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Relevant bibliographies by topics / Factors affecting reading comprehension

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Academic literature on the topic 'Factors affecting reading comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Factors affecting reading comprehension"

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Yang, Xiaoling. "Study on Factors Affecting Learning Strategies in Reading Comprehension." Journal of Language Teaching and Research 7, no. 3 (2016): 586. http://dx.doi.org/10.17507/jltr.0703.21.

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This paper presents the literature on reading competence and analyzes the influence of factors on students’ strategy use. The necessity of integrating social and individual factors in the studies of learning strategy, especially individual factors affecting the improvement of reading competence is made explicit, and this is followed by the description of situational factors and individual factors such as motivation, age, sex, personality and so on.

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Kiew, Stephanie, and Parilah M. Shah. "Factors Affecting Reading Comprehension among Malaysian ESL Elementary Learners." Creative Education 11, no. 12 (2020): 2639–59. http://dx.doi.org/10.4236/ce.2020.1112196.

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Pourhosein Gilakjani, Abbas, and Narjes Banou Sabouri. "A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement." International Journal of English Linguistics 6, no. 5 (2016): 180. http://dx.doi.org/10.5539/ijel.v6n5p180.

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<p>Reading comprehension is a significant skill that furthers the development of learners’ various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing their own ideas about written materials. Learners should develop a strong ability to understand written materials to struggle with the academic tasks that their teachers deal with them. A primary objective of reading comprehension is to aid learners improve skills and comprehension of texts if they want to be skilled readers. In this review paper, the researchers define the term reading comprehension and re

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Kyung Ja Kim. "Factors affecting English reading comprehension of Korean middle school students." Jungang Journal of English Language and Literature 57, no. 1 (2015): 45–64. http://dx.doi.org/10.18853/jjell.2015.57.1.003.

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Montera Cadiong, Amado. "Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite." International Journal on Integrated Education 2, no. 5 (2019): 44–53. http://dx.doi.org/10.31149/ijie.v2i5.134.

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This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed t

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이영미. "Reading Comprehension and Factors Affecting the Reading Outcomes in School-Aged Children with Cochlear Implants." Journal of Special Children Education 15, no. 3 (2013): 67–79. http://dx.doi.org/10.21075/kacsn.2013.15.3.67.

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김재우. "A Study of factors affecting on Bible reading comprehension in Older Children." Journal of Christian Education in Korea ll, no. 55 (2018): 421–59. http://dx.doi.org/10.17968/jcek.2018..55.012.

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Suhita, Raheni, Herman J. Waluyo, and Budhi Setiawan. "Factors Affecting Writing Skill Using Computer Assisted Test (CAT) in Junior High School Students." International Journal of Engineering & Technology 7, no. 2.13 (2018): 447. http://dx.doi.org/10.14419/ijet.v7i2.13.18137.

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This study aimed to determine the factors affecting writing skill quality and the level of their contribution to help language teachers to formulate more effective strategies using CAT to enhance writing skill. The correlating factors discussed in this research were students’ reading comprehension skill, vocabulary mastery, and attitude toward language. The study applied quantitative approach with simple and multiple correlation and regression techniques. The samples of the study were 100 students taken using stratified random sampling technique from a population of 2000 junior high school stu

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Davey, Beth. "Factors Affecting the Difficulty of Reading Comprehension Items for Successful and Unsuccessful Readers." Journal of Experimental Education 56, no. 2 (1988): 67–76. http://dx.doi.org/10.1080/00220973.1988.10806468.

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Aisiah, Iis Nur, and Ratna Andhika Mahaputri. "Comparing Reading Comprehension Competence through Reading Aloud and Silent Reading among Indonesian EFL Learners in Senior High School." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (2019): 24. http://dx.doi.org/10.33603/perspective.v7i1.1816.

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Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL studentsâ€™ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, r

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Dissertations / Theses on the topic "Factors affecting reading comprehension"

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MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils." Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.

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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and type

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Boakye, Naomi Adjoa Nana Yeboah. "A socio-affective approach to improving students’ reading comprehension abilities." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25562.

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The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year stude

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Dittmar, Kristine L. "Factors affecting the alignment of grades and reading scores for third grade students on the Florida Comprehensive Assessment Test." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2732.

