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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 & LearningEd.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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Redcay, Jessica D. "Kindergarten students' reading performance and perceptions of Ludus Reading| A mixed-method study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647752.
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The study used an embedded qualitative, historical, explanatory, case study design with a dominant quantitative, quasi-experimental pre-post, longitudinal, retrospective design. The purpose of the study was to determine the effectiveness of Ludus Reading—a new reading program—in terms of kindergarten students’ reading perceptions and performance between the control and experimental group addressing the problem of illiteracy and aliteracy. Study participants included 73 kindergarten students. The results of the study were statistically significant (alpha = .05). The null hypothesis H1 was rejected (F (1,70)=15.01, p <. 001). Consequently, the experimental group had higher means on KDRA2 (M=9.25, SD=5.11) than the control group (M=5.07, SD=4.25). The null hypothesis H2 was rejected (F (1,69)=6268.69, Wilks Lambda=0.68, p < .001). Therefore, the experimental group had higher means on KDIBELS NWF-CLS (M=53.31, SD=21.51) than the control group (M=32.20, SD=18.99). The sub-null hypotheses were retained, signifying that moderating factors, gender and speech language services, did not influence the students’ reading performance. Qualitative data from learning profiles were explored, and emerging themes indicated that the experimental group enjoyed reading more than the control group because students from the experimental group used more descriptive emotion words to describe reading, and expressed a higher intensity level of enjoyment.
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Van, Staden Surette. "Reading between the lines : contributing factors that affect Grade 5 learner reading performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24944.
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This study aims to identify and explain relationships between some major factors associated with successful reading at Grade 5 level in South African primary schools. In South Africa, grave concerns with regards to low levels of student achievement pervade research initiatives and educational debates. Despite considerable investments in educational inputs (such as policy and resources) and processes (such as curriculum provision and teacher support), outcomes (such as student achievement) remain disappointingly low. The South African population is characterized by great diversity and variation. With 11 official languages, current educational policy in South Africa advocates an additive bilingualism model and students in Grade 1 to 3 are taught in their mother tongue. Thereafter, when these students progress to Grade 4, the language of learning and teaching changes to a second language, which in most cases is English. At this key developmental stage students are also expected to advance from learning to read to a stage where they can use reading in order to learn. With this complexity of issues in mind, Hierarchical Linear Modeling (HLM) was used to determine the effect of a number of explanatory variables at learner and school level on reading achievement as outcome variable, while controlling for language using the South African Progress in International Reading Literacy Study (PIRLS) 2006 data. As an international comparative evaluation of reading literacy involving more than 40 countries, PIRLS 2006 was the second, after PIRLS 2001, in a series of planned five-year cycles of assessment to measure trends in children’s reading literacy achievement, policy and practices related to literacy. Grade 5 learners in South African primary schools who participated in PIRLS 2006 were not able to achieve satisfactory levels of reading competence. The gravity of this finding is exacerbated by the fact that these learners were tested in the language in which they had been receiving instruction during the Foundation Phase of schooling. This study found most significant factors associated with reading literacy at learner-level, but this does not mean that the existence of teacher- and school-level factors is not of importance. While some explanatory factors at learner-level can more easily become the target of reading interventions, the higher level effect of the classroom and school are not diminished by this study. Creemers’ Comprehensive Model of Educational Effectiveness was utilized as theoretical point of departure. Creemers’ model was adapted for the purposes of this study to reflect a South African model of reading effectiveness in contrast with Creemers’ original use of it as a model of school effectiveness. Evidence was provided that the conceptual framework was inadequate in identifying factors affecting reading achievement for all South African language groupings. More specifically, the adapted South African reading effectiveness model was only appropriate in explaining reading achievement scores for the Afrikaans and English language groupings than for those from African language groupings.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Ansari, Sanaullah. "Researching Sindhi and Urdu students' reading habits and reading performance in a Pakistani university context." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581885.
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This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.
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Oh, Kyunghui. "Use of Reading Strategy to Assess Reading Medium Effectiveness: Application to Determine the Effects of Reading Medium and Generation in an Active Reading Task." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51227.
