Relevant bibliographies by topics / Reading problems

Contents

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

Academic literature on the topic 'Reading problems'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reading problems"

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Doran, Teresa, and Wyn McCormack. "Reading Problems." Books Ireland, no. 215 (1998): 225. http://dx.doi.org/10.2307/20623685.

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SMITH, COLIN J. "Problems with reading." Support for Learning 8, no. 4 (November 1993): 139–45. http://dx.doi.org/10.1111/j.1467-9604.1993.tb00138.x.

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Jordan, Ian. "Reading problems? Visual dyslexia." Five to Seven 1, no. 6 (October 2001): 44–46. http://dx.doi.org/10.12968/ftse.2001.1.6.16861.

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Millichap, J. Gordon. "Reading Disability and Behavior Problems." Pediatric Neurology Briefs 10, no. 9 (September 1, 1996): 67. http://dx.doi.org/10.15844/pedneurbriefs-10-9-4.

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Choi, Dae-Woo. "Some Problems of Reading Donguisusebowon." Journal of Sasang Constitutional Medicine 25, no. 3 (September 30, 2013): 135–44. http://dx.doi.org/10.7730/jscm.2013.25.3.135.

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Swirsky-Sacchetti, T. "Visual efficiency problems in reading." Archives of Clinical Neuropsychology 14, no. 8 (November 1999): 685. http://dx.doi.org/10.1016/s0887-6177(99)80124-3.

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Swirsky-Sacchetti, T., M. M. Scheiman, and L. Catania. "Visual efficiency problems in reading." Archives of Clinical Neuropsychology 14, no. 8 (November 1, 1999): 685. http://dx.doi.org/10.1093/arclin/14.8.685.

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Braun, Frederick G. "Reading problems related to teaching." Literacy 19, no. 1 (April 1985): 20–23. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00577.x.

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Bicknell, P. G., and K. M. Ripley. "Reading problems and ocular anomalies." Child Language Teaching and Therapy 3, no. 3 (October 1987): 293–304. http://dx.doi.org/10.1177/026565908700300306.

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Stein, J. "Visuospatial Perception and Reading Problems." Irish Journal of Psychology 10, no. 4 (January 1989): 521–33. http://dx.doi.org/10.1080/03033910.1989.10557767.

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Dissertations / Theses on the topic "Reading problems"

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Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.
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Cartrette, Cassandra Hilburn. "Reading first and scientifically based reading research programs : answers to North Carolina's reading problems /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/cartrettec/cassandracartrette.pdf.

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Trammell, Eugene. "The effects of instruction in problem-solving strategies including reading word problems on student achievement in solving word problems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1376.

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The purpose of the study was to determine if there was a significant difference between the traditional method and the experimental or structured method of instruction in word problem solving and translating them into almost word less sentences. Two groups of ninth graders in a general mathematics course on reading and solving word problems were selected for the study. At the beginning of the study a pre test for achievement differences was administered. The test results indicated there were no significant achievement differences between the groups when the test was initiated. Word problem solving instruction was given to the experimental group, but the control group was allowed to ask. questions only for clarification of the problems which possibly enabled them to pick up ideas on how to analyze word problems during the questioning session. The treatment consisted of problems on how to find discounts, commission, interest and sales tax. The t statistic and a .05 level of significance were used. A posttest was administered to both groups after the treatment, and the findings of the test results indicated that there was no significant difference in achievement. Therefore, teaching the reading of word problems did not affect the experimental method more than the use of the conventional method. of data indicated that there was no significant differ ence in achievement between the two groups. It was suggested that because the control group was permitted to ask questions, students in that group may have learned how to analyze word problems during the questioning sessions. It was recommended that there should be more inter action between students and teachers through questions and answers during word problem-solving instruction. Teaching word problem solving should begin early in the elementary school and sequentialized in the middle and high school. In-service teaching on word problem solv ing should be provided. Calculators should be used by students only after they have mastered the basics of arithmetic.
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Etmanskie, Jill Merita. "Reading, spelling, and phonological processing in children with phonological or surface reading problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37949.pdf.

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Cooperman, Annie. "Improving Reading Comprehension in Students with Autism| Associating Cognitive Impairments with Reading Comprehension Problems." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538940.

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This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized associations between cognitive impairments and specific incidences of reading comprehension problems, the researcher selected and employed targeted reading comprehension interventions. Descriptive results suggest that incremental improvements in reading comprehension and expressive language occurred for the case-study participants.

Keywords: autism, high-functioning autism, reading comprehension, task analysis

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Stevenson, Kara. "READING ASSESSMENT AND INSTRUCTION IN THE EARLY YEARS: DIAGNOSING AND ADDRESSING EARLY READING PROBLEMS." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149051.

