Relevant bibliographies by topics / Test of Early Reading Ability

Contents

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

Academic literature on the topic 'Test of Early Reading Ability'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Test of Early Reading Ability.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Test of Early Reading Ability"

1

Wheeler, N. Jill. "Test of Early Reading Ability – 2." Diagnostique 24, no. 1-4 (March 1999): 229–40. http://dx.doi.org/10.1177/153450849902401-420.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bowey, Judith A., and Rinu K. Patel. "Metalinguistic ability and early reading achievement." Applied Psycholinguistics 9, no. 4 (December 1988): 367–83. http://dx.doi.org/10.1017/s0142716400008067.

Full text
Abstract:
ABSTRACTThis study explored the conceptual status of metalinguistic ability by determining whether or not metalinguistic ability can account for variation in early reading achievement independently of more general language abilities. First-grade children were given a test battery assessing phonemic awareness, syntactic awareness, receptive vocabulary, syntactic proficiency, word decoding ability, and reading comprehension ability. Strong zero-order correlations were observed among all experimental measures. However, multiple regression analyses revealed that metalinguistic ability did not contribute to the prediction of early reading achievement when general language ability effects were statistically controlled.
APA, Harvard, Vancouver, ISO, and other styles
3

Barnett, Rita M., and David W. Barnett. "Book Review: Test of Early Reading Ability-2 (TERA-2)." Journal of Psychoeducational Assessment 10, no. 4 (December 1992): 384–88. http://dx.doi.org/10.1177/073428299201000411.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shatil, Evelyn, and David L. Share. "Cognitive antecedents of early reading ability: A test of the modularity hypothesis." Journal of Experimental Child Psychology 86, no. 1 (September 2003): 1–31. http://dx.doi.org/10.1016/s0022-0965(03)00106-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Janawati, Desak Putu Anom, and I. Made Eka Sulantara. "An Analysis of Early Reading Ability of Class 1 in Elementary School." Pedagogia : Jurnal Pendidikan 10, no. 1 (December 21, 2020): 43–49. http://dx.doi.org/10.21070/pedagogia.v10i1.630.

Full text
Abstract:
This study aimed at describing students’ ability of early reading in SD Negeri 3 Ubud. This is a qualitative descriptive research. The samples were all of class I in total of 22 students comprising of 11 males and 11 females. The data were collected by using observation sheet and test of early reading ability. The data were analyzed by using Likert scale. The research finding showed that students’ ability of early reading of class I in SD Negeri 3 Ubud was categorized as good (B) with 85% percentage.
APA, Harvard, Vancouver, ISO, and other styles
6

Wiratsiwi, Wendri. "INITIAL ABILITY READING JAVANESE SCRIPT TO PARTICIPANTS IN CLASS IV SDN KUTOREJO I TUBAN ON MATERIAL SANDHANGAN." JURNAL PENDIDIKAN DASAR NUSANTARA 4, no. 1 (July 10, 2018): 101. http://dx.doi.org/10.29407/jpdn.v4i1.12204.

Full text
Abstract:
A preliminary research was conducted which was aimed to determine the ability of early reading of Javanese literacy students class IV SDN Kutorejo I Tuban on sandhangan material consisting of three indicators namely the accuracy of voicing writing, pronunciation, and fluency. This preliminary research is part of the interactive multimedia development research of Arawa (Aplikasi Aksara Jawa) for learning reading Javanese script of sandhangan material. The first literacy test of Javanese literacy test consists of 10 words of Javanese script that has been added with sandhangan swara, sandhangan wyanjana, and sandhangan penyigeg-wanda. Early reading ability of Javanese script analyzed is reading skill of Javanese learner of class IV student of SDN Kutorejo I Tuban academic year 2017/2018 before implemented an interactive multimedia development Arawa (Aplikasi Aksara Jawa) that allegedly can improve the reading ability of Javanese learner. The result of the analysis showed that the early reading ability of students in grade IV of SDN Kutorejo I which got the score of KKM or ≥ 70 was 27.02% (10 students) with the highest score 82 and 72,98% (27 students) below 70 with the lowest score of 25
APA, Harvard, Vancouver, ISO, and other styles
7

Zulhendri, Zulhendri, and Jhoni Warmansyah. "The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 1 (June 4, 2020): 257. http://dx.doi.org/10.31004/obsesi.v5i1.568.