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Advances in computer technology have hastened the development and dissemination of a wide range of electronic media into the workplace and educational settings. Electronic media offer many advantages, including quicker access to information and easier information sharing among professions. However, electronic reading media have still not been well integrated into these settings, especially for non-routine cognitive tasks like active reading. Conflicting results from different measures (e.g., performance, preference) have been reported regarding their efficacy. Despite the fact that there are no significant performance differences between reading from paper and reading from electronic media, people still show a preference for reading from paper and resist changes in the workplace, which often results in the abandonment of electronic reading media. Therefore, in order to maximize the potential benefits from electronic reading media, researchers and designers need more valid ways to assess the effectiveness of electronic reading media than relying on existing methods using outcome-based measures of reading. Although the act of reading is primarily a cognitive process, there are relatively few comprehensive empirical reports on how the use of different reading media impacts cognitive processes like reading strategies. Moreover, researchers have rarely considered generational differences, even though generation-specific reading practices could significantly affect readers\' current reading practices using different media.
Therefore, the overall objective of this research was to develop and evaluate a new method to test the effectiveness of reading medium in terms of supporting design and evaluation. Specifically, this research examined how reading strategies can be used as a process measure. The research consisted of three parts: (1) investigating readers\' use of reading strategies using different types of media, (2) identifying the relationship between readers\' use of reading strategies and their performance and subjective response, and (3) identifying the relationship between readers\' use of reading strategies and cognitive load. Resultant findings are expected to improve how we measure the effectiveness of electronic reading media.
First, readers\' use of reading strategies for different types of media was examined and associated generational differences were investigated. A laboratory experiment was conducted in which three generations of participants (Baby Boomers, Generation X, and Generation Y) were asked to perform an active reading task (a simulated work-related reading task) with three types of media (paper, computer, and iPad). Readers\' uses of reading strategies were identified from task observation and Retrospective Think Aloud (RTA) sessions. Quantitative analyses revealed significant differences in readers\' use of reading strategies, and which depended on both the type of media and individual attributes (generation). Detailed qualitative analyses were conducted to help explain the underlying reasons for these differences in the use of reading strategies.
Second, based on the identified reading strategies, the relationships between readers\' use of reading strategies and their performance and subjective responses were examined. Such outcome measures have traditionally been used to assess the efficacy of different reading media. However, previous studies have generated conflicting results and did not clearly demonstrate the underlying aspects that influence readers\' performance and subjective responses. The results of this study showed a clear association between readers\' use of reading strategies and their performance and subjective responses. Accordingly, it was revealed that participants who used the reading strategies they developed in their formative period exhibited higher subjective responses.
Third, again based on the identified reading strategies, the association between readers\' use of reading strategies and cognitive load was examined. Reading from electronic media has been regarded as requiring more cognitive resources than reading from paper. However, it has not been well understood precisely which aspects of reading from different media actually influence cognitive load in terms of cognitive and metacognitive perspectives. The results reported herein showed an association between reading strategies and cognitive load. Therefore, this study revealed that the use of reading strategies was critical to their cognitive load.
Overall, this research demonstrated how reading strategies could be used as process measures to assess the effectiveness of specific media for active reading activities. The way in which people interact with a text (readers\' use of reading strategies) was affected by the medium, as well as by generation-specific reading practices. The extent to which reading strategies can explain reading differences was confirmed, by investigating the associations between readers\' use of reading strategies and other measures. These findings can contribute to the design of reading media and help to determine the most suitable reading media for active reading activities (e.g., work-related reading activities). In addition, the findings also support the importance of culturally situated experience for non-routine cognitive activities and the use of an integrated approach that takes into account both cognitive and cultural aspects in designing human-computer interaction for non-routine cognitive activities.
Ph. D.
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Hollo, Kevin R. "(Re)Framings: A Multimodal Interrogation of Reading as Writing." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1164916147.
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Osmond, Wendy Corina. "Patterns of relative reading performance from kindergarten to grade six." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34214.pdf.
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Fuller, Frank D. (Frank Davidson). "The association between reading ability and test performance among adults of limited reading ability." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332849/.
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This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.
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Wachtel, Donald J. "The effect of language reading fluency on music reading : note identification and musical performance /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136090521&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Polca, Melissa S. "Socioeconomic status and summer regression in reading performance." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1275050581.
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Chang, Po-lin Pauline, and 鄭寶連. "Effects of collaborative discussion on students' reading performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962191.