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Urban Education
Ed.M.
The purpose of this thesis is to look at effective reading instruction and assessment in the early years of education to determine appropriate forms of assessment and practice for identifying struggling readers. Many American students are struggling with reading problems. According to the National Assessment of Educational Progress, only 31% of fourth graders in America were reading proficiently in 2005. To determine a potential cause of reading problems, particularly in comprehension, I look at what is considered to be best practice in teaching children to read. I then evaluate how elementary assessment, which relies heavily on fluency, can contribute to an overemphasis of fluency instruction. I argue this overemphasis of fluency instruction and lack of instruction in comprehension could be a cause of students' reading difficulties not being recognized until later grades. To avoid assessing students purely on fluency, I look at other forms of assessment, that include measures of comprehension assessment, which could provide a clearer picture of students' reading proficiency. I then examine intervention programs and practices that may be most appropriate for remediation. I argue interventions are best when they are tailored to the specific needs of the individual student, and so, schools should avoid purchasing packaged programs. Finally, I discuss a need for more research on seeing if there is a causal connection between a shift in practice to include more comprehension instruction in the early elementary years and fewer reading problems in the secondary years.
Temple University--Theses
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Stagova, Emine. "Teaching Strategies : Teachers’ views and attitudes towards reading problems." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1246.

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The aim with this study is to discuss teachers’ individual views and thoughts regarding working with pupils with reading problems in foreign language learning. The study is based on qualitative research and includes interviews with four working teachers at the upper secondary level at one school. The main focus is to illustrate strategies expressed by the teachers involved in this study concerning pupils and reading problems in foreign language learning. Some of the earlier studies done regarding this subject emphasize motivation as a good strategy to use in school in order to pay more attention to pupils and encourage them to do better. Furthermore, teachers should work with literature in a new way, thus making use of the new technology available such as computers and projectors. New technology would make education more appealing and allow pupils to be involved with literature in a new way, familiar to the pupils’ daily life activities.

This study is done accordingly to the approach of two theories, namely phenomenography and reader-response theory. This study does not aim to show any right or wrong strategies from the teachers, it only assumes to show their own thoughts and views regarding this issue. Hopefully this study would help and bring new ideas to forthcoming teachers about reading disabilities and teaching strategies.

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Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.

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Kellenberger, George T. "Reading Bureau of Fire structure, problems, and proposed solutions /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2945. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 64-65).
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Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.

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Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyra klasser, varav två klasser i årskurs 2 och två i årskurs 3. Resultatet visar att många elever blev oroliga över att se textuppgifterna. En del av eleverna visade ett engagemang för att klara uppgifterna, men uppgifternas struktur och nivå var allt för krävande för dem. Pedagogerna i intervjun är övertygade om att för lite kunskap kring ämnet och stress är bidragande orsaker till att matematikförståelsen hämmas vid läsning av matematiska textuppgifter. Slutsatsen är att det är svårt med läsning av matematiska textuppgifter, och elever bör besitta en större kognitiv förmåga samt ha ett brett ordförråd för att kunna förstå matematiska texter. Textens struktur spelar roll vid förståelse, och det är pedagogens ansvar att hjälpa eleverna med matematiska textuppgifter.
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Books on the topic "Reading problems"

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Dyslexia: Understanding reading problems. New York: J. Messner, 1985.

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Dean, Michael. Reading. Harlow: Penguin English, 2002.

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Solving your child's reading problems. Secaucus, N.J: Carol Pub. Group, 1995.

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Kline, Lloyd W. Teaching reading: Problems and solutions. Arlington, Va: American Association of School Administrators, 1990.

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Malatesha, Joshi R., ed. Reading problems: Consultation and remediation. New York: Guilford Press, 1992.

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Publications, Frank Schaffer. Reading. Torrance, CA: Frank Schaffer Publications, 1991.

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Mellor, Bronwyn. Reading Hamlet. Scarborough, Australia: Chalkface, 1989.

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Mellor, Bronwyn. Reading Hamlet. Scarborough, Australia: Chalkface Press, 1989.

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Reading Hamlet. Urbana, Ill: National Council of Teachers of English, 1999.

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Reading Hamlet. Scarborough, Australia: Chalkface Press, 1989.

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Book chapters on the topic "Reading problems"

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Parrila, Rauno K., and Athanassios Protopapas. "Dyslexia and word reading problems." In Studies in Written Language and Literacy, 333–58. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.19par.

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Mundici, D. "Applications, Further Reading, Selected Problems." In Advanced Łukasiewicz calculus and MV-algebras, 227–38. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0840-2_20.

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Coenen, Monique, Wim Van Bon, and Robert Schreuder. "The Effect of Reading and Spelling Practice on Reading Skill." In Problems and Interventions in Literacy Development, 321–34. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_20.

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Van Der Leij, Aryan. "Reading Disabilities and Cognitive Competence." In Problems and Interventions in Literacy Development, 293–305. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_18.

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Grossmann, A., R. Kronland-Martinet, and J. Morlet. "Reading and Understanding Continuous Wavelet Transforms." In inverse problems and theoretical imaging, 2–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-75988-8_1.

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Beech, John R. "Dyslexia and Incidence of Reading Problems." In Learning to Read, 6–13. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003104346-2.