Full text
Abstract:
Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.
APA, Harvard, Vancouver, ISO, and other styles
8

Menyuk, Paula, Marie Chesnick, Jacqueline Weis Liebergott, Blanche Korngold, Ralph D'Agostino, and Albert Belanger. "Predicting Reading Problems In At-Risk Children." Journal of Speech, Language, and Hearing Research 34, no. 4 (August 1991): 893–903. http://dx.doi.org/10.1044/jshr.3404.893.

Full text
Abstract:
This study was designed to determine early predictors of reading problems in children at risk for such problems. Three groups of children participated in the study: those with a specific language impairment; those who presumably had a language delay or disorder early in life and had no or a mild disorder at present; and a group of premature children. The data collected were standard speech and language test measures, given as the children entered the study, measures of language metaprocessing abilities on an experimental battery, given 6 months after they entered the study; and standard measures of reading, given when the children were aged 80 to 96 months. Many significant relations were found between measures of oral language ability and meta-processing ability at an earlier age and reading ability in first and second grade. The language processing battery scores accounted for a somewhat greater amount of variance on the reading tests than did the scores on the standard language tests. Three ability groups, comparatively high, middle, and low, were found in the population as a result of cluster analysis. Some premature children and some children with early language disorder or mild language disorder at entry into the study, as well as most SLI children, were members of the low language-ability group. These data were then examined to see if membership in the low language-ability group, as measured by either standard speech and language tests or the language meta-processing battery predicted at-risk reading performance on the WRAT. Forty-six children were found to be at risk by this test. Twenty-one of the children were identified by either set of measures, an additional 10 were identified by the language meta-processing measures alone, an additional 3 by the intake measures alone, and 12 of the children were not identified by either set of measures as potential problem readers. The results indicate that early measures of language awareness are good predictors of later reading performance but that different measures of this awareness are good predictors for different children.
APA, Harvard, Vancouver, ISO, and other styles
9

Huff, Elisa G., Jess Dancer, Shanda Diane Evans, and Allison Christine Skoch. "Validity and Reliability of the Test of Early Reading Ability-Second Edition with Preschool Age Children." Perceptual and Motor Skills 102, no. 1 (February 2006): 288–90. http://dx.doi.org/10.2466/pms.102.1.288-290.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yap, Jia Rong, and Mellisa Lee Lee Chin. "Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 1–18. http://dx.doi.org/10.26803/ijlter.19.10.1.

Full text
Abstract:
Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Test of Early Reading Ability"

1

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Sperring, Rachael. "Magnocellular processing and reading ability : the effect of test sensitivity." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603524.

Full text
Abstract:
Research into reading difficulties is continuously evolving, with a plethora of suggested causes. Lovegrove, Heddle, and Slaghuis (1980) suggested that one such cause was an abnormality of the visual magnocellular system which can result in visual confusion in some people with reading difficulties. However, failure to replicate findings have led some to disregard the theory (Skottun, 2000). This controversy can in part be attributable to the range of processing levels within the visual system and the range of parameter levels that have been used by studies assessing magnocellular function. Consequently the aim of this research was to investigate the relationship between mag nocellular function and reading ability at varying levels of the visual system, under systematic variations in parameter levels and with varying methods of assessment, to identify the test that produces the most sensitive relationship between reading ability and magnocellular function in children. An investigation into Random Dot Kinematogram (RDK) parameter levels in Studies 1 and 2 found that an integration time threshold with a dot speed of 20• /s and a contrast of 4% accounted for the largest variance in reading ability. In Study 3, a comparison between RDK thresholds and the Frequency Doubling Illusion showed that both tests accounted for 8% of the variance in reading ability; however this was not significant after accounting for cognitive ability. Study 4 assessed fixation stability and RDK thresholds and found that neither accounted for signincant variance in reading ability. Since participants in Study 2 had completed 14 threshold trials compared to 2 in Study 3 and 4, it was concluded that an RDK measuring integration time employing a dot speed of 20◦ /s and a contrast of 4% and with extensive practice was the most sensitive measure. However the level of practice needed meant this could not be considered a "gold standard" test .
APA, Harvard, Vancouver, ISO, and other styles
3

Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Adkins, Deborah. "Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?" PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/178.

