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1
Shiotsu, Toshihiko. « Linguistic knowledge and processing efficiency as predictors of L2 reading ability a component skills analysis / ». Thesis, Online version, 2003. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397847.
Texte intégral
2
Fay, Emily E. « LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS ». Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.
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3
TOBIA, VALENTINA ANTONIA. « Cognitive profiles of typical and atypical readers : evidence from the italian orthography ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.
Texte intégralRésumé :
Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in reading varied systematically as a function of orthography’s transparency (e.g., Ziegler et al., 2010).
The series of studies reported in this thesis investigates the reading aloud process in the Italian transparent orthography, considering school-aged children who are typical readers or have Developmental Dyslexia (DD). The first two studies examined the role of verbal and visual-attentional cognitive processes in relation to reading fluency, considering children with typical development (Chapter 2) and with DD (Chapter 3). In particular, Chapter 2 describes a cross-sectional research that analyzes the predictors of reading fluency in primary school, investigating differences in the pattern of predictors for beginners (1st and 2nd grade) and expert readers (3rd to 5th grade). Results showed that concurrent predictors of reading fluency partially change when children become expert readers: whereas in 1st and 2nd grades text reading fluency was predicted by phonological awareness and rapid automatized naming, in 3rd to 5th grade also vocabulary, verbal short-term memory and visuo-spatial attention played a significant role in the model.
The study presented in Chapter 3 focuses on group differences in the cognitive underpinnings of reading fluency, comparing dyslexic children with chronological-age and reading-age matched controls. Children with DD were significantly impaired in all the measures included in the phonological domain and in the visuo-spatial attention and verbal-visual recall tasks. Furthermore, this study provides an examination of the cognitive deficits that characterized the children with dyslexia involved in the study. Main finding is that a large group of children with DD exhibited multiple deficits, that included both the phonological and the non-verbal domains, whereas a lower number of children had a deficit exclusively in the phonological or exclusively in the visual-attention domains.
The last study presented (Chapter 4) is an experimental investigation of the autonomic response to reading tasks in children with DD and typical readers. This study also analyses the relationship between the physiological activation and some socio-emotional variables measured through questionnaires administered to children themselves and to their parents. Children with DD exhibit lower galvanic skin response during the reading aloud task. Then, it was observed a significant correlation of galvanic skin response and heart rate registered during reading tasks with parent’s evaluation of emotional difficulties presented by their children. Theoretical implications for the science of reading, as well as clinical and educational issues, are discussed.
4
Karrh, Kristen D. « Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests / ». Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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5
Adkins, Carrie M. « The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement ? / ». Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.
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6
Burgoyne, Christine Anne. « The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read ». Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
Texte intégralRésumé :
Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
7
Carson, Linda A. « Predictors of early reading achievement ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.
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Elwér, Åsa. « Early Predictors of Reading Comprehension Difficulties ». Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.
Texte intégralRésumé :
The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
9
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/.
Texte intégralRésumé :
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.
10
Simpson, Lauree Smith. « Multiple intelligences and reading ability ». CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1159.
Texte intégralRésumé :
The following research focuses on intelligence as it relates to reading. To make reading possible for every child, varied reading materials, methods, and models must be available. Once these elements are in place for the potential reader, does intelligence make the difference in reading ability?
11
Manning, Margaret. « Laterality, reading and ability in children ». Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/34667.
Texte intégralRésumé :
Various hypotheses derived from Annett's (1972; 1985) genetic theory of handedness are experimentally tested. Results from the first investigation show that excessive bias in favour of right handedness is due to a weakness in left rather than superiority of right hand skill, and is associated with poor nonverbal reasoning ability. A second investigation indicated that risks to reading problems were increased in children with either too little or too much bias in favour of dextrality. A further three studies investigated patterns of ability and disability at both laterality extremes. It was found that language deficits were more frequent in children reduced in bias towards the right hand. An attempt to find a task which those at the dextral tail of the laterality distribution were worse at than those at the sinistral tail met with inconclusive results. The experimental findings are, in general compatible with Annett's hypothesis of a human balanced polymorphism with heterozygote advantage for ability.
12
McCartney, Rebecca Eisenberg. « Rapid Automatized Naming and Reading Ability ». Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_diss/48.
