Relevant bibliographies by topics / Reading performance

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading performance'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Reading performance"

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Wiles, David. "Reading Greek Performance." Greece and Rome 34, no. 2 (October 1987): 136–51. http://dx.doi.org/10.1017/s0017383500028096.

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Simon Goldhill's Reading Greek Tragedy is a welcome publication – not for its originality but because it makes available an important and eclectic body of critical approaches to Greek texts. Goldhill gives no quarter to the idea that the Greekless reader cannot deal with complex theoretical arguments. The (post-)structuralist revolution in modern thought, associated with Derrida, Foucault, and above all Barthes, mediated for the most part through classical scholars such as J-P. Vernant, Froma Zeitlin, and Charles Segal, has here found its way into a book targeted at the undergraduate market. I welcome Goldhill's book as one which demonstrates, without mystification, both the complexity of Greek tragedy, and the contemporary relevance of the questions which Greek tragedy poses. At the same time, as one who teaches students of Drama, I cannot but feel frustration.
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Goldhill, Simon. "Reading Performance Criticism." Greece and Rome 36, no. 2 (October 1989): 172–82. http://dx.doi.org/10.1017/s0017383500029740.

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Fred Astaire once remarked of performing in London that he knew when the end of a play's run was approaching when he saw the first black tie in the audience. Perhaps this is an American's ironic representation of the snobbishness of pre-War London (though he was the American who sang the top-hat, white tie and tails into a part of his personal image). Perhaps it is merely an accurate (or nostalgic) picture of the dress code of the audiences of the period. The very appeal to such a dress code, however – in whatever way we choose to read the anecdote – inevitably relies on a whole network of cultural ideas and norms to make its point. It implies tacitly what is easily recoverable from other sources about the theatre of the period: the expected class of the audience; the sense of ‘an evening's entertainment’ – attending the fashionable play of the season, with all the implications of the theatre as a place not merely for seeing but also for being seen; the range of subjects and characters portrayed on the London stage of the period; the role of London as a European capital of a world empire (with a particular self-awareness of itself as a capital); the expected types of narrative, events, and language, that for many modern readers could be evoked with the phrase ‘a Fred Astaire story’. If we want to understand the impact of the plays of Ibsen or Brecht or Osborne or Beckett, it cannot be merely through ‘dramatic techniques’, but must also take into account the social performance that is theatre. Ibsen's commitment to a realist aesthetic is no doubt instrumental to the impact of his plays, but it is because his (socially committed) dramas challenged the proprieties of the social event of theatre that his first reviewers were so hostile.
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Rubin, Gary S. "Measuring reading performance." Vision Research 90 (September 2013): 43–51. http://dx.doi.org/10.1016/j.visres.2013.02.015.

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Kenny, Dianna T., and Eugene Chekaluk. "Early Reading Performance." Journal of Learning Disabilities 26, no. 4 (April 1993): 227–36. http://dx.doi.org/10.1177/002221949302600403.

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Leppanen, Ulla, Kaisa Aunola, and Jari-Erik Nurmi. "Beginning readers' reading performance and reading habits." Journal of Research in Reading 28, no. 4 (November 2005): 383–99. http://dx.doi.org/10.1111/j.1467-9817.2005.00281.x.

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Sabjan, Amirah Jazimah. "Parental Reading Beliefs and Children's Reading Performance." IIUM Journal of Educational Studies 6, no. 2 (November 19, 2019): 3–16. http://dx.doi.org/10.31436/ijes.v6i2.191.

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Abstract This study put its interest in investigating parental reading beliefs and children’s reading performance. It also sought to determine whether there is an association between parental reading beliefs and children’s reading performance. This research employed a quantitative research design and it used a quota sampling technique to select the respondents. A total of 30 parents from Sekolah Kebangsaan Sungai Pusu Kuala Lumpur answered a questionnaire about parental reading beliefs. The questionnaire used was adapted from a study by DeBaryshe and Binder (1994). In order to measure the children’s reading performance, the parents were asked to state their children’s comprehension marks towards the end of the questionnaire. The questionnaire consisted of five factors related to parental reading beliefs which were teaching efficacy, positive attitude, verbal participation, reading instruction and basic knowledge. The data collected was analysed using Pearson Correlation. The results showed that all the factors under parental reading beliefs had positive relationship with children’s reading performance except for one factor which was reading instruction. All of them were not significant and as this study was a preliminary study, hence the results should not be generalised due to number of reasons. Keywords: Parents, reading beliefs, reading performance, primary school, quantitative research
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TAVSANCIL, Ezel, Ozen YILDIRIM, and Safiye BILICAN DEMIR. "Direct and Indirect Effects of Learning Strategies and Reading Enjoyment on PISA 2009 Reading Performance." Eurasian Journal of Educational Research 19, no. 82 (August 9, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.82.9.

