which function is better for children with reading disability in reading performance. The researcher interviewed the teachers and parents of the subjects, to know how the benefits and merits of the speech synthesis system which had been used on reading teaching practice after experimental intervention. The main findings of this study were summarized as follows: 1. The word whitening of speech synthesis system can not promote subjects’ reading speed. 2. The sentence whitening of speech synthesis system can not promote subjects’ reading speed. 3. The word whitening and sentence whitening of speech synthesis system had significantly difference on subjects’ reading speed. 4. The word whitening of speech synthesis system can promote subjects’ reading accuracy rate. 5. The sentence whitening of speech synthesis system can promote subjects’ reading accuracy rate. 6. The word whitening and sentence whitening of speech synthesis system had not significantly difference on subjects’ reading accuracy rate. 7. Only the word whitening + speech of speech synthesis system can promote subjects’ comprehension rate. 8. The word whitening and sentence whitening + speech of speech synthesis system had significantly difference on subjects’ comprehension rate. These findings may have direct application for researchers, teachers, and parents as they attempt to understand and motivate these children. The findings may also have direct utility for the children themselves in their attempts to understand and cope with their reading disabilities. Key words: Dyslexic Student, Reading Efficiency, Text to Speech Synthesis
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Ren-Hung, Huang, and 黃任鴻. "The efficiency of paragraph layouts on visual search and reading." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/07732774827753553744.
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碩士國立臺灣科技大學
管理研究所工業管理學程
87
The text layout will result in different performance because of the visual perception, physiological reaction and cognition of human beings while reading. From the ergonomics standpoint, the readability improvement of the paragraph layout, such as effects of the line length and the semantic segmentation arrangement, were investigated in this study. We intend that it will be recommended as guidelines of the paragraph layout design in order to facilitate visual search as well as reading. The result of experiment one revealed that:(1)No significant differences were found in visual search accuracy when different line lengths were used. We conclude that searching accuracy of the passage does not vary as a function of the layout, indicating that people maintain a constant level of searching accuracy by varying their searching rate. (2)A significant difference was found in searching rate between the use of the line length of 32 characters and 14 characters. We conclude that the optimum line length for visual search is longer than for general reading. (3)Compared with the general section display, one single sentence displayed as a section itself was found no significant differences in visual search performance. No or little comprehension demands during visual search can account for this result. The result of experiment two indicated that:(1)No significant differences were found in general reading comprehension when different line lengths were used. We conclude that reading comprehension of the passage does not vary as a function of the layout, indicating that people maintain a constant level of reading comprehension by varying their reading rate. (2)A significant difference was found in general reading rate between the use of the line length of 22 characters and 14 characters. (3)Compared with the general section display, one single sentence displayed as a section itself was found no significant differences in general reading performance. Much comprehension demands during general reading can account for this result because of little help of the layout.
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Lin, Jing-xi, and 林敬羲. "Using Eye Tracking to Explore Insomnia College Students Reading Efficiency." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7fe3e7.
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碩士中原大學
工業與系統工程研究所
102
Sleep is a basic physiological phenomenon of human. Human life in more than one third of the time spent in sleep. Sleep can increase immunity and environmental resistance. World Health Organization survey showed that in 15-24 age group had 13.23 percent of the people "Can't get up in the morning", 11.81 percent of people "still feel tired when you wake up", 9.61% of people have "Sleep not make me full of energy" and other sleep disturbance. Studies pointed out that about 55 percent of college students have insomnia, insomnia is a negative emotional and physical state of excitement caused. Insomnia includes difficult start and difficulty maintaining sleep. When the sleep time is reduced, memory will be affected and cause learning difficulties. Therefore, the study investigated the two kinds of article layout mode. Including changing the font size to 14pt and change words count to 24 words each single line, the impact of insomnia college students reading situation and analyze student answers. Find out the article layout mode that can improve the efficiency of insomnia college students reading efficiency. The subjects of this study is insomnia university students and the general student. First, look for similar content compared boring lengthy article, students were invited to the general reading test, increasing the reliability and validity of the article. Then by measuring eye movement trajectory and reading time to read the article when using eye tracker to track and record the subject, then test for the content of the article to be read by using ANOVA to analyze the data for their results. The result of this study is change the font size to 14pt can help insomnia university students reading article.
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Chih-Neng, Yang, and 楊熾能. "The Effects of Text Presentation Methods and Window Sizes on Reading Speed, Comprehension, Reading Efficiency and Satisfaction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/83410882650391042615.