Texte intégralRésumé :
The Rapid Automatized Naming test (RAN) has been shown to be a strong predictor of reading ability (Katzir et al., 2006), however the nature of this relationship remains unclear. The purpose of this study was to evaluate the underlying components of RAN, and to then determine whether these components partially account for the relationship between RAN and reading ability. The sample consisted of 100 undergraduate students. The underlying components of RAN that were evaluated included, visual search and scanning, auditory and visual sequencing, discrete naming, confrontation naming, executive functioning and phonological processing. The findings suggest that visual search and scanning, auditory sequential processing, discrete naming and executive functioning are all significant underlying components of RAN. Additionally, the findings suggest that visual scanning and auditory sequential processing partially mediate the relationship between RAN and reading fluency.
13
WELLS, CAROLYN THERESA. « DEMOGRAPHIC AND CLINICAL PREDICTORS OF INTELLECTUAL ABILITY IN DISABILITY APPLICANTS ». University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022600538.
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14
Yoshida, Tomoko. « Phonological awareness and reading ability in Japanese children ». Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.
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15
Bazán, Ramírez Aldo, H. Beatriz Sánchez et Verdugo Víctor Corral. « Predictors of reading and writing achievement in first graders ». Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.
Texte intégralRésumé :
The achievement of reading and writing ta ks of different complexity leve! was evaluated. Twohundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment concerning the child's reading-writing acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable variance. Result are discussed in terms of their teaching-leaming implications.Se evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.
16
Alsawar, Radah. « Using The Qualitative Reading Inventory to Assess A Saudi Reader’s Reading Ability ». University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493394444213539.
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17
Jia, Fanlu, et 贾凡路. « Gender differences of reading ability in Chinese children ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639420.
Texte intégralRésumé :
Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience.
We tested children’s character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test.
We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills.
The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades.
These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future.published_or_final_version
Linguistics
Master
Master of Arts
18
Pontillo, Teresa Maria. « Spatial ability and handedness as potential predictors of space teleoperation performance ». Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59564.
Texte intégralRésumé :
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2010.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 60-61).
NASA is concerned with finding performance predictors for space teleoperation tasks in order to improve training efficiency. Experiment 1 determined whether scores on tests of spatial skills could predict performance when selecting camera views for a simulated teleoperation task. The hypothesis was that subjects with high spatial ability would perform camera selection tasks more quickly and accurately than those with lower spatial ability, as measured by the Mental Rotation Test (MRT), Purdue Spatial Visualization Test (PSVT), and the Perspective Taking Ability (PTA) test. Performance was defined by task time, number of correct camera selections, preparation time, number of camera changes, and correct identification of clearance issues. Mixed regression and nonparametric tests showed that high-scoring subjects on the MRT and PTA spatial ability tests had significantly lower task times, higher camera selection scores, and fewer camera changes than subjects with lower scores, while High PSVT scorers had significantly lower preparation times. Experiment 2 determined whether spatial ability, joystick configuration, and handedness influenced performance of telerobotic fly-to tasks in a virtual ISS environment. 11 righthanded and 9 left-handed subjects completed 48 total trials, split between two hand controller configurations. Performance was defined by task time, percentage of translational and rotational multi-axis movement, percentage of bimanual movement, and number of discrete movements. High scorers for the MRT, PSVT, and PTA tests had lower Task Times, and High PSVT and PTA scorers made fewer Discrete Movements than Low scorers. High MRT and PTA scorers had a higher percentage of translational and rotational multi-axis movement, and High MRT scorers had a higher percentage of bimanual movement. The overall learning effect appears to be greater than the effect of switching between hand controller configurations. No significant effect of handedness was found. These results indicate that these spatial ability tests could predict performance on space teleoperation tasks, at least in the early phases of training. This research was supported by the National Space Biomedical Research Institute through NASA NCC 9- 58.
by Teresa Maria Pontillo.
S.M.
19
Gillie, Brandon L. « Predictors and Consequences of Thought Suppression Ability : A Replication and Extension ». The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467234514.
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20
Barnie, Charlene. « Parent and teacher estimates of children's reading ability ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58320.pdf.
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勞皓珍 et Ho-chun Rebecca Lo. « The relationship between phonological awareness and reading ability ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2682274X.