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Loon, Robin Seong Yun. "Reading intercultural performance : the Theatre Works Intercultural Trilogy." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415214.
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Polca, Melissa S. "Socioeconomic status and summer regression in reading performance." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1275050581.
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Chang, Po-lin Pauline. "Effects of collaborative discussion on students' reading performance." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23519769.
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Ressler, Robert. "The Relationship Between Reading Performance and Discipline Referrals." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194445.
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The objective of this longitudinal study was to determine if a relationship between reading performance and discipline referral contacts could be found in a cohort of students at third and fifth grades. Archival data for a sample of 112 6th graders attending a select Hawaiian Island school were obtained from mandatory State assessment and discipline referral records. T-test and one-way analysis of variance were completed to evaluate the effects of grade, gender, SES, and ethnicity. Results of data analysis revealed no significant differences in reading performance for referred and non-referred subjects across all sampled groups. Implications for future studies suggest supplementing discipline referral data with additional behavioral measures such as behavior rating scales and observation. Increasing sample sizes to reflect a larger number of overall subjects across a wider range of grades is also needed. Finally, it is suggested that variables such as IQ, language functioning, and disabilities be included in future analyses.
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Marks, Lori J. "Increasing Reading Performance in Inclusive Middle School Classrooms." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3571.
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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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Kemp, Darcy D. "Improving reading performance in a high poverty elementary school a case study /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1478Kemp/umi-uncg-1478.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 111-124).
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Herrmann, Andrew F. "Book Review of Reading Joss Whedon." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/838.
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Dudley, Anne Minot. "Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1286%5F1%5Fm.pdf&type=application/pdf.
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Ireland, Julie D. "The effect of reading performance on high school science achievement." Thesis, Curtin University, 1987. http://hdl.handle.net/20.500.11937/416.
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This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
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Prater, Amanda N. "The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533231802243572.
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Smith, Latisha. "The Effectiveness of Listening Previewing on Oral Reading Performance." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/636.
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To successfully function in today's society, a skill that is arguably necessary is that of reading. Educators are constantly in search of effective reading interventions to use with students. This study examined the effects of listening previewing on the oral reading fluency of third grade students from regular education classrooms. Twelve participants were assigned to one of two groups: Experimental Group or Control Group. Results indicated that the listening previewing procedure was superior to reading practice only when the progress monitoring data was collected on previewed probes. The findings imply that improvements in oral reading fluency due to the listening previewing procedure may not generalize to new materials. Implications for future research are further discussed.
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Tirovolas, Anna Kristina. "Applied music perception and cognition: predicting sight-reading performance." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116886.
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AbstractThis research sought to translate three standardized assessment measures of phonological processing known to be related to text reading, into experimental tasks that measure music processing. The primary aim of this thesis was to ascertain the relationship between these musically-adapted tasks and sight-reading performance in music. A broader goal was to explore and compare task performance across text and music, thereby informing a larger issue in cognitive and educational psychology: the relationship between music and language. In this manuscript-based thesis, there are six chapters, including three manuscripts (one previously published) that contribute to these goals. The first manuscript, published in the journal Music Perception, is a 26-year review of the field of music perception and cognition. The categorical and bibliometric analysis sought to document the longitudinal course of empirical studies in the journal Music Perception, by examining 384 empirical articles, as well as the full set of 578 articles, published between 1983 and 2010. The review suggested that only 9% of music perception studies use any assessment measures (mostly standardized tests, but also measures of musical ability). An increase over time in the use of assessment measures (ß = .40, p < .05) as data collection instruments was observed. It was thus inferred that the development of tasks which measure musical ability would be important to the continued advancement of psychometrics in the field of music perception and cognition. The second and third manuscripts were devoted to designing measures of music processing based on standardized tests of text reading. The objective was to search for relationships between the language and music tasks themselves, as well as testing their capacity to predict errors in musical sight-reading (SR) performance. In other words, an investigation of whether musically-adapted tasks, initially developed specifically for the assessment of text reading, would be significant predictors of SR performance. The second manuscript explored the effectiveness of the Rapid Automatized Naming (RAN) task in predicting SR by testing 41 participants: pianists aged 18 to 36. For all RAN tasks, response times (interonset intervals of vocal responses) were used to predict errors in sight reading performance of piano music. Correlational analyses revealed several significant associations between performance on standard RAN and music RAN tasks. Regression analyses revealed that the RAN letter task was the most consistent predictor of SR, with music RAN tasks adding additional explanatory power to the model. These findings suggested that processing specific to musical symbols may underlie aspects of SR performance, but that an already existing standardized task typically used for text reading could be more useful in predicting SR ability. The third manuscript reports an experiment in which musical tasks were designed to mirror two phonological awareness tasks from the "Comprehensive Test of Phonological Processing" (CTOPP), Elision and Blending Words. Participants were 25 pianists, aged 18 to 53. Regression analyses revealed the importance of music training and working memory in SR, and showed that performance on a musical blending task was important to the prediction of SR performance in certain cases.RésuméCette recherche a tenté de traduire trois mesures d'évaluation normalisées d'habiletés de traitement phonologique liés à la lecture du texte, en tâches expérimentales mesurant le traitement de musique. L'objectif principal de cette thèse était de déterminer la relation entre ces tâches adaptées musicalement et la lecture à vue musicale. Un objectif plus large était d'explorer et de comparer la performance des tâches dans le texte et la musique, élucidant ainsi une question plus vaste de la psychologie cognitive et éducative: la relation entre la musique et la langue. Cette thèse comprend six chapitres, et trois manuscits (un publié) qui contribuent à ces objectifs. Le premier manuscrit, publié dans la revue Music Perception, est une analyse de 26 ans de littérature dans domaine de la perception et de la cognition musicale. L'analyse bibliométrique et catégorique a cherché à documenter l'évolution longitudinale des études empiriques dans la publication Music Perception, en examinant 384 articles empiriques, ainsi que l'ensemble complet des 578 articles publiés entre 1983 et 2010. L'analyse suggère que seulement 9% des études sur la perception de la musique utilisent des mesures d'évaluation (essentiellement des essais normalisés, mais aussi des mesures de la capacité musicale). J'ai observé une augmentation au fil du temps dans l'utilisation des mesures d'évaluation (ß = .40, p < .05) comme des instruments de collecte de données. Par conséquent, j'ai déduit que le développement de tâches qui mesurent la capacité musicale était considéré important pour l'avancement continu de la psychométrie dans le domaine de la perception et la cognition de la musique. Les deuxième et troisième manuscrits ont été consacrés à l'élaboration de mesures de traitement de la musique basés sur des tests standardisés de lecture de texte. L'objectif était de chercher les relations entre les tâches langagières et musicales elles-mêmes, ainsi que de tester leur capacité à prédire des erreurs dans la lecture à vue musicale. Autrement dit, j'ai examiné si les tâches musicales, initialement développées spécifiquement pour l'évaluation de la lecture du texte, seraient des prédicteurs significatifs de la lecture à vue. Le second manuscrit a exploré l'efficacité de la tâche Rapid Automatized Naming (RAN) dans la prédiction de la lecture à vue en testant 41 participants: des pianistes âgés de 18 à 36 ans. Pour toutes les tâches RAN, le temps de réponse (intervalles "interonset" de réponses vocales) a été utilisé pour prédire des erreurs dans la lecture à vue des performances de musique pour piano. Les analyses de corrélation ont révélé plusieurs associations significatives entre les performances sur les RAN standards et les RAN musicaux. Les analyses de regression ont révélé un modèle dans lequel la tâche RAN lettre était le prédicteur le plus constant de la lecture à vue, avec une des tâches RAN musique ajoutant un pouvoir explicatif au modèle. Ces résultats suggèrent que le traitement spécifique des symboles musicaux peuvent sous-tendre les aspects de la performance de la lecture à vue, mais aussi qu'une tâche déjà existante normalisée généralement utilisée pour la lecture du texte pourrait être plus utile pour prédire la capacité de la lecture à vue. Le troisième manuscrit présente une expérience où des tâches musicales ont été conçues pour refléter deux tâches de conscience phonologique comprises dans le "Comprehensive Test of Phonological Processing", Elision et Blending Words. Les participants étaient 25 pianistes, âgés de 18 à 53 ans. Les analyses de régression ont révélé l'importance de la formation musicale et de la mémoire de travail dans la lecture à vue et ont montré que la performance sur une tâche musicale était importante pour la prédiction de performance musicale dans certains cas.