Full textAbstract:
碩士輔仁大學
資訊管理學系
94
The main purpose of this study was to investigate the effects of text presentation methods (paging, scrolling, leading, and rapid serial visual presentation) and window sizes (5x6 and 10x12) on subjects’ reading speed, comprehension, reading efficiency, and interface satisfaction on a personal digital assistant. The moderating effects of reading attitude, improper reading habit and reading behavior were also examined in this study. This study was participated with 30 subjects using a 4x2 factional repeated-measurement design. The reading materials used in the experiment were carefully selected from reading comprehension tests and screened via four steps: firstly, to select suitable groups of articles and questions by the researcher; secondly, to choose articles with medium difficulty by using a readability formula; thirdly, 15 undergraduates in the College of Management at Fu-Jen Catholic University took a comprehension test without reading material to screen out those easily guessable articles with no need of reading the content; finally, 11 undergraduates took an intact reading comprehension test presented with reading material and test items, and articles with obvious difficultly was deleted from the pool. The questionnaire used in this study was consisted of four sections: satisfaction of interface, reading attitude, reading behavior and personal data. The experimental application was implemented by researcher. Repeated-measurement ANOVA was conducted to test the hypotheses. Main findings were presented as follows: (1) Both text presentation methods and window sizes significantly influenced on subjects’ reading speed. (2) Neither text presentation methods nor window sizes had significant effect on subjects’ reading comprehension. (3) Subjects’ reading efficiency was significantly influenced by text presentation methods and window sizes. (4) Text presentation methods significantly influenced on subjects’ interface satisfaction. (5) Reading behavior had no moderating effect on subjects’ reading speed, comprehension, reading efficiency and interface satisfaction. Reading attitude and window sizes had significant interaction effect on subjects’ interface satisfaction. Improper reading habit and text presentation methods also had significant interaction effect on subjects’ reading efficiency.
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Lin, Yu-Cheng, and 林昱成. "The Effect of Word Spacing on the Reading Efficiency of Normal Children and Children with Reading Difficulty." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/72370747372975659244.
Full textAbstract:
碩士國立成功大學
認知科學研究所
97
The purpose of the present study was to examine whether marking word boundaries with adding interword spacing can facilitate Chinese elementary school children students’ reading. 57 fifth graders（36 were normal readers and 21 were readers with reading comprehension difficulty）were participated in this study. Our results suggest that 6 week-long word spacing training sessions can facilitate reading speed, but not reading comprehension of readers with reading difficulty. Moreover, readers with reading difficulty read fast with the word-spaced format than with the unspaced format. However, the beneficial effects of word spacing were not found in normal readers. Word-spaced texts did not facilitate reading speed and text comprehension in trained normal readers. The results of this study indicate that a reader with reading difficulty doesn’t require any cognitive resources for word segmentation processes in the word-spaced text, so that the cognitive resources become more available for reading comprehension. On the other hand, the word spaced text may interfere the automatic word segmentation processes in a normal reader.
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Tang, Yi-yuan, and 唐一元. "A Study on Reading Efficiency and Vibration Reduction of CD-ROMs." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/67218056865712104935.
Full textAbstract:
碩士大同大學
機械工程學系(所)
96
CD-ROMs are a kind of mechanical, electriconical, and optics integrated technology. The fundamental structural of the cd-rom is mechnical relating to loading plate, spindle motor and disks. The computer has become a major part of people daily life in this decade, and the digital CD-ROM and digital burring -rom stores mass data, low price and easy mobility makes the computer become the basic facility of modern life. Presently most of the research are discussing the reduction of CD-ROMs, this thesis expect to find out the relationship between vibration and reading efficiency in case of the dilemmas.
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Lee, Ming-Hui, and 李洺蕙. "The Study of Senior high school teachers’ reading attitudes and teaching efficiency." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/47943677625163648574.