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Laurinen, Leena. "Fostering Metalinguistic Awareness During Storybook Reading." In Problems and Interventions in Literacy Development, 211–24. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_13.

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Elbro, Carsten. "Reading-Listening Discrepancy Definitions of Dyslexia." In Problems and Interventions in Literacy Development, 129–46. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_8.

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Droop, Mienke, and Ludo Verhoeven. "Reading Comprehension Problems in Second Language Learners." In Problems and Interventions in Literacy Development, 193–208. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_12.

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Abarbanel, Henry D. I., and Evren Tumer. "Reading Neural Encodings using Phase Space Methods." In Perspectives and Problems in Nolinear Science, 1–21. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/978-0-387-21789-5_1.

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Conference papers on the topic "Reading problems"

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Yuvirawan, Muhammad Firdi, Rina Listia, and Rizky Amelia. "Students’ Problems in Reading Narrative Text." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.013.

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Kozmács, István, and Ildikó Vančo. "PROBLEMS OF ORTHOGRAPHY AND READING COMPREHENSION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0584.

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Rusák, Zoltán, Niels van de Water, Bram de Smit, Imre Horváth, and Wilhelm Frederik Van Der Vegte. "Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59130.

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Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.
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Kolesnichenko, Evgeniy, and Yuriy Gorbachev. "Gas-dynamic equations for reactive gas mixtures: Problems and solutions." In 2015 International Conference on Mechanics-Seventh Polyakhov's Reading. IEEE, 2015. http://dx.doi.org/10.1109/polyakhov.2015.7106731.

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Korolev, Vladimir, and Irina Pototskaya. "Problems of stability with respect to a part of variables." In 2015 International Conference on Mechanics-Seventh Polyakhov's Reading. IEEE, 2015. http://dx.doi.org/10.1109/polyakhov.2015.7106739.

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Aida-zade, Kamil, Elshan Mustafaev, and Jamaladdin Hasanov. "Intelligent reading system based on mobile platform." In 2012 IV International Conference "Problems of Cybernetics and Informatics" (PCI). IEEE, 2012. http://dx.doi.org/10.1109/icpci.2012.6486308.

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Kuznetsova, Marina I. "Reading Literacy Of Russian Primary Schoolchildren: Achievements And Problems." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.41.

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Yin, Liping. "The Problems and Solutions in Intensive Reading Course Teaching." In 2015 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/essaeme-15.2015.32.

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Aldoshin, Gennady T., and Sergey P. Yakovlev. "Applying classical mechanics methods to modelling molecular oscillations problems of quantum mechanics." In 2015 International Conference on Mechanics-Seventh Polyakhov's Reading. IEEE, 2015. http://dx.doi.org/10.1109/polyakhov.2015.7106710.

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Gorovoi, Alexander M., and Alexander N. Malov. "Laser data recording and reading on the base of thermogalvanic storage effect." In Fundamental Problems of Optoelectronics and Microelectronics, edited by Yuri N. Kulchin and Oleg B. Vitrik. SPIE, 2003. http://dx.doi.org/10.1117/12.502284.

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Reports on the topic "Reading problems"

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Brooks, Jeffrey J., Alexander N. Bujak, Joseph G. Champ, and Daniel R. Williams. Collaborative capacity, problem framing, and mutual trust in addressing the wildland fire social problem: An annotated reading list. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2006. http://dx.doi.org/10.2737/rmrs-gtr-182.

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Kuznetsov, Victor, Vladislav Litvinenko, Egor Bykov, and Vadim Lukin. A program for determining the area of the object entering the IR sensor grid, as well as determining the dynamic characteristics. Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/bykov.0415.15042021.

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Currently, to evaluate the dynamic characteristics of objects, quite a large number of devices are used in the form of chronographs, which consist of various optical, thermal and laser sensors. Among the problems of these devices, the following can be distinguished: the lack of recording of the received data; the inaccessibility of taking into account the trajectory of the object flying in the sensor area, as well as taking into consideration the trajectory of the object during the approach to the device frame. The signal received from the infrared sensors is recorded in a separate document in txt format, in the form of a table. When you turn to the document, data is read from the current position of the input data stream in the specified list by an argument in accordance with the given condition. As a result of reading the data, it forms an array that includes N number of columns. The array is constructed in a such way that the first column includes time values, and columns 2...N- the value of voltage . The algorithm uses cycles that perform the function of deleting array rows where there is a fact of exceeding the threshold value in more than two columns, as well as rows where the threshold level was not exceeded. The modified array is converted into two new arrays, each of which includes data from different sensor frames. An array with the coordinates of the centers of the sensor operation zones was created to apply the Pythagorean theorem in three-dimensional space, which is necessary for calculating the exact distance between the zones. The time is determined by the difference in the response of the first and second sensor frames. Knowing the path and time, we are able to calculate the exact speed of the object. For visualization, the oscillograms of each sensor channel were displayed, and a chronograph model was created. The chronograph model highlights in purple the area where the threshold has been exceeded.
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