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Guterman, Eva. "Metacognitive awareness and performance on assessment tasks in reading." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366713.
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Zhang, Yongfang. "Performance-Based Chinese L2 Reading Instruction: A Spiral Approach." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321.
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Subbaram, Venkiteshwar Manoj. "Effect of display and text parameters on reading performance." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089408221.
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Thesis (Ph. D.)--Ohio State University, 2004.Document formatted into pages; contains 275 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 July 12.
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Bullock, Jonathon C. "Effects of The Accelerated Reader on reading performance of third, fourth, and fifth grade students in one Western Oregon elementary school /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181085.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 50-56). Also available for download via the World Wide Web; free to University of Oregon users.
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Kuo, Ming-Hui. "STRATEGIES AND METHODS FOR IMPROVING SIGHT-READING." UKnowledge, 2012. http://uknowledge.uky.edu/music_etds/6.
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A student's sight-reading ability directly affects the speed and quality of their learning, especially for those at the beginning and intermediate levels. Sight-reading on keyboard percussion instruments is typically very challenging for percussionists because percussion instruments are the only kind of instruments that the player doesn't physically touch when they play them. The player is removed from contact with the instrument through the use of mallets. This document will cover the topics of body movements, kinesthetic sense, music pattern recognition, sight-reading strategies in different levels, and music resources for instructors. Students who develop better sight-reading skills will learn new music faster, improve accuracy on the instrument, and increase their level of self-confidence.
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Ashiurakis, M. A. "The influence of the socio-educational reading environment in an Arab University upon English reading performance." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14821/.
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Research into FL/EFL macro-reading (the effect of the broader context of reading) has been little explored in spite of its importance in the FL/EFL reading programmes. This study was designed to build on previous work by explaining in more depth the influence of the socio-educational reading environment in an Arab university (Al-Fateh University in Tripoli, Libya) - as reported by students, upon these students' reading ability in English and Arabic (particularly the former). Certain aspects of the lecturers' reading habits and attitudes and classroom operation were also investigated. Written cloze tests in English and Arabic and self-administered questionnaires were given to 125 preliminary-year undergraduates in three faculties of Al-Fateh University on the basis of their use of English as a medium of instruction (one representing the Arts' stream and two representing the Science stream). Twenty two lecturers were interviewed and observed by an inventory technique along with twenty other preliminary-year students. Factor analysis and standard multiple regression technique were among the statistical methods used to analyse the main data. The findings demonstrate a significant relationship between reading ability in English and the reading individual and environmental variables - as defined in the study. A combination of common and different series of such predictors were found accountable for the variation (43% for the first year English specialist; 48% for the combined Medicine student sample) in the English reading tests. Also found was a significant, though not very large, relationship between reading ability in Arabic and the reading environment. Non-statistical but objective analyses, based on the present data, also revealed an overall association between English reading performance and an important number of reading environmental variables - where many `poor' users of the reading environment (particularly the academic one) obtained low scores in the English cloze tests. Accepting the limitations of a single study, it is nevertheless clear that the reading environment at the University is in need of improvement and that students' use of it also requires better guidance and training in how to use it effectively. Suggestions are made for appropriate educational changes.
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Lee, Sylvia Elaine. "The Impact of Working Memory Training on Third-Grade Students' Reading Fluency and Reading Comprehension Performance." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/958.
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The current study explored the relationship between working memory (WM) and reading performance in 50 typically-developing third-grade students, as well as the effect of WM-training on their WM, reading fluency, and reading comprehension skills. Half of the sample was randomly assigned to the experimental group, while the other half was placed in the control group. Children in both groups participated in a battery of WM and reading assessments preceding and following three weeks of computer game play. The children in the experimental group played a WM-training computer game for about 10 minutes a day (Monday-Friday) for three weeks, while children in the control group played a computer game that required sustained attention, but did not have a WM component. It was hypothesized that WM performance would predict reading performance, such that better WM ability would be associated with better reading ability. Furthermore, it was predicted that WM span would mediate the relationship between reading fluency and reading comprehension. In terms of WM training, it was hypothesized that WM training would significantly improve the experimental group's performance on the measures of WM, reading fluency, and reading comprehension relative to the control group. Results indicated that WM ability significantly predicted performance on measures of reading fluency and reading comprehension at pre-test; however, WM performance was not observed to mediate the relationship between reading fluency and reading comprehension despite being closely associated with both skills. Finally, although children in the experimental group did not show improvements in WM performance relative to those in the control group on transfer tasks, they did demonstrate improvements in reading fluency and reading comprehension. The findings of this study not only suggest that WM ability is closely related to reading skills, but also that WM training may serve as another route to further improve and develop students' literacy abilities.