Full textAbstract:
碩士國立暨南國際大學
教育政策與行政學系
104
The purpose of this study was to explore the relationship between Senior High School Teachers ' reading attitudes and their teaching efficiency. The researcher used questionnaire survey method in this study and self-designed a questionnaire “the Relationship between Reading Attitudes and Teaching Efficiency of Senior High School Teacher”as the survey tool. Total 360 copies of questionnaire were sent to 18 sample senior high schools in 2 counties of central Taiwan（Taichung City, Nantou county）and 291 returned copies were effective. The results were as follows: 1. Senior high school teachers generally entertain high positive identity on reading attitudes. Among these reading attitudes options, “psychomotor of reading attitudes”received the highest level of identity. 2. Senior high school teachers ' teaching efficiency was rate a fair performance, and the best part was “Classroom Management”. 3. Among background variables, both senior high school teachers ' reading attitudes was influenced by gender, and age. 4. Among background variables, both senior high school teachers ' teaching efficiency was not influenced by all background variables. 5. To raise senior high school teachers ' identity on reading attitudes will help improve their teaching efficiency. 6. The priority of teachers' reading attitudes is to raise the behavior strategy. At last, the research provided suggestions for the education administrative authorities, school administrative and school teachers in future researches.
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Chiu, Shang-Chen, and 邱上真. "Reading Efficiency in the Brain: Effect of Character Frequency and Visual Field Presentation." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/12671412803928790152.
Full textAbstract:
碩士國立陽明大學
神經科學研究所
101
Previous studies of word recognition literature hold different explanations for the origin of left lateralization. Depending on different writing systems, the orthography transparency also modulates lateralization. Current study attempts to discuss how two hemispheres regulate and cooperate to achieve reading efficiency. To disentangle the contributions from two hemispheres, current study use visual half-field paradigm to separate this processing dynamics. Character frequency is used to index reading efficiency. Larger character frequency effect is found in the LVF presentation. Besides, neuroimaging data reveals different activation patterns in several brain areas including the left IFG, the SMA, the inferior parietal gyrus, and the VWFA. In general, the brain activity pattern associated with the field of presentation is specific to the left hemisphere. This phenomenon may result from different intrinsic nature of two hemispheres and top-down support in the reading circuit.
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Lo, Chi-sheng, and 羅濟生. "The Influence of Auxiliary Source Light on reading efficiency for Students with Low Vision." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/84335506143944879814.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
99
This study employed single-subject experimental design and semi structured-interviews approach. The main purpose was to discuss how different auxiliary sources of light affect the reading speed, accuracy, sustainability on two low vision students. In addition, the influence of light pattern to index of reading fatigue, the eye blinking rate of reading and reading distance was also analyzed. Five important conclusions were made in the study and listed as follows: 1. Participants demonstrated significant improvement of reading speed, accuracy, and proper reading distance under a better circumstance of illumination. 2. Higher illumination degenerated reading sustainability of both two students, however, higher illumination combined with lower color temperature would achieve better sustainability for student B. 3. Increase illumination made lower eye blinking rate of student A , however , increasing illumination combine with penetrate pattern would increase the eye blinking rate. 4. The optimal auxiliary source of light for student A was high illumination, standard color temperature reflect pattern, on the other hand, penetrate pattern auxiliary source of light with high illumination, was more suitable for student B. 5. Participants were satisfied with the improving read speed and accuracy under the condition of increasing illumination, especially happy with exemption of neck pain from the reading distance increased posture.
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Gischlar, Karen Lynn. "Efficiency and economy in the assessment of emergent literacy skills." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354766.
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Ren-YiLin and 林仁一. "Effect of Word Segmentation on the Reading Efficiency of Normal College Students： Evidence from Eye Movements." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/11528715724371388607.
Full textAbstract:
碩士國立成功大學
心理學系認知科學碩士班
100
The purpose of the present study was to examine whether marking word boundaries with adding segmentation cue can influence Chinese college students’ reading speed and eye movement. There were two experiments in the study. In experiment 1, 26 college students were participated and randomly allocated to read word-spacd and unspacd Chinese sentences. The data of eye movement were collected and analyzed on 1st, 5th, 8th, 11th, 15th days. In experiment 2, all participants had 5 working memory tests and divided into low and high working memory groups. All participants read red frame and normal Chinese sentences and the data of eye movement were collected and analyzed on 1st, 8th, 15th. The results in the study suggest that reading sentences with word boundaries can not facilitate reading speed and interference reading processes for normal college students. The characteristics of reading sentences with word boundaries were to have more number of fixation and more total reading time, and slow down in reading speed. The word boundaries sentences may interfere the automatic word segmentation processes in a normal reader.
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"讀聽速度對中文篇章的閱讀準確度及閱讀效能的影響 =: Effects of rauding rate on reading accuracy and efficiency on Chinese text." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5888391.
Full textAbstract:
伍惠章.論文(碩士) -- 香港中文大學硏究院敎育學部,1995.