Full text
Abstract:
This research considers the predictive utility of 10 decoding skills on a student's ability to read. The 10 skills are Consonant Blends/Digraphs, Decode Multi-Syllable Words, Decode Patterns/Word Families, Letter Identification, Manipulation of Sounds, Matching Letters to Sounds, Phoneme Identification, Phonological Awareness, Syllable Types: CVC, CVCe, R-Control, and Vowel Digraphs/Diphthongs. The research also examines the nature of the relationships between the decoding skills and reading ability. Furthermore, the research decomposes reading ability into segment 1 assessing decoding, and segment 2, assessing comprehension. Specifically, the study assesses the manner in which each of the 10 skills contributes to the variance in the two segment scores. The literature is limited to efficacy studies related to programs used to teach reading, and prior studies addressing skills have failed to extend examination beyond correlations between phonological and phonemic awareness, and a student's ability to read. These issues were examined in the present research using assessment records of 541 kindergarten, first, and second grade students who had each been administered the 10 aforementioned decoding skills tests as well as a reading assessment administered in two parts (decoding and comprehension). All records reflected assessments occurring within the same school year for each student assessed. The dependent variables are scaled scores with a valid range from 100 to 350 and represent the combined reading score plus each of the two segment scores. Multiple regression analysis was employed to consider the predictive utility and examine the correlations between the variables. Hierarchical regression was employed to further scrutinize the variance accounted for by each decoding skill. As a group, the 10 decoding skills indicated that students scoring higher overall on decoding also scored higher on overall reading ability, segment 1, and segment 2 (p < .001). However, the coefficient of variation indicates the grouped decoding skills may not be useful for prediction purposes for the segment 1 assessment (CV = .103). Correlations between all independent variables and the dependent variables were moderate to high (.617 to .880), with the exception of Letter Identification and Matching Letters to Sounds which were low to moderate (.248 to .500). The correlation between Letter Identification and Matching Letters to Sounds was moderate (.579). Post hoc analysis indicated the inclusion of Letter Identification and Matching Letters to Sounds did not account for any statistically significant additional variance in the combined reading score (p = .459), the segment 1 score (p = .261), nor in the segment 2 score (p =.749). By itself decoding does not sufficiently predict reading ability. This study brings to light the nature of the relationship between discrete decoding skills and reading ability for early learners. The research identifies additional information for consideration by educators providing early literacy instruction which may help them zero in on difficulties students may be having as they advance in their literacy.
APA, Harvard, Vancouver, ISO, and other styles
5

Chanduloy, George Felix, and 陳炳江. "Design of a task-based reading ability test in English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948765.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chanduloy, George Felix. "Design of a task-based reading ability test in English as a foreign language." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12367746.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lecoko, Motlalepule Lebogang Elizabeth. "Applicability of a health literacy test from the U.S. in a South African population." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1005931.