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Wass, Malin. « Children with Cochlear Implants : Cognition and Reading Ability ». Doctoral thesis, Linköpings universitet, Institutet för handikappvetenskap (IHV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51735.
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The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading ability in children with CIs, as compared to children with normal hearing in the same age. The relations between cognitive abilities and reading skills were also investigated, as well as the associations between demographic variables (e.g., age at implantation and communication mode), cognitive abilities and reading skills. The children with CI generally had lower performance levels than the normal hearing children in tasks of phonological and general working memory, phonological skills and lexical access. They had specific problems in tasks with high demands on phonological working memory, whereas their performance levels in tasks of visuospatial working memory were on par with the hearing children. A majority of the children with CI demonstrated reading skills within the normal range for hearing children, both for decoding and reading comprehension. The relations between demographic factors and cognitive skills varied somewhat between the studies. The patterns of result are discussed with reference to contemporary theories of working memory, phonological skills, and lexical access.Avhandlingens övergripande syfte var att studera kognitiva förmågor hos barn med grav hörselskada eller dövhet som fått cochleaimplantat (CI). Auditiv stimulering från CI i tidig ålder påverkar de flesta kognitiva funktioner som en följd av hjärnans plasticitet hos små barn. Det är viktigt att förstå de kognitiva konsekvenserna av auditiv stimulering från CI för att kunna ge dessa barn bästa möjliga stöd. Avhandlingen undersökte tre specifika aspekter av kognitiv förmåga (arbetsminne, fonologiska förmågor och lexikal aktivering), samt läsförmåga hos barn med CI, i jämförelse med barn med normal hörsel i samma åldrar. Relationerna mellan kognitiva förmågor och läsförmåga studerades också, liksom sambanden mellan demografiska faktorer (t ex implantationsålder och kommunikationssätt) och kognitiva förmågor samt läsfärdigheter. Barnen med CI hade generellt lägre prestationsnivå än barnen med normal hörsel i uppgifter som mäter fonologiskt och generellt arbetsminne, fonologiska förmågor och lexikal aktivering. De hade specifika problem i uppgifter som i hög grad belastar fonologiskt arbetsminne, medan deras visuospatiala arbetsminneskapacitet var jämförbar med den hos barnen med normal hörsel. Majoriteten av barnen med CI hade läsfärdigheter i nivå med normalhörande barn, för både avkodning och läsförståelse. Sambanden mellan demografiska faktorer och kognitiva förmågor och läsförmåga varierade mellan studierna. Resultatmönstren diskuteras utifrån teorier om arbetsminne, fonologiska färdigheter och lexikal aktivering.
23
Ali, Sumaya Nader. « Reading ability and diglossia in Kuwaiti primary schools ». Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7457/.
Texte intégralRésumé :
This project investigated the relationship between children‘s reading ability and their phonological awareness, phonological short term memory and visual short term memory in a diglossic setting. The study was conducted in Kuwait where children grow up speaking a Kuwaiti local form of the Arabic language. This form of Arabic is linguistically distinct from the literate Arabic. The children also deal with another type of words, which are Kuwaiti shared words. The effect of these different types of Arabic words on children‘s reading ability and phonological sensitivity was investigated. Four measures were administered in both studies; single word reading ability, phonological deletion, phonological short term memory and visual short term memory. Two studies were conducted; a cross-sectional study and a longitudinal study using four measures. In the cross-sectional study, forty-nine 6 year-old students participated. Results indicated that all predictor measures, phonological awareness, phonological short term memory and visual short term memory, correlated with reading ability. But regression analysis showed that only children‘s phonological awareness uniquely predicted reading ability when controlling for age and Verbal IQ. Anova showed that there was also a significant effect of word type on children‘s reading ability but not their phonological awareness. So children found it easier to read the modern standard Arabic and shared words than the local dialect words. In the longitudinal study, all tasks were administered to participants three times; 85 children at the beginning of first grade, 81 children at the end of first grade, and 78 children at the start of second grade. All participants‘ reading abilities and both phonological and visual short term memory improved over time. Phonological awareness still uniquely predicted reading ability when controlling for age and Verbal IQ across all the time points. But there was a change in how word types affected phonological awareness. Very few studies have investigated reading ability in Arabic. This project helps further understanding about the unique contribution of the different cognitive skills towards reading ability. Also, it improves the awareness of Arabic children‘s needs and complications in acquiring a successful Arabic reading in a diglossic setting.