參考文獻: leaves 72-83.
Wu Huizhang.
Chapter 第一章 --- 前言
Chapter 第一節 --- 硏究動機 --- p.1
Chapter 第二節 --- 硏究意義 --- p.2
Chapter 第三節 --- 硏究問題及目的 --- p.3-5
Chapter 第二章 --- 文獻及理論
Chapter 第一節 --- 閱讀速度的界說
Chapter (一） --- 影響閱讀速度的早期看法 --- p.6-8
Chapter (二） --- 閱讀速度的認知觀念 --- p.9-10
Chapter (三） --- 「速讀」與「讀聽」的界說 --- p.11-12
Chapter 第二節 --- 閱讀速度與閱讀準確度的關係
Chapter (一） --- 認知速度與閱讀速度關係的硏究 --- p.13-15
Chapter (二） --- 認知能力與閱讀準確度關係的硏究 --- p.16-17
Chapter (三） --- 閱讀速度與閱讀準確度關係的硏究 18- --- p.20.
Chapter (四） --- 訓練對改善閱讀速度的硏究 --- p.21-23
Chapter 第三節 --- 讀聽理論
Chapter (一） --- 閱讀理解過程 --- p.24-26
Chapter (二） --- 讀聽理論I& II及其操作定義 --- p.26-36
Chapter 第三章 --- 硏究方法
Chapter (一） --- 假設 --- p.37
Chapter (二） --- 樣本 --- p.37-39
Chapter (三） --- 材料 --- p.40
Chapter (四） --- 工具 --- p.40-44
Chapter (五） --- 訓練方法 --- p.44-45
Chapter (六） --- 實驗程序 --- p.45-46
Chapter (七） --- 資料分析 --- p.46
Chapter 第四章 --- 結果與討論
Chapter (一） --- 閱讀速度的硏究 --- p.47-50
Chapter (二） --- 閱讀理解準確度硏究 --- p.50-57
Chapter (三） --- 閱讀速度與閱讀準確度的關係硏究 --- p.58-65
Chapter (四） --- 閱讀速度與閱讀效能的關係 --- p.65-66
Chapter 第五章 --- 摘要、結論與建議
Chapter (一） --- 摘要 --- p.67-68
Chapter (二） --- 結論 --- p.69-70
Chapter (三） --- 建議 --- p.71
參考文獻 --- p.72-83
附錄 一.中二學生閱讀速度常態測驗 (塡充題測驗） --- p.84
Chapter 二. --- 中二學生閱讀速度常態測驗 --- p.85
Chapter 三. --- 中二學生閱讀速度常態是非題 及答案 --- p.86
Chapter 四. --- 擴闊視域訓練字串卡 --- p.87
Chapter 五. --- 讀速訓練上課時間表 --- p.88
Chapter 六. --- 速讀練習登記表 --- p.89
Chapter 七. --- 控制組及實驗組學生的閱讀 速度常態測驗(塡充題測驗） --- p.90
Chapter 八. --- 控制組及實驗組學生的閱讀 速度常態測驗 --- p.92
Chapter 九. --- 控制組及實驗組前測的匹個 閱讀理解準確度測驗及答案 --- p.94
Chapter 十. --- 控制組及實驗組後測速度測 試及答案 --- p.100
Chapter 十一. --- 控制組及實驗組後測的匹個 閱讀理解準確度測驗及答案 --- p.102
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Wen-hui, Peng, and 彭溫惠. "A Study on Enhancement of Reading Efficiency--Taking the Children Studying at Tafalong Primary School for Instance—." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/02383142061975244960.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
93
The Study is intended to boost reading efficiency of Children Studying at Tafalong Primary School by means of broadcasting, story telling, reading panels. In the mobile study method to locate problems through substantial acts and work out the strategies accordingly for solid enforcement to solve problems. The key findings so generalized include: The children motivated in reading by means of broadcasting show very significant improvement in linguistic education. The incessant efforts to tell stories and listen to stories will lead to far-reaching influence upon children and will, in turn, stimulate their creativeness and the link to reading. Reading panels treat school kids in an equal eye to enlighten their thoughts. Through reading, exchange of thoughts, we render support and concern toward children. The researcher hopes that the findings and results yielded in the study will benefit schoolteachers in relevant teaching so that children will maximize their reading efficiency in daily rounds and become reading lovers forever.