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The purpose of this study was to aid in understanding the relationship between current Reading report card grading practices and standards-based state standardized testing results in Reading and factors associated with the alignment of this relationship. Report card and Florida Comprehensive Assessment Test (FCAT) data for 2004 were collected for 1064 third grade students in nine schools of one feeder pattern in Florida's Miami-Dade County Public Schools. A Third Grade Teacher Questionnaire was administered to 48 Reading teachers. The questionnaire contained items relating to teachers' educati

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Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.

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This study explores the factors that influence the ways in which intermediate students learn comprehension strategies. A substantial scholarship offers evidence of the success of three factors: the teacher, Support structures, and the efficacy of the specific comprehension strategies taught.

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Idemen, Tulin Baydar. "Mirror, mirror in the mind : a comparative study of two strategies affecting reading comprehension /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7729.

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Benetti, Idonezia Collodel. "Cognitive and affective factors affecting task difficulty in efl reading." reponame:Repositório Institucional da UFSC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77434.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão<br>Made available in DSpace on 2012-10-17T04:10:54Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T23:50:18Z : No. of bitstreams: 1 149274.pdf: 2762489 bytes, checksum: a364007b6ef24d13daa256e66d15f988 (MD5)<br>O presente estudo tem por objetivo investigar, através de atividades, quatro diferentes tipos de operações mentais - Identificar, Deduzir, Definir e Reordenar, em três categorias da taxionomia de Bloom, com o propósito de: (1) descobrir a ordem de dificuldade destas operações no

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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.

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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE

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Leung, Yuen Fat. "A study of factors contributing to reading difficulty for Hong Kong students." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/84.

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Hancock, Holly Elizabeth. "Aging and inferencing ability : an examination of factors underlying text comprehension." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29558.

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Morris, Barr Loretta J. "Person Factors Affecting Student Persistence in College Reading and Writing Remediation." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6846.

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The United States has the highest college attrition rate among industrialized nations. Community college students face a much higher risk, particularly those who lack requisite reading/writing skills. Using the theory of planned behavior and self-determination theory, this study explored the relationship between persistence in college for students in traditional or corequisite remediation. Person factors under study were frustration discomfort, academic motivation, and self-reported symptoms of adult attention-deficit hyperactivity disorder (ADHD). After 7 semesters, 72 adult student volunteer

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Books on the topic "Factors affecting reading comprehension"

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Mathai, Sybil. Factors involved in the comprehension of speech: Speech rate, filtering, working memory and reading comprehension. Laurentian University, Department of Psychology, 1997.

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Nissan, Susan. An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension. Educational Testing Service, 1996.

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Applebee, Arthur N. Who reads best?: Factors related to reading achievement in grades 3, 7, and 11. National Assessment of Educational Progress, Educational Testing Service, 1988.

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Applebee, Arthur N. Who reads best?: Factors related to reading achievement in grades 3, 7, and 11. Educational Testing Service, 1988.

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MacNeill, Kate. Reading the signs: A survey of factors affecting the future of work in Australia. Brotherhood of St. Laurence, 1995.

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Shiotsu, Toshihiko. Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge University Press, 2010.

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Shiotsu, Toshihiko. Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge University Press, 2010.

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Factors affecting deaf students' reading and language. 1988.

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Helps, Alwyn Florence Franken. Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children. 2005.

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Thevenot, Catherine, and Pierre Barrouillet. Arithmetic Word Problem Solving and Mental Representations. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.043.

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Arithmetic word problem solving is considered as a testing ground of mathematical achievement, but remains the area of mathematics in which students experience the greatest difficulties. In this chapter, we review recent theoretical and empirical work that could shed light on these difficulties. We first describe the most frequently used classifications of word problems and assess their psychological relevance. Then, we present the main hypotheses concerning the nature of the representations involved in word problems. Some theories assume that problem solving relies on the instantiation of sch

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Book chapters on the topic "Factors affecting reading comprehension"

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Liaskos, Sotirios, and Wisal Tambosi. "Factors Affecting Comprehension of Contribution Links in Goal Models: An Experiment." In Conceptual Modeling. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33223-5_43.