24
Von, Spiegel Jacqueline Janice. « Reading ability and summarization effects on metacomprehension accuracy ». The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400152139.
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25
Lorenson, Susan Beth. « Phonemic Awareness and Reading Ability in Literate Adults ». Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316779.
Texte intégralRésumé :
This dissertation is an examination phonemic awareness and its relationship to reading ability in literate adults. Phonemic awareness is an indisputable predictor of reading ability in children, but whether the same relationship between phonemic awareness and reading exists in adult readers is unknown. All alphabetically literate adults are understood to be phonemically aware to a certain degree. Moreover, adults pay attention to sound/symbol relationships when reading. Yet, the relationship between phonemic awareness and reading ability in alphabetically literate adults has not been explicitly studied, even though phonemic awareness is understood to be a key component of reading strategy and proficiency. A study was conducted on phonemic and syllabic awareness in adults. The results indicate that adults, despite years of alphabetic reading experience, are differentiated with regard to phonemic awareness and are more syllabically aware than phonemically aware. Additionally, the study demonstrates that phonemic awareness is associated with reading ability in adults, though syllabic awareness is not. Implications and directions for future study are discussed.
26
Chan, Lik-hang, et 陳力行. « Effectiveness of using reading assessment to enhance the grade 8 students' reading ability ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175312.
Texte intégralRésumé :
本研究目的在於應用促進學習的評估理念，設計一套以評估提升香港中學二年級學生基本和高層次閱讀能力的實驗教學課程，以了解利用評估提升學生閱讀能力的成效。研究利用前測及後測考卷，對比學生在接受實驗教學前後的閱讀能力水平，結果發現利用評估有助提升學生的閱讀能力，特別是「理解篇章深層意義」和「建構個人新知識及看法」的能力。而利用評估提升學習成效，又以低程度閱讀能力的學生得益最大，對於「理解基本／表層文意」、「理解篇章深層意義」和「建構個人新知識及看法」三個能力層次均有顯著提升。研究結果顯示利用評估有助提升學生的閱讀能力，但亦須注意評估與教學內容的配合，特別是結合篇章理解策略教學，才可進一步發揮遷移及持久作用，達到促進學習的效果。
This study investigated the effectiveness of using reading assessment to enhance the Grade 8 students’ basic and higher-order reading ability. A group of 39 grade 8 students were assigned to learn an experimental reading instruction programme which is based on the theories of assessment for learning. Comparing the results of pre-test and post-test, students’ reading ability is found to be improved. The results indicated that students demonstrated significant gains from pre-test to post-test. Moreover, low achievers benefited most from the reading instruction programme. Their three levels of reading ability, including “understanding of basic / surface meaning”, “understanding of implicit meaning” and “construction of personal new knowledge and views”, were found to be improved. This study suggests using assessment for learning can enhance students’ reading ability.published_or_final_version
Education
Master
Master of Education
27
Johnson, Nicole. « Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading ». Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.
Texte intégralRésumé :
With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.ID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
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Johnson, Nicole. « Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading ». Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.
Texte intégralRésumé :
With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
Reading Education
29
Frey-Toompere, Linet. « Suppression in L1 and L2 reading comprehension ». Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.
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Thompson, Meri Dawn. « Authentic reading assessment : The reading portfolio ». CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.
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Weil, Audrey M. « Predictors of Reasoning Ability : Working Memory Capacity and Fuzzy Processing Preference Index ». Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397745903.
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Roffman, Melissa Stephanie. « Predictors of supervisor ability to detect supervisee countertransference toward a bisexual client ». College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2492.
Texte intégralRésumé :
Thesis (M.A.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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YAMASHITA, JUNKO. « Transfer of L1 Reading Ability to L2 Reading : An Elaboration of the Linguistic Threshold ». 名古屋大学大学院国際言語文化研究科, 2001. http://hdl.handle.net/2237/7937.
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Wang, Wei. « Reading tutors using the iPod to enhance and motivate struggling literacy learners' reading ability ». [Ames, Iowa : Iowa State University], 2008.
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黃珮詩 et Pui-sze Catherine Wong. « Hong Kong secondary three students' reading comprehensionprocess ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.
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Morles, Armando. « The improvement of leaming ability by means of reading ». Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99772.