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甘靜玲. "A study of the elementary school administrative support and teaching efficiency in reading education in Pintung County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/74696180633477345872.
Full textAbstract:
碩士國立高雄師範大學
成人教育研究所
100
A study of the elementary school administrative support and teaching efficiency in reading education in Pintung County Abstract The purposes of this study were to understand the current status of school administrative support and teachers’ teaching efficiency in reading education and to further investigate the differences and relationship between the two factors in Pingtung elementary schools. The subjects of the study were the reading education teachers in elementary schools in Pingtung County. The instrument was followed by “Questionnaire on school administrative support and teachers’ reading teaching efficiency in reading education in elementary schools in Pingtung County”. Total of 592 questionnaires were sent out and 473 were valid questionnaires. The response rate was 80.00%. As to the statistic method, the researcher used mean, mean deviation, t-test, ANOVA, Pearson Correlation, and stepwise regression to analyze. Following conclusions were drawn out from the results of the study: 1. The teachers’ perception of school administrative support trends high-intermediate level in the study. 2. The teachers’ current reading teaching efficiency trends high-intermediate level in the study. 3. The teachers from schools with 7-12 classes had higher perception of school administrative support in the elementary school in Pingtung County. 4. The teachers from schools with 7-12 classes had highest teaching skill. 5.The more administrative support teachers perceived, the better the teachers had teaching efficiency in reading education. 6.The school administrative support could effectively predict the teachers’ teaching efficiency in reading in the elementary schools in Pingtung County. Community cooperation had the best predictive effects. According to the conclusions, the researcher can propose a practical suggestion to the chief of the educational institution, administrative unit, and teachers. Key words：reading education, school administrative support, teaching efficiency
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Sung, Hesing-Jean, and 宋幸眞. "The Effect of Concept-Oriented Reading Instruction on FourthGraders' Learning Efficiency in Field Science and Life Technology." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33723360026630122913.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學教學碩士班
102
The purpose of the study was to investigate the effects of concept-oriented reading instruction on Fourth Graders' learning efficiency in Field Science and Life Technology. Following non-equivalent quasi experimental design, two classes of 51 elementary school fifth-grade students from Tainan city were used as comparison-group samples. The experimental group used concept-oriented reading instruction, while the control group used traditional instruction. The experiment period lasted for 12 lessons. ‘‘Insect-Related Achievement Test’’, ‘‘Reading Comprehension Strategy Assessment’’, and ‘‘PIRLS 2006 Reading Comprehension Test ’’, were used as instruments to collect data. ANCOVA was used to analyze the data of ‘‘Insect-Related Achievement Test’’, ‘‘Reading Comprehension Strategy Assessment’’, ‘‘PIRLS 2006 Reading Comprehension Test’’. Results were indicated as follows: 1.The experimental group students' concept of knowledge was not significantly better than the control group . 2.The concept-oriented reading instruction of students in the experimental groups' reading comprehension strategies used was significantly better than the control groups'. 3.The concept-oriented reading instruction in the experimental group students have a significant effect on the reading comprehension.
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Hsiao, Ming-Yu, and 蕭名宇. "The Study of Textbook Layout and Reading Efficiency for Students from Disadvantaged Family by Using Eye Tracking System." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/nawgqf.
Full textAbstract:
碩士中原大學
工業工程研究所
102
Students with disadvantaged family background act normally as other students, but their learning efficiency declines more easily than the general students. The research shows that students with disadvantaged family background have less positive attitude in reading and less enthusiasm in studies. They cannot acknowledge all contents in the textbooks because of the layout, resulting in reading and learning inefficiency. Changing the article in edit mode affects not only the learning achievement, but also improves reading efficiency. We focus on Chinese word segmentation and the color combination of background and words, to find out how they affect the cognition about reading of students with disadvantaged family background. The experiment group in this study is students with disadvantaged family background and the control group is normal students. We use eye-tracking system to check the eye movement when students read articles, compatible with reading test results in order to improve research accuracy. Through three different reading materials (original article, Chinese word segmentation, and color combination of background and words) for reading test, using T test to analyze the data, seeing through participants’ reading track, to understand students’ reading efficiency in three different articles. The result indicates that there are significant differences on observation hours and observation times between students with disadvantaged family background and the general students. However, color combination of background and words as well as Chinese word segmentation could attract students with disadvantaged family background to reading. Also they show greater willingness to finish reading the whole article. The test results show that these two materials can improve reading comprehension of students from disadvantaged families.