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Boltežar, Lučka, and Barbara Cvenkel. "Reading performance in glaucoma." Acta Ophthalmologica 93, no. 4 (December 8, 2014): e321-e322. http://dx.doi.org/10.1111/aos.12613.

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Northern, Orathai. "Performance and Reading (review)." Journal of Asian American Studies 3, no. 3 (2000): 394–96. http://dx.doi.org/10.1353/jaas.2000.0039.

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Denzin, Norman K. "Reading and Writing Performance." Qualitative Research 3, no. 2 (August 2003): 243–68. http://dx.doi.org/10.1177/14687941030032006.

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Dissertations / Theses on the topic "Reading performance"

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Tikka, Piiastiina. "Reading on small displays : reading performance and perceived ease of reading." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/14788/.

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The present thesis explores and discusses reading continuous text on small screens, namely on mobile devices, and aims at identifying a model capturing those factors that most influence the perceived experience of reading. The thesis also provides input for the user interface and content creation industries, offering them some direction as to what to focus on when producing interfaces intended for reading or text-based content that is likely to be read on a small display. The thesis starts with an overview of the special characteristics of reading on small screens and identifies, through existing literature, issues that may affect fluency and ease of reading on mobile devices. The thesis then presents six experiments and studies on reading performance and perceived experience when reading on small screens. The mixed-methods research presented in the thesis showed that reading performance and subjective perception of reading fluency and ease do not always correspond, and perceived experience can have a strong influence over an end-user’s choice of whether to access text based content on a small display device or not. The research shows that it is important to measure interface quality not only in terms of functionality, but also for the user experience offered – and, ideally, to measure experience through more than one variable. The thesis offers a factor model (mobile reading acceptance model) of those factors that collectively influence subjective experience when reading via small screens. The key factors in the model are visibility of text, overview of contents, navigation within the contents and interaction with the interface/device. Further contributions include methods for cost-efficient user experience testing: a modified critical incident technique and using an optical character recognition to gauge legibility user experience at early design iterations.
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Hann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.

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Teaching & Learning
Ed.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
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Bowers, Alexandra Rae. "Reading performance in visual impairment." Thesis, Glasgow Caledonian University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243525.

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Hammer, Kate. "Reading Richard Schechner : allegories of performance." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/842921/.

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'Reading Richard Schechner' explores the theatre, theory, and academic leadership of a key figure in American theatre studies, engaging critically with Schechner's contributions, in order to assess their value for future theatre research. Chapter One considers how Schechner's theatre participated in social change and situates Schechner's analogy of theatre to ritual within an avant-garde theatrical tradition. Chapter Two models Schechner's career in terms of a singular performance project which moves from its early focus on theatre production, through performance theory, leading finally to his leadership of Performance Studies as an institutionally validated area. I examine the interplay between Schechner's theatre and his growing interest in anthropology, identifying the ways in which anthropological discourse supported his authority as a theatrical auteur. These chapters include case studies of his productions Dionysus in 69 and The Tooth of Crime. Chapter Three develops the relation between creative authorship and academic authority by introducing two key concepts. Sociologist Pierre Bourdieu's concept of symbolic capital characterises the rewards for successful and authoritative authorship which, I argue, Schechner has pursued. Allegory articulates the historical relation between creative authorship and socially empowered authority. The logic of Schechner's performance paradigm is analysed as an allegorical structure, following Joel Fineman's definition. Chapter Four concentrates on the ways in which, over time, Schechner has repositioned theatre as subordinate to the broad spectrum he defines as performance. I give grounds for rejecting Schechnerian performance as a viable paradigm for theatre's study. Furthermore, I reinterpret it as an enterprising intermedia arts project aiming to disrupt the institution from within. To deauthorise Schechnerian performance in this way is also to reauthorise it, by returning its ostensibly objective structures to their origin in creative acts. To this end, I conclude by sketching a portrait of Richard Schechner as an author of avant-garde theatre and theory.
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Burton, Robyn. "Reading performance in patients with glaucoma." Thesis, City University London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.591913.