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Akers, Paul K. "Effects of Oral and Silent Reading on the Reading Comprehension Performance of Left Hemisphere-damaged Individuals." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4964.
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The purpose of this study was to examine whether or not the method of reading (either aloud or silently) would affect the reading comprehension performance of left hemispheredamaged (LHD) and non-brain-damaged (NBD) subjects across inference levels using the Nelson Reading Skills Test (NRST) (Hanna, Schell, & Schreiner, 1977). The experimental group was comprised of fifteen subjects who had suffered a cerebrovascular accident (CVA) to the left hemisphere of the brain. Subjects were selected after they had demonstrated an adequate level of function on the Short Porch Index of Conununicative Ability (SPICA) (DiSimoni, Keith, & Darley, 1980), to perform the tasks required in this study. Subjects were then randomly assigned to either "left hemispheredamaged aloud reading" or "left hemisphere-damaged silent reading" subgroups. The non-brain-damaged (NBD) control group consisted of fifteen individuals with no known history of neurological impairment. Control group subjects were also randomly assigned to either the "non-brain damaged aloud reading" subgroup or the "non-brain damaged silent reading" subgroup. All subjects were administered the revised version of the Nelson Reading Skills Test (NRST) (1977), Form 4 of Level B. NRST test questions can be grouped into three categories representing literal, translational, and high levels of inference. Subjects were required to read five paragraphs and answer thirty-three questions pertaining to the reading material by pointing to the correct answer from a list of four choices. Subjects were allowed to refer back to the paragraph when attempting to answer test questions. Results revealed total NRST performance to be significantly better for NBD subjects. Within both experimental and control groups, no significant difference was found to exist between the test scores of the oral and silent reading subgroups. The research data did not reflect the expected error pattern of most errors occurring on high inference level questions and fewest errors on literal inferences for either group of subjects.
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Kartha, Arathy Ganga. "The effect of prolonged reading on visual functions and reading performance in students with low vision." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/31847/1/Arathy_Kartha_Thesis.pdf.
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This study is the first to investigate the effect of prolonged reading on reading performance and visual functions in students with low vision. The study focuses on one of the most common modes of achieving adequate magnification for reading by students with low vision, their close reading distance (proximal or relative distance magnification). Close reading distances impose high demands on near visual functions, such as accommodation and convergence. Previous research on accommodation in children with low vision shows that their accommodative responses are reduced compared to normal vision. In addition, there is an increased lag of accommodation for higher stimulus levels as may occur at close reading distance. Reduced accommodative responses in low vision and higher lag of accommodation at close reading distances together could impact on reading performance of students with low vision especially during prolonged reading tasks. The presence of convergence anomalies could further affect reading performance. Therefore, the aims of the present study were 1) To investigate the effect of prolonged reading on reading performance in students with low vision 2) To investigate the effect of prolonged reading on visual functions in students with low vision.
This study was conducted as cross-sectional research on 42 students with low vision and a comparison group of 20 students with normal vision, aged 7 to 20 years. The students with low vision had vision impairments arising from a range of causes and represented a typical group of students with low vision, with no significant developmental delays, attending school in Brisbane, Australia. All participants underwent a battery of clinical tests before and after a prolonged reading task. An initial reading-specific history and pre-task measurements that included Bailey-Lovie distance and near visual acuities, Pelli-Robson contrast sensitivity, ocular deviations, sensory fusion, ocular motility, near point of accommodation (pull-away method), accuracy of accommodation (Monocular Estimation Method (MEM)) retinoscopy and Near Point of Convergence (NPC) (push-up method) were recorded for all participants. Reading performance measures were Maximum Oral Reading Rates (MORR), Near Text Visual Acuity (NTVA) and acuity reserves using Bailey-Lovie text charts. Symptoms of visual fatigue were assessed using the Convergence Insufficiency Symptom Survey (CISS) for all participants. Pre-task measurements of reading performance and accuracy of accommodation and NPC were compared with post-task measurements, to test for any effects of prolonged reading.