Full text
Abstract:
This thesis investigates the suitability and applicability of a health literacy test from the U.S. in a black, Xhosa-speaking, South African population. The concept of literacy is a controversial one which has been much debated, as it is not easy to classifY people as simply either literate or illiterate. As a result there are a number of definitions of literacy that vary with purpose and culture, but the most common one is that a person is literate if he/she can read and write. Estimating literacy from years of schooling is an inexpensive method but is also unreliable, since people generally read 3 to 5 grades below their stated educational level. This method affords little insight into the ability of patients to adequately function in a health care enviromnent, an ability which is referred to as functional health literacy. A number of health literacy tests such as the REALM (Rapid Estimate of Adult Literacy in Medicine) test have been developed to assess this skill. The REALM test is a word recognition test which places people into a relevant grade range estimate according to the number of words pronounced correctly. It appears to assume understanding of the word if the person is able to read that word correctly. In this project 125 black Xhosa-speaking respondents of varying educational levels who were literate in English were interviewed with the aid of an interpreter. Comprehensive demographic data were collected. Respondents were first asked to read all 66 words aloud during which time pronunciation was checked, and thereafter they were asked to explain each word. It was found that the ability to automatically decode and read the words did not necessarily guarantee comprehension of these words. Many of the words proved to be unfamiliar to the majority of the Xhosa respondents who were able to pronounce them correctly, but could not explain them. These tended to be phonetically transparent words which were therefore more accessible to the unfamiliar reader. This research has proven to be of great value in helping identify such words which should be substituted with simpler words for use in health information materials. A number of words could neither be pronounced nor understood by the population majority and, interestingly, a small group of words could not be pronounced but were satisfactorily explained by some respondents. The results showed an extremely poor correlation between the stated educational level and the REALM grade range estimate. This emphasizes the inappropriateness of years of formal schooling as an indicator of functional health literacy. The criteria were established for deciding cases in which the REALM test could be applied (or succeeds) and when it is inapplicable (or fails). It was found to be inapplicable in 41% of cases which clearly indicates that, in its current form, it is not a valid, reliable test to use in determining health literacy in this English second language population. It can, however, be used as a basis fur the development of a more appropriate test. Recommendations for future research direction are presented and an alternative structure for a health literacy test is suggested.
KMBT_363
Adobe Acrobat 9.53 Paper Capture Plug-in
APA, Harvard, Vancouver, ISO, and other styles
8

Hardy, Dianne B. "The construction and validation of an original sight-playing test for elementary piano students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Karnes, Saundra P. "Comprehension performance of average readers using a summarization strategy with test patterns varied." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/53604.

Full text
Abstract:
Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing. Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
10

Gaulton, Cecilia M. "A study of the relationships among reader self-perceptions, early reading ability, reading attitudes and gender in grade two students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64771.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Test of Early Reading Ability"

1

Reid, D. Kim. Test of Early Reading Ability. 3rd ed. Austin, Tex: Pro-Ed, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Reid, D. Kim. TERA-3. Austin, Tex: Pro-Ed, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Meisels, Samuel J. An analysis of early literacy assessments used for instruction. Ann Arbor, Mich: Center for the Improvement of Early Reading Achievement, University of Michigan, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Snowling, Margaret J. Graded Nonword Reading Test. Bury St. Edmonds: Thames Valley Test, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Margulies, Stuart. Raising your reading test scores. New York, N.Y: Educational Design, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Brownell, Rick. PRT: Phonics-based reading test. Novato, CA: Academic Therapy Publications, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Weiner, John A. POST reading & writing test validation research. Sacramento, Calif: Commission on Peace Officer Standards and Training, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hannavy, Sybil. The Middle Infant Screening Test and Forward Together Programme. Windsor: NFER-NELSON, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

School Curriculum and Assessment Authority. Level 2 optional reading comprehension test: Teacher's pack. (London): (School Curriculum and Assessment Authority), 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

M, Clay Marie, ed. No shoes: The concepts about print test. Portsmouth, NH: Heinemann, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Test of Early Reading Ability"

1

Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, Kristen M. Powers, Renee Watling, Christoph U. Correll, Stephanie Bendiske, et al. "Test of Early Mathematics Ability-3." In Encyclopedia of Autism Spectrum Disorders, 3088–89. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1783.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Spear-Swerling, Louise. "Test of Early Mathematics Ability-3." In Encyclopedia of Autism Spectrum Disorders, 4789–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1783.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mann, Virginia. "Phonological Awareness and Early Reading Ability: One Perspective." In Phonological Awareness in Reading, 191–215. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3010-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Evans, Mary Ann, and Kailey Pearl Ennis. "Child Shyness and Reading Ability in Encounters with Difficult Words During Shared Book Reading." In Literacy in the Early Years, 111–32. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2075-9_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. "Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2." In Literacy Studies, 171–94. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McClymont, Juliet, and Robin H. Crompton. "Repetition Without Repetition: A Comparison of the Laetoli G1, Ileret, Namibian Holocene and Modern Human Footprints Using Pedobarographic Statistical Parametric Mapping." In Reading Prehistoric Human Tracks, 41–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_3.