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Glaucoma is a progressive disease of the optic nerve that can result in visual impairment and in tum inhibit performance on everyday visual tasks. Three connected experimental studies described in this thesis primarily aim to investigate the performance of people with glaucoma on a computer-based task of reading whilst simultaneously recording eye movements. Fifty four patients with bilateral glaucoma and 40 age-similar people with normal vision took part in the experiments. The first study measured change in reading speed when letter contrast is reduced. Results showed that average reduction in reading speed caused by a difference in letter contrast between 100% and 20% is significantly more apparent in patients when compared with age-related people with normal vision and similar cognitive/reading ability (p=0.01). Furthermore, patients more adversely affected by a contrast change were generally those with more severe visual field (VF) defects, poorer contrast sensitivity and poorer visual acuity. A second study explored the relationship between specific locations of the binocular VF and measured reading speed. Results suggested that damage to the inferior left region of the binocular VF was most strongly associated with the reading speed of the patient group. It is possible that this is the VF region used when locating a new line of text and it may be of clinical importance to preserve sensitivity in this area of the VF. The third study used a subset of patients with advanced glaucomatous (N=IS) VF defects to explore the relationship between eye movements and reading speed. Three eye movement measures were explored namely. text saturation (difference between the first and last fixation on lines of text), perceptual span (total number of letters read per number of saccades) and saccadic frequency (total number of saccades made to read a single word presented in isolation in a bespoke lexical decision task). Some, but not all, patients with advanced VF defects read slower than controls but differences in eye movements accounted for much of this variability. These patients also saturated text more during reading when compared to controls (p=O.004) which may explain previously-reported difficulties with sustained reading in glaucoma. In conclusion, principal findings from the studies described in this thesis show, for the first time, that reading speed in patients with glaucoma is particularly affected by changes in text contrast and specific regions of the VF are associated with impaired reading speed. Moreover, eye movement analysis may provide a window into the functional deficits associated with reading in glaucoma
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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.
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Flowers, Linda J. "The short and long term reading performance of former Reading Recovery students /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1232419801&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lovie-Kitchin, Jan E. "Reading performance of adults with low vision." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36724/1/36724_Digitised%20Thesis.pdf.

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Many factors, related to the reading task, the low vision device and the patient, affect the reading performance and eventual reading rehabilitation of a patient with low vision. Reading performance can be defined in terms of near visual acuity and reading rate - both need to be adequate for reading to be functionally useful. Near visual acuity can be simply and accurately measured with standardised test charts, but the patient's potential reading rate cannot be so easily determined. In this study, reading performance of adults with low vision was examined, firstly with respect to current clinical practice by a survey of low vision clinic records and interviews with patients, and secondly, in an experimental investigation. Data on the ophthalmic characteristics of an adult low vision population were collected retrospectively from the records of a low vision clinic, with emphasis on the powers and types of near low vision devices prescribed and the patients' performances, frequency of use and satisfaction with these devices. Subjects with age related macular degeneration (ARMD) who had previously attended the low vision clinic were interviewed, to investigate their use of near optical low vision devices. In the experimental investigation, the visual functions of subjects with normal and low vision were assessed and reading rate for scrolled printed text was measured at different character sizes and with different window sizes (number of characters in the reading field). The results confirmed that many patient variables significantly affect reading performance. However, the experimental study showed for the first time, that a high proportion of the variance in maximum reading rate for a group of subjects with normal and low vision can be predicted from standard clinically-applicable measures of visual performance. This has not previously been possible because of the use of limited sets of clinical measures. Stepwise multiple regression analysis indicated that for low vision subjects, near word visual acuity, age and right visual field size (degrees) were the strongest predictors of maximum reading rate, accounting for 80% of the variance. This study used a one-line, forced scrolled method to measure maximum oral reading rates, so further research is needed to confirm these findings for everyday reading. The experimental results found that for most patients to read at maximum or near maximum reading rate, character size needs to be 2112 times threshold print size (0.4 log acuity reserve). However, for the first time, it was clearly identified that there is an interaction between required acuity reserve and window size. Maximum reading rate can be achieved with low acuity reserve and large window sizes or high acuity reserve and small window sizes, but the latter is easier to obtain with stand or hand-held magnifiers. Thus, higher magnifications should be prescribed than those calculated from simple geometric principles. This study showed that reading performance of adults will be equivalent when magnification is supplied by either large print or optical magnifiers, provided optimum acuity reserve is provided. While the survey of patient records and the interviews of ARMD subjects indicated that patients continue to use near low vision devices, satisfaction rates decrease over time. This may be due to progressive vision loss together with poor reading illuminances, but the factors determining satisfaction with near low vision devices were unable to be identified by this study. Low vision patients are more likely to be assisted with reading by the prescription of a near low vision device if they are referred to low vision services earlier in the course of their ocular disease, when visual acuity is relatively good. Individual program plans should be used by vision rehabilitation services to assist patients to set specific, realistic goals. The interviews with the ARMD subjects indicated the need for more follow-up care for some patients - those whose vision loss progresses and/or whose functional needs change. This, together with earlier referral of patients, has repercussions for the cost-effectiveness of low vision service delivery. Recommendations are given on the methods of measuring visual acuity, letter contrast sensitivity and central visual fields and the use of the results for reading rehabilitation. Based on the assessment of these visual functions, predictions about the usefulness of a low vision patient's potential reading rate after prescription of, and training with, a near low vision device can be made. Further research is planned to improve reading and visual field assessment methods and to establish vision requirements for everyday reading of stationary text, which will improve the selection of appropriate reading rehabilitation programs for adults with low vision.
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Morris, Allison. "Improving Oral Reading Performance: A Comparison of the Effectiveness of Two Reading Interventions." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/731.