The prolonged reading task involved reading a storybook silently for at least 30 minutes. The task was controlled for print size, contrast, difficulty level and content of the reading material. Silent Reading Rate (SRR) was recorded every 2 minutes during prolonged reading. Symptom scores and visual fatigue scores were also obtained for all participants. A visual fatigue analogue scale (VAS) was used to assess visual fatigue during the task, once at the beginning, once at the middle and once at the end of the task. In addition to the subjective assessments of visual fatigue, tonic accommodation was monitored using a photorefractor (PlusoptiX CR03™) every 6 minutes during the task, as an objective assessment of visual fatigue. Reading measures were done at the habitual reading distance of students with low vision and at 25 cms for students with normal vision.
The initial history showed that the students with low vision read for significantly shorter periods at home compared to the students with normal vision. The working distances of participants with low vision ranged from 3-25 cms and half of them were not using any optical devices for magnification. Nearly half of the participants with low vision were able to resolve 8-point print (1M) at 25 cms. Half of the participants in the low vision group had ocular deviations and suppression at near.
Reading rates were significantly reduced in students with low vision compared to those of students with normal vision. In addition, there were a significantly larger number of participants in the low vision group who could not sustain the 30-minute task compared to the normal vision group. However, there were no significant changes in reading rates during or following prolonged reading in either the low vision or normal vision groups. Individual changes in reading rates were independent of their baseline reading rates, indicating that the changes in reading rates during prolonged reading cannot be predicted from a typical clinical assessment of reading using brief reading tasks. Contrary to previous reports the silent reading rates of the students with low vision were significantly lower than their oral reading rates, although oral and silent reading was assessed using different methods.
Although the visual acuity, contrast sensitivity, near point of convergence and accuracy of accommodation were significantly poorer for the low vision group compared to those of the normal vision group, there were no significant changes in any of these visual functions following prolonged reading in either group. Interestingly, a few students with low vision (n =10) were found to be reading at a distance closer than their near point of accommodation. This suggests a decreased sensitivity to blur. Further evaluation revealed that the equivalent intrinsic refractive errors (an estimate of the spherical dioptirc defocus which would be expected to yield a patient’s visual acuity in normal subjects) were significantly larger for the low vision group compared to those of the normal vision group. As expected, accommodative responses were significantly reduced for the low vision group compared to the expected norms, which is consistent with their close reading distances, reduced visual acuity and contrast sensitivity. For those in the low vision group who had an accommodative error exceeding their equivalent intrinsic refractive errors, a significant decrease in MORR was found following prolonged reading. The silent reading rates however were not significantly affected by accommodative errors in the present study.
Suppression also had a significant impact on the changes in reading rates during prolonged reading. The participants who did not have suppression at near showed significant decreases in silent reading rates during and following prolonged reading. This impact of binocular vision at near on prolonged reading was possibly due to the high demands on convergence.
The significant predictors of MORR in the low vision group were age, NTVA, reading interest and reading comprehension, accounting for 61.7% of the variances in MORR. SRR was not significantly influenced by any factors, except for the duration of the reading task sustained; participants with higher reading rates were able to sustain a longer reading duration. In students with normal vision, age was the only predictor of MORR.
Participants with low vision also reported significantly greater visual fatigue compared to the normal vision group. Measures of tonic accommodation however were little influenced by visual fatigue in the present study. Visual fatigue analogue scores were found to be significantly associated with reading rates in students with low vision and normal vision. However, the patterns of association between visual fatigue and reading rates were different for SRR and MORR. The participants with low vision with higher symptom scores had lower SRRs and participants with higher visual fatigue had lower MORRs.