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Hsieh, Yi-Shiou, and 謝宜秀. "The Effects of Reciprocal Teaching on Reading Comprehension learning efficiency in the third grade Children of the New Inhabitants." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82337822654791345481.
Full textAbstract:
碩士國立嘉義大學
教育學系研究所
99
The purpose of this study is to explore the effects of reciprocal teaching on reading comprehension learning efficiency in the third grade children of the new inhabitants. This study is adopted by experimental research method. The subjects of experimental group were 21 third-grade students from Sin-Sin Elementary School in Chiayi County. The subjects of control group were 21 third-grade students from Siang-Rong Elementary School in Chiayi County. Students of experimental group receive reciprocal teaching in 8 weeks; the entire is 18 classes in tatal and each class lasts for 40 minutes. All students accept reading understanding difficult screening examination and fill in questionnaires of reading comprehension strategies. This study has applied Johnson-Neyman method and descriptive statistics to analyze the data. There are three main findings of this study as below: 1.Reciprocal teaching has partial effects on the boost of reading comprehension ability in the third grade children of the new inhabitants. 2.Reciprocal teaching has partial effects on the boost of reading comprehension strategies of reciprocal teaching in the third grade children of the new inhabitants. 3.After reciprocal teaching, all students of experimental group can use reading comprehension strategies of reciprocal teaching. The strategy of clarify the content has been applied the most frequently.
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Liao, Hsiang Min, and 廖祥閔. "The Study of Effects of GAM-WATA on Reading Comprehension and Learning Efficiency of the Junior High School Student." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/92836281307967075627.
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碩士康寧大學
數位應用研究所
103
After twelve years,national liberal education’s examination major in reading comprehension questions.It is a major issue to adjust the way to improve students' reading performance.I focus on online game’s formula assessment’s (GAM-WATA)effectiveness of the national students' reading comprehension.This study includes exploring the reading comprehension achievement and exploring the impact on the attitude of reading comprehension and reading comprehension achievement obtain further relevance .The results are the following conclusions: (1) The same teaching content teaching experiment, the online game style assessment in improving reading comprehension no significant effect on academic achievement. (2) different teaching experiment teaching content, online game style assessment in improving reading comprehension no significant effect on academic achievement. (3) The difference between the method of assessment, learning achievement or limited impact of learning attitude. (4) teaching with online gaming style assessment, failed to enhance the effectiveness of the student's learning. (5) the experimental group and the control group in reading comprehension level of learning achievement and attitude of learning to read is not high.
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Lin, Tsun-Hsien, and 林淳嫺. "Research on the Effect of Text Structure Teaching on Reading Comprehension Efficiency of the Children in the Elementary School Classroom." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/10586139648795751909.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士在職專班
102
This research aims to explore the outcome of text structure teaching on reading comprehension efficiency from the children in the elementary school classroom. The researcher adopts the withdrawal design of single -subject experiment, a kind of single subject ABA’ experimental design. The targets are three students of resource classroom in the elementary school in Pingtung County. The teaching experiment is performed two times a week for three months. Narrative and expository articles are used for the study and text structure method is adopted to carry out the teaching. The independent variable of this experiment is different sports articles, and its dependent variable is marked score by the targeted students during the reading comprehension tests. The data are analyzed by means of visual analysis, C statistical test and social validity. The results are as follows: 1. Text structure teaching fosters immediate effect in improving reading comprehension ability on different sports articles. 2. Text structure teaching fosters retention effect in improving reading comprehension ability on different sports articles. 3. The effect of text structure teaching was approved and recognized by participating students and relevant teachers. Based on the research results, relevant suggestions are proposed as reference for further teaching and research in the future.
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Ching, Chen Li, and 陳俐靜. "Research on Effect of Picture Book Story-structure teaching on Reading Comprehension Efficiency of Slightly Mental Retardation Students of Junior High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/nv8cy5.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士班
99
The research aims at exploring effect of picture book story-structure teaching on reading comprehension efficiency of slightly mental retardation students of junior high schools. The researcher adopts multiple baseline design across subjects, a kind of single subject experimental design. The research targets at three slightly mental retardation students studying in the resource class of junior high school of Taipei County. Teaching experiment is performed three times every week for 15 weeks. Picture books are used as textbooks and story structure method is adopted to carry out teaching. The independent variable of this experiment is picture book story-structure teaching and its dependent variable is marks scored by the students being researched in story structure test and reading comprehension test. The research results are analyzed by means of visual analysis, C statistical test and social validity. The research results were as follows: 1. Picture book story-structure teaching exerts immediate effect and retention effect on enhancing ability of slightly mental retardation students of junior high schools in comprehending story structure. 2. Picture book story-strucyure teaching exerts immediate effect and retention effect on enhancing reading comprehension ability of slightly mental retardation students of junior high schools. 3. Effect of story-structure teaching was affirmed and recognized by students participating in research and related teachers. According to the above research results, related suggestions were proposed as reference for teaching and research in the future.