Texte intégralRésumé :
This study discusses the importance of instruction in the ability to learn from texts. First learning through reading is defined, followed by the identificaction of the factors that determine this learning. It provides guidelines for the improvement uf such an ability. Finally, it gives i'deas about ways of conducting the student training, including exercising modalities and the program placement in the educational context.El presente estudio discute la importancia de la instrucción en la capacidad para aprender el contenido de textos escritos. Al inicio se define el aprendizaje a través de la lectura para luego continuar con la identificación de los factores que condicionan este aprendizaje. Luego se suministra lineamientos para mejorar esa capacidad. Finalmente se aportan ideas acerca de cómo conducir el entrenamiento de los estudiantes, incluyendo las modalidades y su ubicación dentro del contexto educativo.
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Keidel, Lora L. « Third grade teachers' instructional groupings for reading and improvement of Idaho reading indicator scores / ». ProQuest subscription required:, 2003.
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Roloff, Vera Lucia Posnik. « Foreign language reading comprehension : Text representation and the effects of text explicitness and reading ability ». Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8791.
Texte intégralRésumé :
The present study investigated text reconstruction performance of EFL university-level students reading a fairly long naturally-occurring popular magazine article taking two factors into consideration: degree of text content explicitness and EFL reading ability level. More specifically, it attempted to examine a deeper level of text representation, or what Kintsch and his associates label the situation model (Kintsch & van Dijk, 1978; van Dijk & Kintsch, 1983; Kintsch, 1974, 1988, 1992, 1994, 1998), by subjects of two reading ability levels in EFL [high and low]. Subjects performed an immediate written reconstructive recall after reading one of the two versions [fully explicit and less explicit ] of a popular science article. This recall or text representation reflected (1) the comprehension or the reconstruction of the text as a whole, (2) the distribution of information in the text, i.e., in terms of its macro and microstructure, and (3) any correct inferences that may have been generated. In addition, the study considered the influence of text difficulty, topic interest, and topic familiarity in the reconstructive representation. Ninety-two Brazilian university-level subjects participated in this study. Comprehension was measured quantitatively in terms of: (1) the number of propositions recalled from reading one of the two versions, (2) textbase recall, and (3) inferential recall. In both text versions, six hierarchical levels of information were considered. There were four main findings of the present study: (1) Text version had an impact on the reconstructive process. Readers benefited from reading a less explicit version of the text regardless of their reading ability level, although high reading ability level readers outperformed low reading ability ones. (2) The fully explicit version had an advantage over the less explicit version only with respect to the construction of the textbase representation. (3) Results respected the Hierarchy Principle, that is, higher-level propositions were better and more frequently recalled than lower-level ones. (4) Text difficulty and topic familiarity were not determining factors in the reconstructive representation. Topic interest, however, was shown to be a significant factor in the construction of the textbase as well as in the reconstructive process as a whole of low reading ability subjects. The findings of the present study are broadly consistent with those reported in earlier cognitive research in the area of text representation, particularly with those which examined text comprehension in the context of the Kintsch & van Dijk (Kintsch & van Dijk, 1978; van Dijk & Kintsch, 1983, Kintsch, 1974, 1988, 1992, 1994, 1998) model of reading comprehension.
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Roloff, Vera Lúcia Pósnik. « Foreign language reading comprehension, text representation and the effects of text explicitness and reading ability ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ36793.pdf.
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Guo, Lin. « Explore the relationship between metacognition, L1 reading ability, L2 language proficiency and L2 reading comprehension ». The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405090119.
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Kidwell, Blair L. « Emotional Intelligence in Consumer Behavior : Ability, Confidence and Calibration as Predictors of Performance ». Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11172.
Texte intégralRésumé :
The focus of this research is to examine the impact of emotional intelligence on consumer decision making. Several research goals are presented: 1) to develop and test a practical domain-specific scale of emotional ability, 2) to identify the influence of emotional ability on behavioral individual and group level performance in a consumer context, 3) and to identify how performance is further influenced by cognitive ability, cognitive and emotional confidence and calibration between perceived (i.e., confidence) and actual ability.