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Reading can be considered as the most fundamental skill learned in a person's life. It lays the foundation for later success in academics, vocational pursuits, and life. Because of reading's importance in everyday life, the search for effective reading interventions for those experiencing reading difficulties is continual. A single-subjects design was used to examine the overall effect of two reading interventions, listening previewing and folding-in, on oral reading performance. Nine regular education third-grade students served as subjects in the present study. Results indicated that neither the listening previewing procedure nor the folding-in technique were particularly successful at improving oral reading performance over the act of simply practicing reading each day. The findings are discussed in relation to their implications for future research.
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Joseph, Rosnel. "Improving the Reading Performance of Fifth-Grade Students Through an Afterschool Reading Program." NSUWorks, 2011. http://nsuworks.nova.edu/fse_etd/138.

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This applied dissertation was designed to evaluate improving the reading performance of fifthgrade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent reading performance. Reading intervention was introduced to improve students who had difficulties with learning expository reading performance. The students‟ scores on the Florida Instruction in Reading (FAIR) were used as pre-assessment data and included the instructional sequences and practices with struggling readers as well as the data collected through classroom observation. It focused on improving the fluency and the reading comprehension of these students and FAIR was used as a post-test assessment. It addressed the problem of poor reading skills of students at Southeastern Elementary School (SES). Statewide tests had shown that fifth grade students at SES were reading on a third-grade level, and these students were reading below two grade level gaps as evidenced by test scores on the FCAT. The purpose of this study was to describe and investigate the long-term impact of the program on the student, as measured by the Florida Comprehensive Assessment Test (FCAT) scores, in reading performance as well as report scores, in elementary schools in Florida
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Books on the topic "Reading performance"

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Mohammed, Zainora. Reading performance with magnifiers. Manchester: UMIST, 1997.

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Kivy, Peter, ed. The Performance of Reading. Oxford, UK: Blackwell Publishing Ltd, 2006. http://dx.doi.org/10.1002/9780470776650.

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After Dickens: Reading, adaptation, and performance. Cambridge [England]: Cambridge University Press, 1999.

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Lusardi, James P. Reading Shakespeare in performance: King Lear. Rutherford: Fairleigh Dickinson University Press, 1991.

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How plays work: Reading and performance. New York: Oxford University Press, 2007.

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Hammer, Kate. Reading Richard Schechner: Allegories of performance. [Guildford]: [University of Surrey], 1998.

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Best practices in reading: Improved performance. Merrimack, NH: Options Pub., 2002.