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Huang, Ting-Chu, and 黃婷鞠. "Research on Effect of Picture Book Story-structure teaching on Reading Comprehension Efficiency of Students of Resource Classroom in the Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/95376643552413335544.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士在職專班
101
The research aims to investigate the effect of picture book story-structure teaching on reading comprehension efficiency of students of resource classroom in the elementary school. The researcher adopts the multiple baseline design across subjects, a kind of single subject ABA experimental design. The targets are three students of resource classroom in the elementary school in Pingtung County. One of the targets is a student with learning disabilities while the other two are slightly mental retardation students. The teaching experiment is performed two times a week for 12 weeks. Picture books are used for the study and story structure method is adopted to carry out the teaching. The independent variable of this experiment is picture book story-structure teaching and its dependent variable is marks scored by the target students during the story structure tests and reading comprehension tests. The data are analyzed by means of visual analysis, C statistical test and social validity. The results are as follows: 1. Picture book story-structure teaching fosters immediate effect and retention effect in improving the comprehending story structure ability of students of resource classroom in the elementary school. 2. Picture book story-structure teaching fosters immediate effect and retention effect in improving reading comprehension ability of students of resource classroom in the elementary school. However, its stability is lower than the improvement of comprehending story structure ability. 3. The effect of story-structure teaching was approved and recognized by participating students and relevant teachers. Based on the research results, relevant suggestions are proposed as reference for further teaching and research in the future.
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Chen-HsunChai and 蔡承勳. "Efficient Tag Reading Protocol for a Large Scale RFID System with Pre-reading." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/11840015092126909629.
Full textAbstract:
碩士國立成功大學
電腦與通信工程研究所
101
In a large scale RFID system, collecting an enormous number of tag IDs may spend a lot of time. The tag-collection problem is well researched in previous works and many protocols have been proposed. An anti-collision protocol called Smart Trend-Traversal (STT) was proposed to reduce collisions and dynamically construct the query strings to interrogate tags in compare with other QT-based algorithm. On the other hand, if we already have the tag IDs’ information with pre-reading, more efficient protocol should be designed for scanning the same tag set. Reading the known tag set and finding out the missing tags if there are is called the missing-tag problem. Some protocols use hash function to read these tags more quickly. In this research, we proposed two mechanisms to deal with these two problems mentioned before. According to the query string construction rules, the query length varies by the result of previous query string. We utilize the variation of query length and the blocking protocol to further accelerate the protocol execution time. Our evaluation and simulation results show that they obviously outperform the other protocols.
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Eissing, Caryl M. "The listening capacity component of the informal reading inventory : a study of assessment for less efficient raders /." Diss., 1997. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9814955.
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Beaulieu, Judith. "Productivité de manuels scolaires adaptés pour élèves ayant deux années de retard en lecture." Thèse, 2013. http://hdl.handle.net/1866/9209.
Full textAbstract:
La complexité de la tâche qu’est la lecture du français en interaction avec les caractéristiques de la personne qui a un retard de deux ans en lecture, la population cible de cette recherche, place cette dernière en situation d’échec. Tous les processus impliqués dans l’acte de lire en interaction avec ces caractéristiques induisent des échecs et des retards d’apprentissage de la lecture. L’enseignant, qui souhaite utiliser un manuel scolaire tout en intégrant un élève de 3e année ne sachant toujours pas lire, a deux choix : lui offrir un manuel de 1re année, un manuel de 3e année ou adapter lui-même son matériel. Si l’enseignant lui remet un manuel de 1re année, l’élève vit des réussites, mais les thèmes sont infantilisants. Si l’enseignant remet un manuel de 3e année à ce même élève, les thèmes ne sont pas infantilisants, mais le niveau en lecture place ce dernier systématiquement en situation d’échec. Si l’enseignant adapte lui-même le matériel, l’entreprise est grande en charge de travail pour ce dernier.