Three studies were conducted to meet these goals. Study 1 involved the development and validation of a consumer emotional ability scale (CEAS), based on four underlying emotional abilities (i.e., perceiving, facilitating, understanding, managing). This instrument allowed for further examination of how emotional intelligence affected performance among consumer relationships. A proposed conceptual model was examined in an individual (study 2) and small group (study 3) context using the CEAS scale, along with additional items to assess the influence of cognitive ability, cognitive and emotional confidence, and calibration on performance in the consumer domain of healthy food choices.Ph. D.
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Brez, Sharon. « Adult learners' perspectives on screening reading ability for patient teaching ». Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9879.
Texte intégralRésumé :
The expectation of greater individual responsibility for health promotion practices and decision making in hospitals is dependent upon knowledgeable consumers. The heavy reliance on printed material for both gathering and disseminating information in hospitals has led to recommendations that literacy screening tests be considered to enhance the efficacy of patient teaching interventions for the significant number of adults with low literacy skills. A qualitative case study design was used to investigate the response of adults with low literacy skills to literacy screening. Data were collected through in depth interviews including an experience using the Rapid Estimate of Adult Literacy in Medicine (REALM) word recognition tool. Analysis was achieved using a constant comparison technique. A conceptual model of response to screening was developed and compared to the Health Belief Model and Knox's Proficiency Theory of adult learning. While all participants supported the principle of screening in the context of the hospital, response to the REALM experience was variable. Factors found to influence responses to screening included perceived risks of illiteracy exposure, perceived risks of non-disclosure during hospitalization and the attribution of characteristics to the hospital leading to it's designation as a "special" place. Specific responses to the REALM were found to be further influenced by a set of individual historic factors. The results have lead to several recommendations for health care professionals considering utilization of literacy screening instruments.
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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.
Texte intégralRésumé :
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 .
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Boon, Joyce Linda. « Stroke sequence, working memory and Chinese reading ability in Chinesechildren ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45150011.
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Murry, David D. « Reading ability vs. readability in a sex offender treatment program ». Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999murryd.pdf.
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Parker, Cynthia T. « An evaluation of student reading attitudes : does ability affect attitude ? / ». Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/parkerc/cynthiaparker.pdf.
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Lendrum, Julie-Ann. « Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts ». Diss., 2014. http://hdl.handle.net/10500/19009.
Texte intégralRésumé :
In South Africa learners do not achieve as well as their international counterparts on
tests of literacy, and language proficiency is often blamed for their poor academic
performance. In this study, the relationship between English language proficiency,
reading ability and the academic performance of Grade 7 students in submersion
contexts was investigated using quantitative methods. The participants of the study
were Grade 7 students based in a former Model C school in the South African city of
Johannesburg. Their English language proficiency and reading ability were measured
by means of The Proficiency test English Second Language: Intermediate level and
the Neale Analysis of Reading Ability tests respectively. The students’ performance
on these tests was correlated with the students’ average summative assessment
results using the Pearson-product moment correlation. Results showed that both
English language proficiency and reading ability were significantly correlated with
academic performance, with language proficiency having the most robust correlation.
These findings indicate that teachers should aim at improving language proficiency
by using multilingual teaching strategies that support home language as a cognitive
tool.English Studies
M.A. (TESOL)
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Banks, Sandra H. « Curiosity and narcissism as predictors of empathic ability ». 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3285733.
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Matas, Nicole Amy. « Cognitive predictors of driving ability in older adults ». Thesis, 2017. http://hdl.handle.net/2440/111996.