Full text
Abstract:
AbstractIt is traditionally held that early hominins of the genusAustralopithecushad a foot transitional in function between that of the other great apes and our own but that the appearance of genusHomowas marked by evolution of an essentially biomechanically modern foot, as well as modern body proportions. Here, we report the application of whole foot, pixel-wise topological statistical analysis, to compare four populations of footprints from across evolutionary time:Australopithecusat Laetoli (3.66 Ma, Tanzania), early AfricanHomofrom Ileret (1.5 Ma, Kenya) and recent modern (presumptively habitually barefoot) pastoralistHomo sapiensfrom Namibia (Holocene), with footprints from modern Western humans. Contrary to some previous analyses, we find that only limited areas of the footprints show any statistically significant difference in footprint depth (used here as an analogy for plantar pressure). A need for this comparison was highlighted by recent studies using the same statistical approach, to examine variability in the distribution of foot pressure in modern Western humans. This study revealed very high intra-variability (mean square error) step-to-step in over 500 steps. This result exemplifies the fundamental movement characteristic of dynamic biological systems, whereby regardless of the repetition in motor patterns for stepping, and even when constrained by experimental conditions, each step is unique or non-repetitive; hence, repetition without repetition. Thus, the small sample sizes predominant in the fossil and ichnofossil record do not reveal the fundamental neurobiological driver of locomotion (variability), essentially limiting our ability to make reliable interpretations which might be extrapolated to interpret hominin foot function at a population level. However, our need for conservatism in our conclusions does not equate with a conclusion that there has been functional stasis in the evolution of the hominin foot.
APA, Harvard, Vancouver, ISO, and other styles
7

Burns, Alison. "The Mesolithic Footprints Retained in One Bed of the Former Saltmarshes at Formby Point, Sefton Coast, North West England." In Reading Prehistoric Human Tracks, 295–315. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_16.

Full text
Abstract:
AbstractIn the early Holocene period, extensive tracts of coastal land were submerged as the climate warmed and meltwaters flooded into the oceans. As the Irish Sea expanded, coastlines altered and large intertidal zones were created as tracts of low-lying land at the tidal margins were gradually submerged. In these areas, reed swamp and saltmarsh formed which, too, were inundated for varying periods of time. However, in the calmer warmer weather of the late spring and summer, birds and mammals were drawn on to the mudflats where they could feed on molluscs, or new reed and sedge shoots, wallow in the cooling mud, drink the brackish water or, for some predators, hunt. The behavioural tendencies of some species are revealed by their footprints which show their engagement within this environment – some breeds moved on to the marshes while others moved away. The humans who shared this landscape understood the opportunities offered by these predictable behaviours. Their trails run along and across those left by many species, leaving a visible network of human and animal activity preserved in the hardened mud. These will be described through an examination of the footprints recorded in three contexts which formed the stratigraphy of a Mesolithic bed at Formby Point in North West England. The persistent return to the mudflats by generations of people reflects an embodied knowledge of this coastal landscape, learnt in childhood and practiced in adulthood. The ability to modify movements in the landscape, to respond to the daily tides, the changing seasons and a fluctuating environment, all suggest a spatial-temporal relationship which not only encompassed a dynamic environment but also the other life that dwelt within it.
APA, Harvard, Vancouver, ISO, and other styles
8

Støle, Hildegunn, Åse Kari H. Wagner, and Knut Schwippert. "The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries." In Equity, Equality and Diversity in the Nordic Model of Education, 363–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_14.

Full text
Abstract:
AbstractThe Nordic education model of an inclusive school for all aims at giving children equal, and excellent, opportunities for acquiring high levels of reading ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concern when reading interests seem to be in decline both among parents and among today’s students. Family socio-economic background is also well known to relate strongly to students’ reading achievement. Especially children of parents with low education are likely to be deprived of opportunities of beneficial reading activities, such as seeing their parents read, being read to by family members, and learning to enjoy reading for themselves in the early years of school. On the other hand, it is possible that parents who enjoy reading and/or read much at home, provide their children with a basis for acquiring good reading skills, regardless of their educational background. Our article analyses data from four cycles (2001–2016) of the Progress in International Reading Literacy Study (PIRLS), and several Nordic countries, in order to establish whether parental reading can compensate for low parental education levels. We find that parents’ reading enjoyment, but not their frequent reading in their spare time, to some degree does compensate for lack of tertiary (high) education. However, if increasingly fewer parents like to read, more children will go without the opportunity to develop reading enjoyment themselves, and this will likely affect more children from low-SES backgrounds than from higher SES-backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
9