En réponse à ce dilemme, le Groupe DÉFI Accessibilité (GDA) a conçu des manuels scolaires adaptés. Ils sont, à première vue, identiques à la version originale Signet (3e année), mêmes thèmes, mêmes titres, mêmes numéros de pages, mêmes illustrations et mêmes réponses aux deux premières questions de chaque page, mais les textes sont simplifiés afin de permettre la lecture à l’élève de 3e année qui a deux ans de retard dans cette matière. En accord avec une stratégie de design inclusif, la simplification des manuels par le GDA a été réalisée en fonction des caractéristiques d’un groupe de référence reconnu pour avoir de grandes difficultés d’apprentissage de la lecture, soit des élèves qui ont des incapacités intellectuelles (Langevin, Rocque, Ngongang et Chaghoumi, 2012). L’objet de cette thèse est le calcul de la productivité et de l’efficience de ces manuels scolaires adaptés auprès d’élèves qui ont deux années de retard en lecture, la population cible.
La méthodologie utilisée pour cette recherche est l’analyse de la valeur pédagogique, une méthode systématique de développement et d’évaluation de produits, procédés ou services, adaptée de l’ingénierie. Cette recherche a pour objet la troisième et dernière phase de l’analyse de la valeur pédagogique, soit l’évaluation des manuels scolaires adaptés.
En analyse de la valeur pédagogique, comme pour cette recherche, la mise à l’essai a deux objectifs : comparer le prototype créé au cahier des charges fonctionnel regroupant toutes les fonctions que devrait remplir le produit pour répondre aux besoins de ses utilisateurs potentiels et calculer la productivité/efficience. Puisqu’il s’agit d’une première mise à l’essai, un troisième objectif est ajouté, soit la proposition de pistes d’amélioration au prototype de manuels scolaires adaptés.
La mise à l’essai s’est échelonnée sur six mois. L’échantillon regroupe quatre enseignantes de 3e année, deux en classes spéciales et deux en classes régulières. Ces dernières enseignent à 32 élèves utilisateurs des manuels scolaires adaptés : six sont dyslexiques, quatre ont une connaissance insuffisante de la langue française, un a un trouble envahissant du développement avec incapacités intellectuelles et 21 ont des incapacités intellectuelles légères.
Les résultats sont présentés sous la forme de trois articles. Les quatre enseignantes ont confirmé la réponse des manuels scolaires adaptés au cahier des charges fonctionnel. De plus, la phase de conception a été jugée efficiente et la phase d’utilisation productive. Il n’y a pas de modification à faire aux manuels scolaires adaptés. Par contre, le guide d’utilisateur doit être modifié, puisque l’outil n’a pas été utilisé tel qu’il était prévu par l’équipe de conception.The complexity of reading French interact with non-cognitive and cognitive characteristics of the person who has intellectual disabilities it up in failure mode. All processes involved in the act of reading interact with these characteristics induce failures and delays of learning to read. Teachers wanting to use a textbook and integrated third grade’s students who don’t know how to read, have tho choices: to provide a first grade’s textbook or to provide a third grade’s textbook. If teachers give a first grade’s textbook to students that has accumulated two years behind in reading, it saw success, but the themes are infantilizing. If teachers give a third grade’s textbook, the themes are not infantilizing, but reading level, instead it consistently in failure. In response to this dilemma, the Groupe DÉFI Accessibilité did adapted textbooks. They are at first identical to the original Signet (third year), same themes, same page numbers, illustrations and even the same answers to the first two questions of each page, but the texts are simplified to allow reading the third grade’s children who has two years behind in this matter. The methodology for this research is the pedagogical analysis of value, a systematic method for development and evaluation of products, processes or services. This research is aimed at the final stage of the pedagogical analysis value. In pedagogical analysis value, as for this research, the testing has two purposes: to compare the prototype created functional specification covering all the functions that should fill the product to meet the needs of potential users and calculate productivity / efficiency. Since this is a first testing, a third is added, is the proposal of possible improvements to the prototype of suitable textbooks. The testing took place over six months. The sample included four teachers of third year, two special classes in regular classrooms and two. The latter teach 32 students users of suitable textbooks: six are dyslexic, four have insufficient knowledge of the language, one has adevelopmental disorder and 21 had mild intellectual disabilities. The four teachers confirmed the response of adapted textbooks to the functional specifications. In addition, the design phase was considered efficient and the using phase was conseidered productive.