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"Higher Order Factors in Comprehension Disability: Processes and Remediation." In Reading Comprehension Difficulties. Routledge, 2013. http://dx.doi.org/10.4324/9780203053324-9.

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"Chapter 7. Reading Comprehension and the Relation of Home to School Factors." In Unfulfilled Expectations. Harvard University Press, 1991. http://dx.doi.org/10.4159/harvard.9780674864481.c7.

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Gutiérrez-Fresneda, Raúl. "Relationships in the Learning Process of Reading Comprehension in Spanish and English." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch012.

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English is one of the most studied and used languages worldwide. The process of acquiring reading is a complex task that involves mastering a set of strategies aimed at assimilating written information by the reader. Different studies have shown that the process of understanding reading in the mother tongue has certain similarities with this same learning in English because in both situations semantic and contextual information is used, but there are also several authors who point out that there are distinctions between reading models in a first and second language. This chapter delves into these relationships, which focus on analysing the variables that most influence the learning of comprehensive capacity in Spanish and English. A quasi-experimental design of comparison between groups with pre-test and post-test measurements was used. The study involved 120 students aged between 8 and 9. The results indicate that there are a number of factors that are related in learning to read in Spanish and English.

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Norcross, John C., Thomas P. Hogan, Gerald P. Koocher, and Lauren A. Maggio. "Reading and Interpreting the Research." In Clinician's Guide to Evidence-Based Practices. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190621933.003.0005.

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Evidence-based practice depends on research as its key source, and that research follows one of several designs. This chapter identifies commonly used research designs, terms used in their application, and the special strengths and weaknesses of each design. Designs include randomized clinical trials, quasi-experimental designs, surveys, and case study methods. Discussion of multivariate methods covers the important role of partial correlation and its applications in multiple regression, structural equation modeling, factor analysis (both exploratory and confirmatory), and mediator analysis. The chapter further details the role of the hypothesis in the designs, types of errors (I and II) affecting conclusions, and the role of power in statistical tests. Critical factors in drawing causal conclusions from the various designs receive special attention throughout.

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Abubaker, Azza A., and Joan Lu. "Conclusion and Future Work in E-Reading Context." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch014.

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This research is an attempt to examine the effect of reading processes on designing e-texts for children using Arabic script. In addition, it aims to develop a model for designing acceptance that will have the power to demonstrate acceptance and usage behaviour of the e-school text using a schoolbook for primary schools in Libya. Alternatively, dealing with the research problem led to the specification of the following research objectives, which were achieved through four inter- related surveys: to build an e-reading strategy for a schoolbook based on users' cognitive and behaviour processes, to define the typographical variables that affect reading Arabic texts from the screen such as font size, font type, background color, line length and text format from a literature survey, to provide a standard that can help keep children's concentration on the text, to create a guideline that could help designers when designing e-Arabic texts for children, to examine in-depth the challenges of reading Arabic e-texts, to study the efficiency of Arabic text reading and the factors impacting the efficiency of reading and comprehension, to understand children's behaviour when reading from a screen. The aim of this chapter is to discuss the study's contribution to knowledge and provide recommendations for future research.

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Snowling, Margaret J. "Dyslexia." In British Academy Lectures 2013-14. British Academy, 2015. http://dx.doi.org/10.5871/bacad/9780197265864.003.0003.

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Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.

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Giridharan, Beena. "Education Research and Scholarship in an Intercultural Context." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1001-8.ch007.

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In this chapter, the research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting is presented. This study is an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and focuses on whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, and factors such as lexical representation, theoretical constructs in reading comprehension, and vocabulary processing in tertiary L2 learners, and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The nature of scholarship involved in this exercise is referenced and its relationship to research paradigms is discussed.

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Abubaker, Azza A., and Joan Lu. "Major Findings, Contributions, and Areas for Future Research." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch013.