As hypothesized, visual functions such as accuracy of accommodation and convergence did have an impact on prolonged reading in students with low vision, for students whose accommodative errors were greater than their equivalent intrinsic refractive errors, and for those who did not suppress one eye. Those students with low vision who have accommodative errors higher than their equivalent intrinsic refractive errors might significantly benefit from reading glasses. Similarly, considering prisms or occlusion for those without suppression might reduce the convergence demands in these students while using their close reading distances. The impact of these prescriptions on reading rates, reading interest and visual fatigue is an area of promising future research. Most importantly, it is evident from the present study that a combination of factors such as accommodative errors, near point of convergence and suppression should be considered when prescribing reading devices for students with low vision. Considering these factors would also assist rehabilitation specialists in identifying those students who are likely to experience difficulty in prolonged reading, which is otherwise not reflected during typical clinical reading assessments.
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Ellis, Wendy Annette. "The impact of C-PEP (choral reading, partner reading, echo reading, and performance of text) on third grace fluency and comprehension development /." Full text available from ProQuest Dissertations & Theses, 2009. http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:3370265.
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Ireland, Julie D. "The effect of reading performance on high school science achievement." Curtin University of Technology, Science and Mathematics Education Centre, 1987. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9810.
Full textAbstract:
This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the ++study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
45
Nist, Lindsay Michelle. "The instructional effectiveness and efficency of three instructional approaches on student word reading performance." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148304742.
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Heinemann, Karen Kruse. "Processing Trauma: Reading Art in 9/11 Novels." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1473.
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While the negative effects of the terrorist attack of September 11, 2001 are still permeating throughout the United States, a few novelists have taken on the extreme task of writing about this historic event. Richard Gray describes the failure of language after the attack took place, yet novelists wanted to write about this tragedy anyway. Reading trauma in 9/11 is inevitable as it is important. In looking at three novels that deal with the events during and the aftermath of 9/11, I hope to consider the way art is used in these texts. In doing so, my thesis will look at the possibility of art being able to heal the wounds of this traumatic event. My second chapter will focus on the novel Extremely Loud and Incredibly Close by Jonathan Safran Foer. This novel depicts the effect 9/11 had on the child protagonist, Oskar, and follows him as he works through the trauma of losing his father in the South Tower. The third chapter of my thesis will discuss Don DeLillo's Falling Man, which offers a depiction of the powerful effect trauma has on the main characters in the novel, particularly Lianne. The performance artist is discussed at length. My fourth chapter will discuss the novel The Submission by Amy Waldman. Just as Maya Lin's submission for her Vietnam memorial sparked controversy, Waldman takes the same approach by casting an American Muslim as the artist and memorial architect for 9/11. While the previous novels focus on the personal effects of trauma on the characters, my chapter on The Submission will elucidate how trauma is negotiated on a national scale. I hope to answer such questions as: What do we expect in a memorial? What should we expect? What are the various demands survivors place on memorials?
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Kirkham, Robert S. "Predicting Performance on the Tennessee Comprehensive Assessment for Reading for Third Graders using Reading Curriculum Based Measures." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1200.
Full textAbstract:
Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students.
The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to produce students who score proficient or advanced on state mandated reading assessments is critical to achieving the goals for student learning. The population selected for this study included all third grade students from an East Tennessee school district. The third graders attended 13 schools and included 911 third grade students of which 770 students participated in the study. This included 372 male and 398 female students. Approximately 47% of the students were economically disadvantaged as determined by qualifying for free and reduced priced meals.
The purpose of this study was to investigate the relationship between 4 predictor variables (fall R-CBM, winter R-CBM, spring R-CBM, and median R-CBM) and the Tennessee Comprehensive Assessment Program (TCAP) third grade reading and language arts assessment. Each data set included 4 R-CBM scores expressed in words read correctly and TCAP reading language arts scale scores. Gender and free and reduced price meals eligibility information for all third graders from the 2010-2011 school year were also collected. Results reflected a strong predictive relationship between the AIMSweb R-CBM and TCAP reading and language arts measure for third grade students. Zero order correlations in the multiple regression analysis ranged from .70 to .74 for the 4 predictor variables. A linear equation was developed to predict TCAP scores from a single R-CBM score (fall, winter, spring, and median). Based on this study practitioners may be able to establish goals for student reading that are strongly correlated with achieving proficiency on the TCAP reading and language arts assessment.
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Gilman, Elizabeth R. "Towards an eye-movement model of music sight-reading." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342467.
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Rose, Kristen. "The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.
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Grindlay, Benjamin James William. "Missing the point : the effect of punctuation on reading performance." Title page, abstract and contents only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phg866.pdf.
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