Texte intégralRésumé :
The main aim was to investigate functional predictors of driving ability in older adults. The principal focus was on cognitive predictors, but visual and physical function measures were also included. The cognitive assessments reflected domains identified as most relevant to driving outcomes, including visual attention, processing speed, and general cognitive functioning. The specific cognitive tests included the Useful Field of View Test™ (UFOV™), which is notable for its consistent relationship with a broad range of driving outcomes; and Inspection Time (IT) and ProPerVis, assessments of processing speed and crowding across the visual field, respectively, which have not previously been investigated in relation to driving outcomes but have potential as screening tests. A secondary aim of the thesis was to investigate methodological issues concerning use of driving simulators. Five studies formed a sequential program of research. Study 1 examined factors contributing to performance on the UFOV™; although the UFOV™ has been extensively used in past research, its psychometric properties are not yet well understood. The results from Study 1 showed that UFOV™ Subtest 1 primarily reflected low-level visual function; UFOV™ Subtest 2 reflected change detection, processing speed (as assessed by IT), and general cognitive function; and UFOV™ Subtest 3 reflected crowding (as assessed by ProPerVis), processing speed (as assessed by IT), contrast sensitivity, and general cognitive function. These results suggested that IT and Crowding may be useful in predicting driving performance, based on their importance for UFOV™ Subtests 2 and 3, which have been consistently linked to important driving outcomes. Studies 2, 3 and 4 investigated methodological issues related to driving simulators, including simulator sickness, validity, reliability, and usability. The results from Study 2, which investigated risk factors for simulator sickness, showed that older adults in general are a high-risk group, as are females and those with a history of motion sickness. Studies 3 and 4 used a variety of methods to show that the simulator demonstrated reliability, face validity, content validity, and convergent validity, and was perceived by participants as providing an acceptable method of assessing driving skills. Study 5 investigated functional predictors (cognitive, visual, and physical) of simulated driving performance on two tasks: a Brake Reaction Time (RT) task and a Traffic Participation Task. The results from Study 5 showed small but significant correlations between cognitive test performance (IT, Crowding, and UFOV™ Subtest 2) and Brake RT. For the Traffic Task, only Crowding was significantly correlated with driving performance. Physical activity and visual function were not associated with driving performance. These results have implications for current assessment procedures. They suggest that visual function measures are not generally useful for determining fitness-to-drive, a conclusion that has important implications for practices at present widespread in many jurisdictions responsible for driver licensing. Regarding the cognitive measures, it is suggested that the IT and crowding measures may be useful as screening measures for older drivers, especially those who are most at-risk. Further research with a broader range of participants would be needed to establish appropriate test cut-points. Limitations and further implications of the results are discussed.Thesis (Ph.D.) (Research by Publication) -- University of Adelaide, School of Psychology, 2017.
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Leou, Yea-mei, et 柳雅梅. « Influence of Balanced Reading Instruction on Students’ Reading Ability and Reading Motivation ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74582787726923052248.
Texte intégralRésumé :
博士國立臺南大學
教育經營與管理研究所博士班
93
Abstract This study was designed to find out the principles for designing a balanced reading program for the elementary school students in Taiwan, and to test how this balanced reading program influence on the students’ reading ability and reading motivation. The participants were seventy-two fifth graders. Thirty-six students were in the experimental group, including 18 boys and 18 girls, and 36 fifth- grade students in the controlled group, including 18 boys and 18 girls. The experimental teaching lasted for nine weeks. The reading ability in this study meant the ability of word recognition and reading comprehension. The reading subtest and the spelling subtest of The Wide Range Achievement Test, the sound subtest of the English Word Recognition and the meaning subtest of the English Word Recognition were used to test the students’ word recognition ability. The sentence comprehension subtest of the English Achievement Test was used to evaluate the students’ comprehension ability. The Motivation for Reading Questionnaire was used for reading motivation. Pretests and posttests were used before and after the intervention. Ancova was used to analyze the data. Besides, questionnaires of learning, questionnaires of reading, interviews and the teaching journals were used to gather further information about the program. From the review of literature, the consideration of the national education policy and the practical teaching in the classrooms, the researcher suggested that five factors should be taken into consideration when creating a balanced reading program. First, as for environment, the classroom should be abundant with learning materials and posters. There should be a reading corner for the kids. Second, as for the choosing of the reading materials, connecting with the children’s life experience, predicative, fitting the kids’ language ability, having useful and attractive pictures, being interesting, having suitable length and clear layout, being able to act as a play and being able to extend the school learning were the principles. Third, as for the principles of phonics, the combinations between the most common words announced by the Ministry of Education and Fry (2001) common phonics rules were good choices. Fourth, as for the strategies of reading comprehension, prediction, asking, looking for related clues, summary and review, and ministering were strategies worthy of teaching. The results showed that the experimental group scored significantly higher than the controlled group in reading subtest, sound subtest, meaning subtest, comprehension subtest, and reading motivation test after the intervention. Besides, the main findings from the data of the questionnaires, interviews and the teaching journals were consistent to the above statistic results. This study proved that a balanced reading instruction had positive influences on students’ reading ability and reading motivation. Suggestions were provided to the administrators and English teachers according to the research results.