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Selecting an optimal layout of academic text for display on screen was affected by several factors such as; type of material, subject or readers` age. In this study researcher assumed that each reading strategy requires a specific layout. Thus, the study starts with an understanding of the way that students interact with the text in both formats [electronic and paper]. Findings from this phase were linked with three common typography variables to provide standards for optimal design. In this chapter, the findings of this research are interpreted in the light of the theoretical perspective of the study by linking it with the objectives of the study already set out in chapter one. The first section is devoted to debating the outcomes related to the use of the Internet and eBooks by children at school and at home. This is identified as the first layer of the children's usability of online text, suggesting a further analysis of the children's experience of the e- text with a focus on the reading processes of the schoolbook in both versions [paper and online]. The third section is devoted to discussing the results related to readable Arabic font size and type. Section four is concerned with the findings from testing the effect of line length on reading speed and comprehension of Arabic text; whereas, the fifth section is devoted to debating the outcomes related to the new method for presenting Arabic texts.

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Webster, Dee, and Sally Knapp. "Communication disorders post-stroke." In Stroke in the Older Person. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198747499.003.0013.

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‘Communication disorders after stroke’ examines the common communication disorders which occur post-stroke and their impact on all aspects of daily life for the older person. It describes impairments of language and speech: aphasia, dysarthria, and apraxia of speech, outlining the theoretical models underpinning assessment and treatment, with specific reference to auditory comprehension, reading, the production of spoken language and spelling. The International Classification of Functioning framework which guides the assessment and rehabilitation of communication disorders, and the methods used to assess breakdown of communication are detailed. The role of the speech and language therapist is explored. The impact of spontaneous recovery and the internal and external factors which impact on suitability for therapy are described. The role of collaborative goal setting is outlined and intervention approaches targeted at the level of the impairment and at increasing communicative activity and social and life participation are explored. The impact of digital literacy, health-related quality of life, and the challenges of the care home setting on the older population are also examined.

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Conference papers on the topic "Factors affecting reading comprehension"

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Fesi, Liziwe, Sive Makeleni, and Ntombozuko Duku. "FACTORS AFFECTING THE TEACHING OF READING COMPREHENSION: A CASE OF GRADE 3 ISIXHOSA HOME LANGUAGE LEARNERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0158.

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Cheng, Shiwei, Zhiqiang Sun, Lingyun Sun, Kirsten Yee, and Anind K. Dey. "Gaze-Based Annotations for Reading Comprehension." In CHI '15: CHI Conference on Human Factors in Computing Systems. ACM, 2015. http://dx.doi.org/10.1145/2702123.2702271.

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Kobayashi, Jumpei, and Toshio Kawashima. "Paragraph-based Faded Text Facilitates Reading Comprehension." In CHI '19: CHI Conference on Human Factors in Computing Systems. ACM, 2019. http://dx.doi.org/10.1145/3290605.3300392.

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Yu, Yinshan, and Yan Qu. "Research on Environmental Factors Affecting RFID Reading Performance." In 2020 IEEE 5th Information Technology and Mechatronics Engineering Conference (ITOEC). IEEE, 2020. http://dx.doi.org/10.1109/itoec49072.2020.9141889.

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Mustadi, Ali, and Faisal Amri. "Factors Affecting Reading Interest of Elementary School Students." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.004.

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Schneegass, Christina, Thomas Kosch, Andrea Baumann, Marius Rusu, Mariam Hassib, and Heinrich Hussmann. "BrainCoDe: Electroencephalography-based Comprehension Detection during Reading and Listening." In CHI '20: CHI Conference on Human Factors in Computing Systems. ACM, 2020. http://dx.doi.org/10.1145/3313831.3376707.

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Liu, Wenfang, Haiyan Xie, and Chelsea Johnson. "The influencing factors and effects on comprehension of e-reading." In 2017 IEEE 2nd Information Technology, Networking, Electronic and Automation Control Conference (ITNEC). IEEE, 2017. http://dx.doi.org/10.1109/itnec.2017.8285094.

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Wang, Shang, and Erin Walker. "Providing Adaptive Feedback in Concept Mapping to Improve Reading Comprehension." In CHI '21: CHI Conference on Human Factors in Computing Systems. ACM, 2021. http://dx.doi.org/10.1145/3411764.3445554.

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Zheng, Hongyan, Liyang Han, and Jie Guo. "Evaluation of Factors Affecting the Efficacy of English Listening Comprehension Based on CALL." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5364806.

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Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

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The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were a

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Reports on the topic "Factors affecting reading comprehension"

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada550176.

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

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with

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