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H, Cumming Alister, ed. Bilingual performance in reading and writing. Ann Arbor: Research Club in Language Learning, 1994.

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H, Cumming Alister, ed. Bilingual performance in reading and writing. Ann Arbor: Language Learning, 1994.

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Zumthor, Paul. Performance, réception, lecture. Longueuil, Québec: Le Préambule, 1990.

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Book chapters on the topic "Reading performance"

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Barda, Jeff. "The Reading Performance." In Experimentation and the Lyric in Contemporary French Poetry, 171–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15293-2_5.

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Chen, Kuang Yu, Zhenhao Song, Yuan Liu, and Matthew Anderson. "Music Performance." In Reading of Shāng Inscriptions, 457–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6214-3_113.

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Denzin, Norman K. "Reading and writing performance 1." In Performance Autoethnography, 184–203. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315159270-11.

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Neuman, Susan B. "Reading Performance." In Television In Society, 189–92. Routledge, 2017. http://dx.doi.org/10.4324/9781315130750-18.

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"Recommended Reading." In Beyond Performance, 261–62. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119202455.oth1.

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"Additional Reading." In Compressor Performance, 198. Elsevier, 2001. http://dx.doi.org/10.1016/b978-075067342-6/50047-2.

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"Suggested Reading." In High Performance Concrete. CRC Press, 1998. http://dx.doi.org/10.1201/9781420022636.bmatt1.

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"Further reading." In Greek Theatre Performance, 225–36. Cambridge University Press, 2000. http://dx.doi.org/10.1017/cbo9781139878371.013.

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"I. Text-Performance." In Reading Theatre, edited by Paul J. Perron, 1–31. Toronto: University of Toronto Press, 1999. http://dx.doi.org/10.3138/9781442679023-004.

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"Intercultural performance." In Reading Contemporary Performance, 247–48. Routledge, 2015. http://dx.doi.org/10.4324/9780203103838-41.

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Conference papers on the topic "Reading performance"

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Sani, Betria. "The Impact of Student Reading and Reading Habits on Their Reading Performance." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.172.

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Chang, Chung, Chih-Ming Chen, and Fang-Ya Chen. "A Collaborative Reading Annotation System for Promoting Reading Performance." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.54.

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Efimov, A. A. "ENERGY PERFORMANCE OF A VOLTAGE ACTIVE CONVERTER IN AN AIRCRAFT POWER GENERATION SYSTEM." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-54-65.

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Lu, Ting-Yun, Mi Lin, Chih-Ming Chen, and Jhih-Hao Wu. "Forecasting Reading Anxiety to Promote Reading Performance Based on Annotation Behavior." In 2013 IEEE 37th International Computer Software and Applications Conference Workshops (COMPSACW). IEEE, 2013. http://dx.doi.org/10.1109/compsacw.2013.132.

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Abbey, Craig K., Michael A. Webster, Tanya Geertse, Danielle van der Waal, Eric Tetteroo, Ruud Pijnappel, Mireille J. M. Broeders, and Ioannis Sechopoulos. "Sequential reading effects in Dutch screening mammography." In Image Perception, Observer Performance, and Technology Assessment, edited by Frank W. Samuelson and Sian Taylor-Phillips. SPIE, 2020. http://dx.doi.org/10.1117/12.2549320.

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Partridge, George, Peter Phillips, Iain Darker, and Yan Chen. "Investigating reading strategies and eye behaviours associated with high diagnostic performance when reading digital breast tomosynthesis (DBT) images." In Image Perception, Observer Performance, and Technology Assessment, edited by Claudia R. Mello-Thoms and Sian Taylor-Phillips. SPIE, 2022. http://dx.doi.org/10.1117/12.2611388.

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Chen, Chih-Ming, Ming-Chaun Li, and Tze-Chun Chen. "A Collaborative Reading Annotation System with Gamification Mechanisms to Improve Reading Performance." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00044.

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Eren-Zaffar, Nesrin. "The Impact of Pre-reading Strategies on Reading Performance: An Action Research." In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385456.

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D'Ardenne, Nicholas, Robert M. Nishikawa, Margarita L. Zuley, Chia-Chien Wu, and Jeremy M. Wolfe. "Oculomotor behaviour of radiologists reading digital breast tomosynthesis (DBT)." In Image Perception, Observer Performance, and Technology Assessment, edited by Robert M. Nishikawa and Frank W. Samuelson. SPIE, 2019. http://dx.doi.org/10.1117/12.2513602.

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Tsai, Lin-Kuei, Ming-Chaun Li, Chih-Ming Chen, and Yi-Ching Kao. "The Effects of Collaborative Reading Annotation System with Gamified Mechanisms on Reading Comprehension Performance." In 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2020. http://dx.doi.org/10.1109/iiai-aai50415.2020.00057.

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Reports on the topic "Reading performance"

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Akers, Paul. Effects of Oral and Silent Reading on the Reading Comprehension Performance of Left Hemisphere-damaged Individuals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6840.

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Kihara, Jane. The performance of reading disabled 3rd to 6th graders on the Token test for children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5578.

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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Berlinski, Samuel, Matías Busso, and Michele Giannola. Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004366.

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This paper finds that providing educational support to children with low baseline reading scores affected their academic performance as well as that of their higher-achieving classmates. Results show a positive impact on learning for high-achieving students who were not part of the remediation program but were in schools with children who did. Our evidence suggests that the results are not explained by class size reductions or changes in teacher practices.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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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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van der Heijden, Joost. Optimizing electron temperature in quantum dot devices. QDevil ApS, March 2021. http://dx.doi.org/10.53109/ypdh3824.

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The performance and accuracy of quantum electronics is substantially degraded when the temperature of the electrons in the devices is too high. The electron temperature can be reduced with appropriate thermal anchoring and by filtering both the low frequency and radio frequency noise. Ultimately, for high performance filters the electron temperature can approach the phonon temperature (as measured by resistive thermometers) in a dilution refrigerator. In this application note, the method for measuring the electron temperature in a typical quantum electronics device using Coulomb blockade thermometry is described. This technique is applied to find the readily achievable electron temperature in the device when using the QFilter provided by QDevil. With our thermometry measurements, using a single GaAs/AlGaAs quantum dot in an optimized experimental setup, we determined an electron temperature of 28 ± 2 milli-Kelvin for a dilution refrigerator base temperature of 18 milli-Kelvin.
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Puttanapong, Nattapong, Arturo M. Martinez Jr, Mildred Addawe, Joseph Bulan, Ron Lester Durante, and Marymell Martillan. Predicting Poverty Using Geospatial Data in Thailand. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200434-2.

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This study examines an alternative approach in estimating poverty by investigating whether readily available geospatial data can accurately predict the spatial distribution of poverty in Thailand. It also compares the predictive performance of various econometric and machine learning methods such as generalized least squares, neural network, random forest, and support vector regression. Results suggest that intensity of night lights and other variables that approximate population density are highly associated with the proportion of population living in poverty. The random forest technique yielded the highest level of prediction accuracy among the methods considered, perhaps due to its capability to fit complex association structures even with small and medium-sized datasets.
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Bonthron, Leslie, Corey Beck, Alana Lund, Farida Mahmud, Xin Zhang, Rebeca Orellana Montano, Shirley J. Dyke, Julio Ramirez, Yenan Cao, and George Mavroeidis. Empowering the Indiana Bridge Inventory Database Toward Rapid Seismic Vulnerability Assessment. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317282.

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With the recent identification of the Wabash Valley Seismic Zone in addition to the New Madrid Seismic Zone, Indiana’s Department of Transportation (INDOT) has become concerned with ensuring the adequate seismic performance of their bridge network. While INDOT made an effort to reduce the seismic vulnerability of newly-constructed bridges, many less recent bridges still have the potential for vulnerability. Analyzing these bridges’ seismic vulnerability is a vital task. However, developing a detailed dynamic model for every bridge in the state using information from structural drawings is rather tedious and time-consuming. In this study, we develop a simplified dynamic assessment procedure using readily-available information from INDOT’s Bridge Asset Management Program (BIAS), to rapidly identify vulnerable bridges throughout the state. Eight additional data items are recommended to be added into BIAS to support the procedure. The procedure is applied in the Excel file to create a tool, which is able to automatically implement the simplified bridge seismic analysis procedure. The simplified dynamic assessment procedure and the Excel tool enable INDOT to perform seismic vulnerability assessment and identify bridges more frequently. INDOT can prioritize these bridges for seismic retrofits and efficiently ensure the adequate seismic performance of their assets.
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