Bócsa, I. "Early Test to Determine the Effectiveness of Selection Made for Resistance for Frequent Cutting and Persistence Ability of Alfalfa (Medicago Sativa L.)." In Developments in Plant Breeding, 179–80. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0966-6_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Engdal Jensen, Ragnhild. "Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective." In Equity, Equality and Diversity in the Nordic Model of Education, 337–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_13.

Full text
Abstract:
AbstractWhat can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfavourable to any particular group of students. As a solution to this, the format of the test is preserved using fixed, as opposed to dynamic, texts, assuming that fixed texts are consumed in the same way regardless of whether they are presented on paper or on screen. Building on this, this chapter reports on a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influence students’ outcomes. In particular, we investigate whether the change in delivery mode affects boys’ and girls’ results on reading comprehension tests in the same way. For the purpose of analysis, the Rasch model will be used as a measure of student ability and a multiple regression model will be used to investigate gender differences across the modes. Based on the research so far, we assume that the change in mode will not have a significant impact on student performance relative to gender. The results will be discussed in the light of the gender gap in reading achievement present in the Norwegian educational system.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Test of Early Reading Ability"

1

Ramalingam, Dara, Prue Anderson, Sandra Knowles, Danielle Anzai, and Greta Rollo. "Making excellent progress in early reading: How can the identification of essential skills and concepts help?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_12.

Full text
Abstract:
The ability to read and understand text is fundamental to full participation in modern adult life (Olson, 1977; Elwert, 2001). It is essential to educational progress across domains, but increased literacy levels are also linked to positive outcomes in terms of employment and health. Given its critical role both in the facilitation of learning in all domains, and in many aspects of life beyond school, it is imperative that we give students the best possible chance to develop their reading skills. This paper uses early reading as a case study for examining how the identification and explication of essential skills and concepts might assist all students to make excellent progress.
APA, Harvard, Vancouver, ISO, and other styles
2

Lu, Jie. "On Effectively Foster Children’s Early Reading Ability." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.265.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ismaniar, Jamaris, and Wisroni. "Improving Early Reading Ability UsingEnvironmental Print Approach in the Family." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Pertiwi, Shinta I., Wagino, and Mudjito. "Glenn Doman Method Improves Early Reading Ability in Children With Autism." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.038.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hartati, Tatat, and Nuri Annisa. "The Effectiveness of Steinberg Early Reading Programme on the Ability of Reading at Primary School in Primary School." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007040803430348.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lu, Shan. "The Study of Test Method in Authentic Assessment of English Reading Ability." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.122.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rakimahwati, Rakimahwati. "Interactive Game Influences Based on Inquiry Learning Model Towards The Ability of Reading in Kindergarten in Padang." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Viveronika, Aldona, and Martha Christianti. "The Differences of Early Reading Ability in Children that Often and Rarely Listen to Stories." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Davison, Mark L., Ben Seipel, Sarah E. Carlson, Virginia Clinton, and Patrick C. Kennedy. "MOCCA College: An assessment of inferential narrative and expository comprehension." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11081.

Full text
Abstract:
MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measure the same or different comprehension dimensions. A final goal was to assess the reliability of forms. We randomly assigned students to forms with between 274 – 279 college students per form. Across the several forms, results suggest that narrative passages are easier and better discriminate between good and poor readers. However, both narrative and expository passages measure a single dimension of ability. MOCCA-C scores are reliable. Implications for research and practice are discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Zulfitriyani, Baginda Simaibang, and Artanti Puspita Sari. "The Influence of Preview, Question, Read, Summary, Test (PQRST) Method and Learning Strategies Towards Students’ Reading Ability at SMPN 5 Banyuasin III." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.185.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Test of Early Reading Ability' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography