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Journal articles on the topic 'Level of readers'
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Anggawirya, Arin Mantara, and Rosalia Floriani. "Narrative Structures and Cultural Intersections: Exploring Malind Anim Folklore through Reader Responses." Elsya : Journal of English Language Studies 6, no. 1 (2024): 68–77. http://dx.doi.org/10.31849/elsya.v6i1.17754.
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This study is a literary research that used a reader-response approach, which can open insights into the reader's view of a literary work, to find the results of literary receptions in the Folklore of Malind Anim, an indigenous community that inhabits the southern Papua region. The study of the people's stories of the Malind-Anim community is still minimal, so this research is expected to trigger community’s enthusiasm to know the culture that is reflected in the People's Stories of the Society of Malind-Anim and also to be the material of policy-determining consideration in the efforts to preserve the stories of the people of the Anim. Questionnaires are given to 20 readers before reading Malind Anim's People's Stories, containing items that measure the level of readers, then they were invited for a semi-structured interview after reading to see the readers' response to the values in the people's stories of the Malind-Anim community. The research was divided into two phases. First, a structural approach to the work of People's Stories of Malind Anim society, where the researchers used heuristic and hermeneutic methods to find structure and literary elements. In the second phase, to investigate the implications of the work on the reader, the reader response approach was used to extract literary values from the reader's point of view. Results show readers at the developing level can only interpret values in general, such as religion, education, and the environment, and readers at the developed level can interpret that the folklore of the Malind Anim community has three main dimensions that readers can interpret at these levels: Environmental Protector, Gender Equality, and Mitigation.
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Yanti, Prima Gusti, Nini Ibrahim, Fairul Zabadi, and Fauzi Rahman. "Reception of Digital Novel Readers (Role of Indonesian Readers in Wattpad Application)." Humanus 21, no. 2 (2022): 199. http://dx.doi.org/10.24036/humanus.v21i2.117832.
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In digital novels, readers get a room for comment, give a suggestion, or just give hope herself regarding the novel, for instance about characters, settings, and plot creation. The aim of this study is for finding the perception reader to digital novels. This method used of this Study is qualitative descriptive. The Research data sources are from the novels of Wattpad app with the most reader status from 3 selected novels randomly i.e Dosen Bucin, Still, I Do, and Mantan Kakak Ipar Rasa Pacar. the study used pragmatics approach. Pragmatics Approach is used because in the study this aim is for investigating the response of readers through aesthetics reception Jauss on literary texts in Novels on Wattpad. Techniques used to collect data in the study is a watch notes and a study bibliography. Research results show that the most dominant reception lies in thesis 2. This domination reaches the percentage of 71.5% which means that is at a high level. Thesis 2 in Jauss literary reception have meaning that a literary work can awaken the memory of the reader so that it creates a special emotional attitude. In this context, the reader has a horizon of expectations at the beginning, middle, and end stages of the content of the literary work. The process of receiving the text (reading process) is the reader's subjective impression (awakening the reader’s memory and appearing attitude emotional).
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Yamin, Ghiam, Piyaphon Cheecharoen, Gunjan Goel, et al. "Automated CT registration tool improves sensitivity to change in ventricular volume in patients with shunts and drains." British Journal of Radiology 93, no. 1106 (2020): 20190398. http://dx.doi.org/10.1259/bjr.20190398.
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Objective: CT is the mainstay imaging modality for assessing change in ventricular volume in patients with ventricular shunts or external ventricular drains (EVDs). We evaluated the performance of a novel fully automated CT registration and subtraction method to improve reader accuracy and confidence compared with standard CT. Methods: In a retrospective evaluation of 49 ventricular shunt or EVD patients who underwent sequential head CT scans with an automated CT registration tool (CT CoPilot), three readers were assessed on their ability to discern change in ventricular volume between scans using standard axial CT images versus reformats and subtraction images generated by the registration tool. The inter-rater reliability among the readers was calculated using an intraclass correlation coefficient (ICC). Bland–Altman tests were performed to determine reader performance compared to semi-quantitative assessment using the bifrontal horn and third ventricular width. McNemar’s test was used to determine whether the use of the registration tool increased the reader’s level of confidence. Results: Inter-rater reliability was higher when using the output of the registration tool (single measure ICC of 0.909 with versus 0.755 without the tool). Agreement between the readers’ assessment of ventricular volume change and the semi-quantitative assessment improved with the registration tool (limits of agreement 4.1 vs 4.3). Furthermore, the tool improved reader confidence in determining increased or decreased ventricular volume (p < 0.001). Conclusion: Automated CT registration and subtraction improves the reader's ability to detect change in ventricular volume between sequential scans in patients with ventricular shunts or EVDs. Advances in knowledge: Our automated CT registration and subtraction method may serve as a promising generalizable tool for accurate assessment of change in ventricular volume, which can significantly affect clinical management.
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Pesapane, Filippo, Anna Rotili, Silvia Penco, et al. "Inter-Reader Agreement of Diffusion-Weighted Magnetic Resonance Imaging for Breast Cancer Detection: A Multi-Reader Retrospective Study." Cancers 13, no. 8 (2021): 1978. http://dx.doi.org/10.3390/cancers13081978.
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Purpose: In order to evaluate the use of un-enhanced magnetic resonance imaging (MRI) for detecting breast cancer, we evaluated the accuracy and the agreement of diffusion-weighted imaging (DWI) through the inter-reader reproducibility between expert and non-expert readers. Material and Methods: Consecutive breast MRI performed in a single centre were retrospectively evaluated by four radiologists with different levels of experience. The per-breast standard of reference was the histological diagnosis from needle biopsy or surgical excision, or at least one-year negative follow-up on imaging. The agreement across readers (by inter-reader reproducibility) was examined for each breast examined using Cohen’s and Fleiss’ kappa (κ) statistics. The Wald test was used to test the difference in inter-reader agreement between expert and non-expert readers. Results: Of 1131 examinations, according to our inclusion and exclusion criteria, 382 women were included (49.5 ± 12 years old), 40 of them with unilateral mastectomy, totaling 724 breasts. Overall inter-reader reproducibility was substantial (κ = 0.74) for expert readers and poor (κ = 0.37) for non- expert readers. Pairwise agreement between expert readers and non-expert readers was moderate (κ = 0.60) and showed a statistically superior agreement of the expert readers over the non-expert readers (p = 0.003). Conclusions: DWI showed substantial inter-reader reproducibility among expert-level readers. Pairwise comparison showed superior agreement of the expert readers over the non-expert readers, with the expert readers having higher inter-reader reproducibility than the non-expert readers. These findings open new perspectives for prospective studies investigating the actual role of DWI as a stand-alone method for un-enhanced breast MRI.
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Djauhari, Adelina, Sayama Malabar, and Sitti Rachmi Masie. "Resepsi Pembaca terhadap Novel Bercinta dalam Tahajjudku Karya Anshela." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 9, no. 3 (2023): 989. http://dx.doi.org/10.32884/ideas.v9i3.1194.
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A work can be considered literary if it piques the reader's interest. The study�s objective was to describe the reader's reception of themes, characters, messages, and levels of understanding in the novel BercintaDalamTahajjudkuby Anshela. It applied the qualitative method. Based on findings, the reader�s reception towards the novel�s theme, 66.67% of respondents are interested in the novel, while the reader�s receptions of the character as many as 73.33% stated that its effortless to predict the character of the main character. Further, regarding the readers' perception of the message, as many as 86.67% of respondents claimed that the message could be understood explicitly and implicitly. The reader's level of understanding of the theme, characters, and the message is80%, 67%, and 87%, respectively.
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Engel, E. A., and V. A. Petrova. "New Formats of Interaction Between the Author and the Reader as a Parameter of Linguistic Creativity in <i>Spider-Man</i>, <i>The Incredible Hulk</i>, and <i>Daredevil</i> Comic Books." Bulletin of Kemerovo State University 24, no. 2 (2022): 273–82. http://dx.doi.org/10.21603/2078-8975-2022-24-2-273-282.
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According to linguistic creativity studies, the text is a product of creative activity of the author, who uses linguistic innovations and creative means mainly at the lexical level. However, linguistic creativity can manifest itself at any linguistic level. The present research featured the manifestation of linguistic creativity at the level of communication and discourse. The paper describes the formats of interaction between the author and the reader in the text of a comic book, which acts as a parameter of linguistic creativity on the communicative and discursive level. American comic books about Spider-Man, Hulk, and Daredevil (1960s–1980s) contain the traditional narrator – reader / listener interaction when the author comments on the real events and gives detailed information about the devices and appliances used by the characters. New creative formats include we (creators) – you (reader) and we (creators and readers). In the we (creators) – you (reader) format, authors share their opinions on the current comic book, publish teasers about the next issue, congratulate themselves and the personages on the work done, and openly communicate with readers through letters to the editorial office. The we (creators and readers) format presupposes a joint participation of authors and readers in the story. These formats emerge under the influence of temporal, cultural, social, economic, and political factors and are mediated by the discursive practices of rotation, dissemination, approximation, convergence, etc.
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Gemici, Aysegul Akdogan, Ersoy Bayram, Elif Hocaoglu, and Ercan Inci. "Comparison of breast density assessments according to BI-RADS 4th and 5th editions and experience level." Acta Radiologica Open 9, no. 7 (2020): 205846012093738. http://dx.doi.org/10.1177/2058460120937381.
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Background Breast density is an important variable that can change the sensitivity of mammography. It can be analyzed with using the 4th and 5th editions of the Breast Imaging and Reporting Data System (BI-RADS) recommendations from the American College of Radiology (ACR). Purpose To define the intra- and inter-reader agreement levels of breast density assignments performed by readers with different experience levels using two versions of BI-RADS. Material and Methods The breast density assessments of 330 women were conducted by two readers with different levels of experience (one breast radiologist and one resident). Each reader independently defined the breast density four times—twice using the 4th edition and twice using the 5th edition. Assessments were analyzed on four- and two-category scales. Results The intra-reader agreement of the breast radiologist for the 4th and 5th editions of BI-RADS was almost perfect (k = 0.90 and k = 0.87, respectively.) The resident had similar results (k = 0.88 and k = 0.87, respectively). The agreement between the breast radiologist and resident for the 4th and 5th edition of BI-RADS was substantial (k = 0.70 and k = 0.63, respectively). There was a statistically significant difference with the two-category scale analysis between the dense and non-dense for both readers and versions of BI-RADS (McNemar’s test, P < 0.001). Conclusion Although there were high intra- and inter-reader agreement levels when using both versions, the percentage of women having dense breasts increased when using the 5th edition, and the difference was statistically significant. There were no differences found with regard to the readers’ level of experience in all analyses.
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Tjelta, Leif Inge, Gerd Lise Nordbotten, and Sindre M. Dyrstad. "Increased motivation for physical activity among readers of lifestyle intervention articles." Acta Kinesiologiae Universitatis Tartuensis 22 (December 19, 2016): 47. http://dx.doi.org/10.12697/akut.2016.22.04.
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The main purpose of this study was to investigate if readers of lifestyle intervention articles published in a newspaper became more motivated for physical activity (PA). A secondary aim was to chart reader characteristics like sex, age and PA level. In 2014, a regional newspaper with 152 000 readers in Stavanger, Norway followed the story of four untrained adults trying to become physically fit. Their goal was to run an 8.2 km park race after 13 weeks of training. A panel of 623 newspaper readers answered a questionnaire about their own PA level and motivation to increase their PA level after reading the articles. Twenty percent of the readers (127 of 623) reported that they always or usually read the intervention articles, which was equal to the number who never read these articles. There was no significant difference in the distribution of men and women within these different categories. Sixteen percent of the reader panel (estimated to 24 000 readers) reported that they were motivated to become more physically active after reading the articles. The study indicates a great potential for promoting a healthy lifestyle by publishing lifestyle interventions in a newspaper.
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Felton, Rebecca H., and Frank B. Wood. "A Reading Level Match Study of Nonword Reading Skills in Poor Readers with Varying IQ." Journal of Learning Disabilities 25, no. 5 (1992): 318–26. http://dx.doi.org/10.1177/002221949202500506.
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This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence.
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Tabernilla, Darwin F. "DEVELOPING THE READING LEVEL OF GRADE THREE NON-READERS THROUGH PROJECT GRP (Guided Reading Procedure)." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1380–401. https://doi.org/10.5281/zenodo.11767812.
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The study dealt with the developing of the reading level of Grade Three Non-Readers by using the Project GRP (Guided Reading Procedure). It was quantitative-descriptive research conducted at Candelaria Elementary School-Main, specifically within the Grade 3 Faith learners, using a purposive sampling technique. The study aimed to assess the impact of the Guided Reading Procedure on non-reader learners and how it affected the classroom’s standing in the reading program. To gather data in the acceptability level, a survey-questionnaire (self-made) was used, and data was collected in March 2023 using Google Forms. The data was presented in tabular form and analyzed using the Likert Scale. A conference with the parents and guardians of the non-reader learners was conducted, which resulted in a memorandum of understanding regarding the implementation of the program. This suggests that there was a collaborative effort to support the learners in their reading journey. The results showed progress among the non-reader learners through everyday reading monitoring and progress checks. However, the study faced challenges with absenteeism among the participants, which hindered the full implementation of the program. Despite this issue, seven learners managed to complete the program and demonstrated progress in their reading level, transitioning from non-readers to slow readers. This indicates that using a suitable reading material or program can be effective in improving the reading level of learners. In summary, the study showcased the positive impact of the Guided Reading Procedure in improving reading level among Grade Three Faith Non-Readers. It also highlighted the importance of addressing absenteeism to ensure the successful implementation of such reading interventions.
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Bravo, Bram, and Indra Indra. "Article Recommendations with Item-Based Collaborative Filtering on Online News Portals." Journal of Information Systems and Informatics 6, no. 3 (2024): 1962–72. http://dx.doi.org/10.51519/journalisi.v6i3.851.
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News portals generate additional traffic or traffic visits from the article recommendation widget. However, it is unfortunate that the traffic visits obtained from the widget are still relatively small. The article recommendation widget is rarely clicked by readers because the available recommended articles are less relevant to readers, resulting in one reader only reading no more than 2 articles obtained from the article recommendation widget. The purpose of this study is to further optimize the currently available article recommendation widget feature by adding reader interest data so that the number of articles read by one user will increase and will directly have an impact on increasing traffic visits. The method used in this study is Item Based Collaborative Filtering. After using the item-based filtering method by calculating the set of items x read and the duration of the reader's time in reading item x. In this study, a simulation was given to one of the reader samples and it was found that the highest interest of the reader sample was in reading sports news with a calculation score is 0.743210. The results of this study are article recommendations that match the reader's interests. The results of the study are expected to help users find articles that match their interests and preferences, so that they can increase the level of interaction and engagement with online media.
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Smith, Suzanne T., Paul Macaruso, Donald Shankweiler, and Stephen Crain. "Syntactic comprehension in young poor readers." Applied Psycholinguistics 10, no. 4 (1989): 429–54. http://dx.doi.org/10.1017/s0142716400009012.
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ABSTRACTChildren with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.
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Tal, Naomi Frankel, and Linda S. Siegel. "Pseudoword reading errors of poor, dyslexic, and normally achieving readers on multisyllable pseudowords." Applied Psycholinguistics 17, no. 2 (1996): 215–32. http://dx.doi.org/10.1017/s0142716400007645.
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ABSTRACTThis study examined the pseudoword reading strategies of dyslexic readers (i.e., children whose reading was significantly lower than predicted by their IQ score) and poor readers (i.e., children whose reading scores were consistent with their lower IQ scores). The disabled readers were grouped according to their reading grade level and were compared with reading level matched, normally achieving readers. The reading performance on a test of pseudoword reading (Woodcock Word Attack Subtest) for the three groups (dyslexic, poor, and normal readers) was analyzed according to the type of error committed. The performance of dyslexic and poor readers was virtually indistinguishable at both reading grade levels 2–3 and 4–5. There was very little difference among dyslexic, poor, and normally achieving readers in the types of errors made. Nearly 50010 of all the oral reading errors of all three groups were vowel substitutions, followed by consonant substitution and deletion and insertion errors. Sequential, reversal, and word substitution errors were committed infrequently for all three reader groups. The findings failed to support the existence of a critical phonological processing difference between IQ reading- discrepant and IQ reading-nondiscrepant disabled readers and suggest that disabled readers lag behind normally achieving readers in phonological decoding skills.
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Fisichella, V. A., F. Jäderling, S. Horvath, P. O. Stotzer, A. Kilander, and M. Hellström. "Primary three-dimensional analysis with perspective-filet view versus primary two-dimensional analysis: Evaluation of lesion detection by inexperienced readers at computed tomographic colonography in symptomatic patients." Acta Radiologica 50, no. 3 (2009): 244–55. http://dx.doi.org/10.1080/02841850802714797.
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Background: “Perspective-filet view” is a novel three-dimensional (3D) viewing technique for computed tomography colonography (CTC). Studies with experienced readers have shown a sensitivity for perspective-filet view similar to that of 2D or 3D endoluminal fly-through in detection of colorectal lesions. It is not known whether perspective-filet view, compared to axial images, improves lesion detection by inexperienced readers. Purpose: To compare primary 3D analysis using perspective-filet view (3D Filet) with primary 2D analysis, as used by inexperienced CTC readers. Secondary aims were to compare lesion detection by 3D Filet when used by experienced and inexperienced readers, and to evaluate the effect of combined 3D Filet + 2D analysis. Material and Methods: Fifty symptomatic patients were prospectively enrolled. An experienced reader performed 3D Filet analysis followed by complete 2D analysis (3D Filet + 2D), before colonoscopy with segmental unblinding. Two inexperienced readers (readers 2 and 3), blinded to CTC and colonoscopy findings, retrospectively performed 3D Filet analysis and, after 5 weeks, 2D analysis. True positives ≥6 mm detected by the inexperienced readers with 3D Filet and/or 2D were combined to obtain 3D Filet + 2D. Results: Colonoscopy revealed 116 lesions: 16 lesions ≥10 mm, 19 lesions 6–9 mm, and 81 lesions ≤5 mm. For the experienced reader, sensitivities for lesions ≥6 mm with 3D Filet and 3D Filet + 2D were 77% and 83%, respectively. For the inexperienced readers, sensitivities for lesions ≥6 mm with 3D Filet and 2D were 51% and 57% (reader 2) and 40% and 43% (reader 3), respectively. There was no significant difference between 3D Filet and 2D regarding sensitivity and reading time. For lesions ≥6 mm, 3D Filet + 2D improved the sensitivity of reader 2 to 63% and of reader 3 to 51%. Conclusion: Lesion detection by inexperienced readers using perspective-filet view is comparable to that obtained by 2D. Lesion detection improves by combining 3D Filet + 2D, but not to the level of an experienced reader.
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Wapner, Leonard M. "Top-Down Design with Hyperlinks for Long Mathematical Proofs." International Journal for Technology in Mathematics Education 31, no. 4 (2024): 16–38. https://doi.org/10.1564/tme_v31.4.02.
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Beyond mathematical complexity, a proof's length may, in and of itself, impede its comprehension. The same would apply to constructions, calculations and other mathematical expositions. Today's technology provides readers websites and electronic documents with hyperlinks, giving readers direct access from one location of the exposition to a different location. Using hyperlinks, electronic proofs may be presented in a top-down, modular format, making it possible for the reader to personalize the proof to the desired level of detail. To illustrate, a top-down proof of the Banach-Tarski theorem is given with live hyperlinks, permitting the reader to navigate the proof as they choose, with the precise level of detail required.
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Sulistyo, Bambang. "PROSES PENGEMBANGAN KETERAMPILAN MEMBACA PEMAHAMAN (READING COMPREHENSION) MAHASISWA." Semantik 2, no. 2 (2017): 29–46. http://dx.doi.org/10.22460/semantik.v2i2.p29-46.
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In reading comprehension depends on three factors. The first factor is that the reader understand the text structure. The second factor is that the reader can perform metacognitive control over the content being read. This means that the reader is able to monitor and reflect on the level of comprehension when reading the material. The third and most important criteria, which affect the understanding is that the reader has sufficient background to the content of the text and vocabulary are presented Tankersley (90-91). Good readers in reading comprehension, will be actively involved and thought processes. Good readers during the reading process will find connections between background knowledge with new information in the text. Readers sift relevant new information or that are not relevant to their background knowledge which is astorehouse of information and life experiences.Kata Kunci: Membaca Pemahaman, Literasi, Pengetahuan Latar, Metakognitif
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Cooke, Ray. "High level discourse and low level readers: an unlikely marriage." ASp, no. 7-10 (December 1, 1995): 217–30. http://dx.doi.org/10.4000/asp.3891.
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MAEDA, Masahiro. "Text Coherence Necessary for the Promotion of Japanese EFL Learner’s Predictive Inference Generation." SALTeL Journal (Southeast Asia Language Teaching and Learning) 6, no. 1 (2023): 34–40. http://dx.doi.org/10.35307/saltel.v6i1.105.
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Reading is a very complex process consisting of lower- and higher-level processing. Inference generation is necessary to achieve higher-level processing. It is challenging for Japanese EFL readers because they must use many cognitive resources in lower-level processing, such as word recognition and syntax analysis. This study investigated the relationship between Japanese EFL learners' predictive inference generation as higher-level processing and text coherence from the encoding perspective rather than activation. We used a cued recall task whose rates would be evidence of the reader's encoding of predictive inferences. The recall rates in the high predictability target version, which allowed readers to predict an outcome easily, were more significant than other text versions, and results were affected by the reader's proficiency. These findings suggest that EFL learners' encoding of predictive inference can be influenced under the specific text conditions in higher-level proficiency groups.
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Jackson, Nancy Ewald, Gary W. Donaldson, and Joseph R. Mills. "Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders." Journal of Reading Behavior 25, no. 2 (1993): 181–208. http://dx.doi.org/10.1080/10862969309547810.
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Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.
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Knott, Shawnee, and Shannon Tovey. "Increasing Below Level Readers Fluency and Comprehension." Georgia Journal of Literacy 43, no. 2 (2020): 14–39. http://dx.doi.org/10.56887/galiteracy.21.
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Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begins with reading fluency. Researcher Timothy Rasinski, along with countless other researchers, such as Kodan and Akoyl, The National Reading Panel, and Samuels and Leberge, carry the belief that students who build a foundation of fluency through practice and increase that fluency will develop the ability to comprehend on higher levels (2003). Without this foundation, the learning gap begins and continues to widen year after year. Thus, showing the huge relationship between reading fluency and reading comprehension (Rasinski, 2003). These below grade level readers need interventions that meet them where they are and push them forward to meet their learning goals - enabling them to become better readers. The purpose of this study was to address the needs of below-level readers and to aid in the vertical alignment of research-based interventions and methods in grades 3-5.
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Butler, Helen Lewis. "Three Readers Reading: Responses to A Level." English in Education 21, no. 2 (1987): 32–42. http://dx.doi.org/10.1111/j.1754-8845.1987.tb00938.x.
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Flynn, Elizabeth A. "“Reader Response” in the Nineties." Victorian Literature and Culture 26, no. 1 (1998): 197–206. http://dx.doi.org/10.1017/s1060150300002345.
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What has come to be called reader-response criticism and theory was ascendant within literary studies in the 1970s and eighties but seems to have waned in the nineties. Edited collections such as Susan Suleiman and Inge Crosman's The Reader in the Text and Jane Tompkins's Reader-Response Criticism, both published in 1980, continue to be important references and are still cited frequently. Comparable edited collections published in the nineties, though, such as James Machor's Readers in History (1993) and Andrew Bennett's Readers and Reading (1995) have not received the attention of the earlier collections, and most of the essays in Readers and Reading are reprints of articles published in the eighties. Individuals associated with the reader-response movement such as Stanley Fish, David Bleich, Norman Holland, and Wolfgang Iser continue to publish books, although these books do not necessarily focus on reading. The journal that I co-edit, Reader, which originated as a newsletter in 1976 as a result of an MLA session on reading that attracted hundreds of people, continues. It remains, though, one of a small number of journals devoted to reading and readers aimed at a university-level audience.
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Eom, Hye-Joung, Joo Hee Cha, Ji-Won Kang, Woo Jung Choi, Han Jun Kim, and EunChae Go. "Comparison of variability in breast density assessment by BI-RADS category according to the level of experience." Acta Radiologica 59, no. 5 (2017): 527–32. http://dx.doi.org/10.1177/0284185117725369.
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Background Only few studies have assessed variability in the results obtained by the readers with different experience levels in comparison with automated volumetric breast density measurements. Purpose To examine the variations in breast density assessment according to BI-RADS categories among readers with different experience levels and to compare it with the results of automated quantitative measurements. Material and Methods Density assignment was done for 1000 screening mammograms by six readers with three different experience levels (breast-imaging experts, general radiologists, and students). Agreement level between the results obtained by the readers and the Volpara automated volumetric breast density measurements was assessed. The agreement analysis using two categories—non-dense and dense breast tissue—was also performed. Results Intra-reader agreement for experts, general radiologists, and students were almost perfect or substantial (k = 0.74–0.95). The agreement between visual assessments of the breast-imaging experts and volumetric assessments by Volpara was substantial (k = 0.77). The agreement was moderate between the experts and general radiologists (k = 0.67) and slight between the students and Volpara (k = 0.01). The agreement for the two category groups (nondense and dense) was almost perfect between the experts and Volpara (k = 0.83). The agreement was substantial between the experts and general radiologists (k = 0.78). Conclusion We observed similar high agreement levels between visual assessments of breast density performed by radiologists and the volumetric assessments. However, agreement levels were substantially lower for the untrained readers.
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Fatah, Shokhan M. "“When will we lie down in darkness and have our light in ashes?” A Reader-Response Analysis of William Styron’s Lie Down in Darkness." Koya University Journal of Humanities and Social Sciences 6, no. 1 (2023): 179–84. http://dx.doi.org/10.14500/kujhss.v6n1y2023.pp179-184.
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This paper highlights the literary achievement of William Styron’s (1925-2006) debut novel Lie Down in Darkness (1951) from a reader-response approach. The novel’s plot, characters, and themes evoke relatable emotions in the readers’ minds. By studying the emotional developments of the protagonist Peyton, through her thoughts, words, and symbols, this paper examines the emotional response the novel’s aestheticism provokes in readers. The research gives a brief background and explains the main premises of the reader-response theory according to the American critic Louise M. Rosenblatt. The study elucidates the tools of imagery and symbolism used by Styron to make readers reflect on their personal experiences in relation to issues like sin, guilt, loss, nostalgia, and failure. Through an exploration of the characters, themes, and narrative structure, this analysis reveals the novel’s capacity to resonate on a deeply personal and individual level. The Loftis family’s complex dynamics and internal struggles serve as a mirror through which readers reflect on their own experiences, forming unique connections and interpretations. The narrative’s shifting perspectives and temporal shifts invite readers to actively construct meaning, further fostering a dynamic reader-text relationship.
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Huszti, Ilona. "The Micro Level of Reading Miscues: Case Studies of Six Learners." Working Papers in Language Pedagogy 2 (December 1, 2008): 105–18. http://dx.doi.org/10.61425/wplp.2008.02.105.118.
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The present paper aims to report six case studies of six Transcarpathian Hungarian learners—three successful readers and three unsuccessful ones—when reading aloud in English as a foreign language. The study described in this article is part of a large-scale investigation into the quality and quantity of reading miscues made by non-native readers during oral reading. Findings suggest that both successful and unsuccessful readers make substitution miscues most frequently, and these miscues resemble the Expected Response (ER)—i.e., the printed text—grapho-phonemically. However, weak readers make more miscues than strong readers.
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Goodman, Yetta, Prisca Martens, and Alan Flurkey. "Revaluing Readers: Learning from Zachary." Language Arts 93, no. 3 (2016): 213–25. http://dx.doi.org/10.58680/la201627700.
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In this article, the authors share their work with Zachary, a fourth grader who was perceived as having difficulties with reading. Through retrospective miscue analysis (RMA) over 14 sessions in 5 months, Zachary came to revalue reading as a process of constructing meaning and to revalue himself as a capable reader. The authors describe and use transcripts to show how Zachary came to understand and build on his strengths as a reader through RMA and read more effectively and efficiently. They argue that RMA is a powerful tool that enriches a reading curriculum of authentic reading. It raises reading to a consciousness level, demystifies the reading process, and helps readers, particularly those who are struggling, grow stronger as readers.
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Plus, Alla. "The book is an indicator of the level of intellectual potential of the population." Вісник Книжкової палати, no. 3 (March 30, 2023): 19–30. http://dx.doi.org/10.36273/2076-9555.2023.3(320).19-30.
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The article is devoted to the study of the quality of book culture of Ukrainian publishing houses. The factors that make it difficult for the reader to perceive the texts of the works are singled out and systematized. Typical examples of violation of logical norms, factual system of author's texts, inappropriate quality of visual materials are provided. The problem of the expediency of separating children's and adolescent literature from adult literature is considered. Attention is also focused on the peculiarities of editing translated editions and compliance with the requirements for issuing reprints. An attempt to answer the question is outlined: what makes a book convenient for the reader, contributes to the release of a truly cultural book? Fragmentation in the coverage of the problems of book culture in scientific works requires further special research. We invite the readers of our magazine to familiarize themselves with the new section — "Book culture through the eyes of readers", which will publish articles devoted to the problems of literacy, Ukrainian book culture and language culture.
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Bera, Palash, and Geert Poels. "The Effects of Construct Redundancy on Readers' Understanding of Conceptual Models." Journal of Database Management 28, no. 3 (2017): 1–25. http://dx.doi.org/10.4018/jdm.2017070101.
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This paper investigates the effect of construct redundancy on readers' understanding of conceptual models. Conceptual models play a crucial role in understanding the domain related to information system development. The clarity of such models can be compromised if they are constructed using a conceptual modelling grammar exhibiting construct redundancy where one real-world phenomenon maps to two or more grammar constructs. With two empirical studies on solving domain-related problems using Unified Modeling Language (UML) class diagrams as conceptual domain models, it was found that when construct redundancy is present at different strengths, then the effect of the redundancy on the understanding of a model depends on the modeling knowledge of the reader. Novice readers with minimal modeling knowledge find models difficult to interpret when a strong level of redundancy caused by distinct construct redundancy exists. However, when the models have a weak level of redundancy then these readers find them easier to understand compared to models without redundancy. In contrast, trained readers are indifferent to a weak level of redundancy in a model.
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Pogarell, Tobias, Nadine Bayerl, Matthias Wetzl, et al. "Evaluation of a Novel Content-Based Image Retrieval System for the Differentiation of Interstitial Lung Diseases in CT Examinations." Diagnostics 11, no. 11 (2021): 2114. http://dx.doi.org/10.3390/diagnostics11112114.
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To evaluate the reader’s diagnostic performance against the ground truth with and without the help of a novel content-based image retrieval system (CBIR) that retrieves images with similar CT patterns from a database of 79 different interstitial lung diseases. We evaluated three novice readers’ and three resident physicians‘ (with at least three years of experience) diagnostic performance evaluating 50 different CTs featuring 10 different patterns (e.g., honeycombing, tree-in bud, ground glass, bronchiectasis, etc.) and 24 different diseases (sarcoidosis, UIP, NSIP, Aspergillosis, COVID-19 pneumonia etc.). The participants read the cases first without assistance (and without feedback regarding correctness), and with a 2-month interval in a random order with the assistance of the novel CBIR. To invoke the CBIR, a ROI is placed into the pathologic pattern by the reader and the system retrieves diseases with similar patterns. To further narrow the differential diagnosis, the readers can consult an integrated textbook and have the possibility of selecting high-level semantic features representing clinical information (chronic, infectious, smoking status, etc.). We analyzed readers’ accuracy without and with CBIR assistance and further tested the hypothesis that the CBIR would help to improve diagnostic performance utilizing Wilcoxon signed rank test. The novice readers demonstrated an unassisted accuracy of 18/28/44%, and an assisted accuracy of 84/82/90%, respectively. The resident physicians demonstrated an unassisted accuracy of 56/56/70%, and an assisted accuracy of 94/90/96%, respectively. For each reader, as well as overall, Sign test demonstrated statistically significant (p < 0.01) difference between the unassisted and the assisted reads. For students and physicians, Chi²-test and Mann-Whitney-U test demonstrated statistically significant (p < 0.01) difference for unassisted reads and statistically insignificant (p > 0.01) difference for assisted reads. The evaluated CBIR relying on pattern analysis and featuring the option to filter the results of the CBIR by predominant characteristics of the diseases via selecting high-level semantic features helped to drastically improve novices’ and resident physicians’ accuracy in diagnosing interstitial lung diseases in CT.
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Austra, Joan L., Susan Mount Whitney, Janice A. Wright, et al. "Readers' Dialogue." Arithmetic Teacher 33, no. 4 (1985): 2–48. http://dx.doi.org/10.5951/at.33.4.0002.
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In many years of teaching mathematics on the elementary school level. I have had occasion to introduce subtraction of frdctions with regroupmg. The concept of regrouping a whole number as one less plus an appropriate equivalent for “one” (3/3, 5/5, etc.) is difficult for many Mudents. particularly those with learning difficulties. I have used the following method successfully through the eighth grade.
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Slavtcheva-Petkova, Vera. "Are Newspapers’ Online Discussion Boards Democratic Tools or Conspiracy Theories’ Engines? A Case Study on an Eastern European “Media War”." Journalism & Mass Communication Quarterly 93, no. 4 (2016): 1115–34. http://dx.doi.org/10.1177/1077699015610880.
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This article analyzes quantitatively and qualitatively 1,583 comments by national newspapers’ online readers in Bulgaria. It investigates readers’ reactions to articles discussing the media war between the biggest press groups—one owned by a Member of Parliament known as “the Murdoch of the East.” The study explores how these stories influence the relationship between newspapers and their readers, and whether they enhance the democratic potential of online discussion. The results show a higher level of reader engagement than in established democracies or nondemocracies. The online space provides an arena for democratic conversations and it is also used as an engine for conspiracy theories.
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Bernardo, Rachel, Nick S. Nurmohamed, Michiel J. Bom, et al. "Diagnostic accuracy in coronary CT angiography analysis: artificial intelligence versus human assessment." Open Heart 12, no. 1 (2025): e003115. https://doi.org/10.1136/openhrt-2024-003115.
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BackgroundVisual assessment of coronary CT angiography (CCTA) is time-consuming, influenced by reader experience and prone to interobserver variability. This study evaluated a novel algorithm for coronary stenosis quantification (atherosclerosis imaging quantitative CT, AI-QCT).MethodsThe study included 208 patients with suspected coronary artery disease (CAD) undergoing CCTA in Perfusion Imaging and CT Coronary Angiography With Invasive Coronary Angiography-1. AI-QCT and blinded readers assessed coronary artery stenosis following the Coronary Artery Disease Reporting and Data System consensus. Accuracy of AI-QCT was compared with a level 3 and two level 2 clinical readers against an invasive quantitative coronary angiography (QCA) reference standard (≥50% stenosis) in an area under the curve (AUC) analysis, evaluated per-patient and per-vessel and stratified by plaque volume.ResultsAmong 208 patients with a mean age of 58±9 years and 37% women, AI-QCT demonstrated superior concordance with QCA compared with clinical CCTA assessments. For the detection of obstructive stenosis (≥50%), AI-QCT achieved an AUC of 0.91 on a per-patient level, outperforming level 3 (AUC 0.77; p<0.002) and level 2 readers (AUC 0.79; p<0.001 and AUC 0.76; p<0.001). The advantage of AI-QCT was most prominent in those with above median plaque volume. At the per-vessel level, AI-QCT achieved an AUC of 0.86, similar to level 3 (AUC 0.82; p=0.098) stenosis, but superior to level 2 readers (both AUC 0.69; p<0.001).ConclusionsAI-QCT demonstrated superior agreement with invasive QCA compared to clinical CCTA assessments, particularly compared to level 2 readers in those with extensive CAD. Integrating AI-QCT into routine clinical practice holds promise for improving the accuracy of stenosis quantification through CCTA.
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Miller, Howard M. "Middle Level Section News." Voices from the Middle 13, no. 2 (2005): 68. http://dx.doi.org/10.58680/vm20054785.
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Rafique, Rumana. "Learners’ Perceptions of Using Readers as Extensive Reading Tool in Reading Class." Dhaka University Journal of Linguistics 10, no. 19 (2018): 75–92. https://doi.org/10.70438/dujl/1019/0005.
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Numerous studies emphasized on the importance of extensive reading in learning a second or foreign language. The aims of extensive reading are to build reader confidence and enjoyment by offering students large amounts of high interest material, usually out of class to achieve a good reading competence in a second or foreign language whereas in some EFL/ ESL context learners’ interest level is seldom taken into account while choosing a text for using in the classroom. This study tries to investigate learners’ perceptions towards using ‘graded readers’, as a mean to extensive reading tool in a reading class at a private university where ‘reader’ is mandatory as part of the course requirement and students have to attend a test based on it. To conduct the study a questionnaire containing both closed-ended and open-ended questions has been used to find out learners’ attitude towards graded readers as extensive reading tool in reading class. The participants were 30 undergraduate students of a private university in Bangladesh. The results of the study show that learners often have some difficulties in understanding the text as limited time is given to the teaching of ‘readers’ in class, but overall they are benefitted from using readers as it develops their comprehension skills, reading fluency, vocabulary, and more than that it appeals to the learners’ interest level. Hence, using readers in reading classes can be more effective if it meets learners’ needs and motivates them for reading for pleasure. The paper also discusses some suggestions provided by the learners in using readers in classroom so that maximum learning opportunities can be ensured
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Silvers, Penny. "Professional Reading for Middle Level Educators Reading the Signs: Vocabulary and More." Voices from the Middle 15, no. 1 (2007): 59–61. http://dx.doi.org/10.58680/vm20076580.
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Reviewed are: Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers by Teri Lesesne; The Book Club Companion: Fostering Strategic Readers in the Secondary Classroom by Cindy O’Donnell-Allen; Books and Beyond: New Ways to Reach Readers by Michael Opitz and Michael Ford; Lenses on Literacy Coaching: Conceptualizations, Functions, and Outcomes (by Cathy Toll)
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Bell, Nicola, and Kevin Wheldall. "Factors contributing to reading comprehension in children with varying degrees of word-level proficiency." Australian Journal of Education 66, no. 1 (2022): 73–91. http://dx.doi.org/10.1177/00049441211062941.
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The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample ( n = 857) of school-aged students (Years 3–6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to determine whether word reading accuracy moderated the relationships between the dependent variable (i.e. reading comprehension) and independent variables (i.e. each of vocabulary and nonword reading accuracy). The interaction variable between word reading accuracy and receptive vocabulary was significant, with steeper slopes evident among more skilled readers compared to less skilled readers. Conversely, the interaction variable between word reading accuracy and nonword reading accuracy was also significant, but with steeper slopes evident among the less skilled reader groups. These patterns align with what has been found in typically developing children: as word reading ability improves, reading comprehension depends more so on language comprehension skills than lower-level decoding skills.
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Pang, Nan. "A Personalized Recommendation Algorithm for Semantic Classification of New Book Recommendation Services for University Libraries." Mathematical Problems in Engineering 2022 (September 26, 2022): 1–8. http://dx.doi.org/10.1155/2022/8740207.
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With the rapid development of information technology and the Internet, it is difficult for university readers to find books of real interest or value from a large number of books by relying only on traditional retrieval-based services. This paper applies data mining technology and personalized recommendation algorithm based on semantic classification for new book recommendation service in university libraries. The personalized recommendation algorithm based on semantic classification establishes a book feature model and a reader preference model based on title keywords. The different recommendation strategies in the system framework are detailed. For the borrowing data of different colleges and departments, the improved association rule algorithm is used to mine the book association rules, and the reader’s borrowing history is matched with the association rules to generate a book recommendation list; according to the reader’s borrowing preference characteristics, the reader preference model is used as the basis. Class subdivision and then combined with the book feature model and reader preference model, the collaborative filtering recommendation algorithm and the content-based recommendation algorithm are applied to generate a book recommendation list. The active service method not only improves the service level of the university library, makes the development of the university library more comprehensive and humanized but also explores the potential information needs of readers, improves the borrowing rate of books in the collection, and maximizes the utilization rate of book resources. In the experiment of this paper, the personalized recommendation algorithm division of semantic classification is adopted. According to the division of its algorithm, the corpus is divided into 9603 training documents and 3299 test documents, with certain accuracy.
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Bucci, Maria Pia, Marine Vernet, Christophe-Loïc Gerard, and Zoï Kapoula. "Normal Speed and Accuracy of Saccade and Vergence Eye Movements in Dyslexic Reader Children." Journal of Ophthalmology 2009 (2009): 1–8. http://dx.doi.org/10.1155/2009/325214.
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Objective. Latency of eye movements depends on cortical structures while speed of execution and accuracy depends mostly on subcortical brainstem structures. Prior studies reported in dyslexic reader children abnormalities of latencies of saccades (isolated and combined with vergence); such abnormalities were attributed to deficits of fixation control and of visual attention. In this study we examine speed and accuracy characteristics of horizontal eye movements in natural space (saccades, vergence and combined movements) in dyslexic reader children.Methods. Two paradigms are tested: gap paradigm (fixation offset 200 ms prior to target onset), producing shorter latencies, in both non-dyslexic reader and dyslexic reader children and simultaneous paradigm. Seventeen dyslexic reader children (mean age: years) and thirteen non-dyslexic reader children (mean age: years) were tested. Horizontal eye movements from both eyes were recorded simultaneously by a photoelectric device (Oculometer, Dr. Bouis).Results. For all movements tested (saccades, vergence, isolated or combined) and for both paradigms, the mean velocity and accuracy were similar in dyslexic readers and non-dyslexic readers; no significant difference was found.Conclusion. This negative but important result, suggests no dysfunction of brainstem ocular motor circuits in dyslexic readers. It contrasts results on latencies related to visual attention dysfunction at cortical level.
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Boucher, Marie Carole, Michael Trong Duc Nguyen, and Jenny Qian. "Assessment of Training Outcomes of Nurse Readers for Diabetic Retinopathy Telescreening: Validation Study." JMIR Diabetes 5, no. 2 (2020): e17309. http://dx.doi.org/10.2196/17309.
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Background With the high prevalence of diabetic retinopathy and its significant visual consequences if untreated, timely identification and management of diabetic retinopathy is essential. Teleophthalmology programs have assisted in screening a large number of individuals at risk for vision loss from diabetic retinopathy. Training nonophthalmological readers to assess remote fundus images for diabetic retinopathy may further improve the efficiency of such programs. Objective This study aimed to evaluate the performance, safety implications, and progress of 2 ophthalmology nurses trained to read and assess diabetic retinopathy fundus images within a hospital diabetic retinopathy telescreening program. Methods In this retrospective interobserver study, 2 ophthalmology nurses followed a specific training program within a hospital diabetic retinopathy telescreening program and were trained to assess diabetic retinopathy images at 2 levels of intervention: detection of diabetic retinopathy (level 1) and identification of referable disease (level 2). The reliability of the assessment by level 1−trained readers in 266 patients and of the identification of patients at risk of vision loss from diabetic retinopathy by level 2−trained readers in 559 more patients were measured. The learning curve, sensitivity, and specificity of the readings were evaluated using a group consensus gold standard. Results An almost perfect agreement was measured in identifying the presence of diabetic retinopathy in both level 1 readers (κ=0.86 and 0.80) and in identifying referable diabetic retinopathy by level 2 readers (κ=0.80 and 0.83). At least substantial agreement was measured in the level 2 readers for macular edema (κ=0.79 and 0.88) for all eyes. Good screening threshold sensitivities and specificities were obtained for all level readers, with sensitivities of 90.6% and 96.9% and specificities of 95.1% and 85.1% for level 1 readers (readers A and B) and with sensitivities of 86.8% and 91.2% and specificities of 91.7% and 97.0% for level 2 readers (readers A and B). This performance was achieved immediately after training and remained stable throughout the study. Conclusions Notwithstanding the small number of trained readers, this study validates the screening performance of level 1 and level 2 diabetic retinopathy readers within this training program, emphasizing practical experience, and allows the establishment of an ongoing assessment clinic. This highlights the importance of supervised, hands-on experience and may help set parameters to further calibrate the training of diabetic retinopathy readers for safe screening programs.
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Silvers, Penny. "Professional Reading for Middle Level Educators: Renewing and Reinvigorating Literacy Practices." Voices from the Middle 16, no. 1 (2008): 55–57. http://dx.doi.org/10.58680/vm20086814.
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Reviewed are: Finding the Artist Within by Peggy Albers; Engaging Readers and Writers with Inquiry by Jeffrey Wilhelm; Dramatizing the Content with Curriculum-Based Readers Theatre, Grades 6–12 by Rosalind Flynn; Free within Ourselves: The Development of African American Children’s Literature by Rudine Sims Bishop.
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Elbahnasawi, Amir. "Intra-read analysis of radiologists in the setting of blinded independent central review of oncology studies." Journal of Clinical Oncology 42, no. 16_suppl (2024): 11179. http://dx.doi.org/10.1200/jco.2024.42.16_suppl.11179.
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11179 Background: This study explored the outcome of an analysis completed on the Intra-reader variability of radiologists when assessing the imaging endpoint surrogates of Date of Progression (DOP) and Best Overall Response (BOR) within the context of Blinded Independent Central Review (BICR) in Oncology clinical trials. The analysis encompassed 55,000 test cases derived from 217 clinical trials involving 138 readers. Methods: Data collection and parsing were executed through a Python script, enabling a manual analysis of the results. The analysis posited that Intra-read variability serves as a valuable tool when seeking to exclusively observe the consistency of readers in a specific re-read setting. Results: The data analysis yielded significant insights, revealing that 89.81% of readers demonstrated substantial and above agreement in DOP determinations, while 72.38% achieved the same in BOR determinations. This suggests a higher level of consistency in DOP compared to BOR determination. Notably, 11 DOP and 20 BOR inconsistencies were observed. This prompted further investigation which led to 5 of the 138 readers being flagged based on discrepancies against their own prior or subsequent reads. The kappa values for these 5 readers ranged from 0.33 to 0.59, consistently indicating fair and moderate agreement. Conclusions: This analysis underscored the role of Intra-read variability in identifying inconsistent readers within the landscape of BICR in Oncology clinical trials. The re-read inconsistency is not a universal requirement, and its application is recommended primarily for complex oncology clinical trials or those with indications known to have elevated adjudication metrics. The study emphasized the potential for targeted retraining strategies based on Intra-read analysis outcomes, contributing to the ongoing refinement of reader proficiency. Future directions may involve further exploration of specific retraining strategies or assessing the effectiveness of exclusively using Intra-read variability as a metric for reader performance.
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Derin, Naimah, Suyansah Swanto, Abd Halib Mohd Ali, and Wardatul Akmam Din. "METACOGNITIVE READING STRATEGIES APPLICATION AMONG HIGH AND LOW PROFICIENT READERS AT PRE-UNIVERSITY LEVEL." International Journal of Education, Psychology and Counseling 6, no. 43 (2021): 249–63. http://dx.doi.org/10.35631/ijepc.643020.
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In higher education, reading of academic texts is considered as an essential access to scientific knowledge. Therefore, in this survey study will utilize the inventory of Survey on Reading Strategies Questionnaire (SOR) developed by Mokhtari and Sheory. It is explored to identify the two types of readers: high (HPR) and low (LPR) proficient readers at Form Sixth Cenre of Government School in Sabah, Malaysia. There are three major reading strategies: GLOB (Global), SUPP (Support) and PROB (Problem Solving) strategies. This quantitative approach is done by operating the descriptive (mean and standard of deviation) and inferential (Magnitude of effect) statistics. 250 participants from pre-university students randomly selected to respond to the questionnaire The questionnaire finding revealed that PROB strategy was favoured by both readers. To strengthen scrupulous answer, Effect size had given a better interpretation of the finding. The questionnaire provided all reading strategies to be negative effect to the high proficient readers (HPR) yet large positive effect to the low proficient readers (LPR).
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Amanda, Dhea, Isrok’atun Isrok’atun, and Julia Julia. "Implementasi Perjenjangan Buku dalam Meningkatkan Kemampuan Literasi Peserta Didik di SDN Sanghiang." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 2199–208. http://dx.doi.org/10.62775/edukasia.v4i2.567.
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Book leveling is a combination of books and target readers. The aim of this research is to determine the implementation of book grading in elementary schools as an effort to increase students' literacy skills. The research method used was qualitative research with research subjects being students and the principal of SDN Sanghiang. Data collection techniques are interviews and documentation. The research results show that the implementation of book tiering is in accordance with SK NO.030_P_2022. The leveling process for this book is divided into five levels, namely level A (early readers), level B (early readers), level C (senior readers), level D (advanced readers), and level E (advanced readers). The results of the implementation of book leveling show an increase in understanding of the contents of the books read by students so that book leveling is an effective effort in increasing students' literacy skills.
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Nursatyo, Arrianie Lely, Komariah Siti, and Febi Auliasari Ferenia. "The Influence of Motives for Media Use, News Selection, and Attractiveness Level of Online Media on Reader Engagement." International Journal of Social Science And Human Research 06, no. 05 (2023): 2516–44. https://doi.org/10.5281/zenodo.7885246.
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Efforts to increase online media traffic can be realized by increasing reader engagement. The high frequency and intensity of readers and interactions in reading news online, such as commenting and sharing the article, indicate a high level of reader involvement. The article attempts to show the influence between the motives of using online media, news selection, and news attractiveness on the level of reader involvement. Through distributing questionnaires to 95 students, the study uses a survey method with an explanative quantitative approach. Data are analyzed using multivariate analysis techniques with correlation coefficient test and multiple linear regression. The results show a strong and positive correlation between the motive for media use, news selection, the level of media attractiveness, and the level of reader involvement of 0.659. The multiple linear regression test also proves a significant influence between the three independent variables on the level of reader involvement with an influential contribution of 43.4%.
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Bonsalagan, Anna Awalynah L., and Lailanie A. Ali. "Use of Remedial Instruction for Disfluent Readers among Grade 7 Students." International Journal of Social Science and Human Research 08, no. 01 (2025): 727–34. https://doi.org/10.5281/zenodo.14783967.
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This study examined the effectiveness of remedial instruction on disfluent readers among Grade 7 students at the Mindanao State University – University Training Center, Marawi City. Ten disfluent readers selected from the target year level and officially enrolled during the school year 2022–2023 were included in the study. It used the characteristics of nonfluent readers of Spafford and Grosser (2005), as cited by Cacumba (2014), to identify and classify the disfluent readers and the Effective Intervention for Disfluent Readers and TALA _ Effective Instruction for Middle School Students with Reading Difficulties for the remedial instruction. The results showed that most disfluent readers were female and had difficulties reading, such as mispronunciations, omissions, letter reversal, and stuttering. However, some respondents improved from disfluent to average readers after the remedial intervention.
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Prtljaga, Jelena, Radmila Palinkašević, and Jovana Brkić. "Choosing the adequate level of graded readers: Preliminary study." Research in Pedagogy 5, no. 2 (2015): 1–16. http://dx.doi.org/10.17810/2015.11.
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Long, Debra L., Brian J. Oppy, and Mark R. Seely. "Individual Differences in Readers’ Sentence- and Text-Level Representations." Journal of Memory and Language 36, no. 1 (1997): 129–45. http://dx.doi.org/10.1006/jmla.1996.2485.
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Kelly, Leonard P. "Processing of Bottom-up and Top-Down Information by Skilled and Average Deaf Readers and Implications for Whole Language Instruction." Exceptional Children 61, no. 4 (1995): 318–34. http://dx.doi.org/10.1177/001440299506100402.
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To explicate the competence of skilled deaf readers, this study compared groups of high- and average-ability, secondary-level, deaf readers on five indicators of cognitive processes used during reading. Two indicators focused on fluency in processing visual information; three measured readers' application of higher-level processes. Results indicated significant differences between the groups on the measures of fluency. However, intergroup similarities on the indexes of higher-level processing suggest that these components do not determine the reading superiority of the skilled readers. The findings suggest that whole language instructional practices, increasingly popular in deaf education, need to address the development of processing fluency in deaf readers.
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Antonio, Javier, Ricardo Cornejo, Raquel Reinoso, Fanny Soto, and Sara Uribe. "GRUPOS ESTRATÉGICOS EN EL SECTOR PERIODISTICO Panorama en la Ciudad de Lima." Cuadernos de difusión, no. 5 (June 30, 1995): 19–37. http://dx.doi.org/10.46631/jefas.1995.n5.02.
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Describes and interprets the behavior of the national journalistic sector from the strategic groups that compete in this industry. For this, the market was segmented based on two variables: type of reader and the way of presenting the information, and a matrix of strategic groups was elaborated, according to three other variables: technology, operating leverage and specialization, to identify generic strategies developed by companies in this sector. A high correlation was found between type of information and type of reader (formal-style newspapers are aimed at traditional readers, while informal ones are aimed at "chicha" readers); having its own press as the highest mobility barrier, since this represents a significant investment for any reader company; vulnerability of all groups to substitute products; high rivalry between newspapers for some of them sharing their target markets; and leverage as the strategy of most newspapers that reach a high level of sales.
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Xia, Ziqing, Chun-Hsien Chen, Jo-Yu Kuo, and Mingmin Zhang. "How Do Stress Situations Affect Higher-Level Text Processing in L1 and L2 Readers? An Eye-Tracking Study." Journal of Eye Movement Research 18, no. 2 (2025): 7. https://doi.org/10.3390/jemr18020007.
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Existing studies have revealed that the reading comprehension ability of readers can be adversely affected by their psychosocial stress. Yet, the detailed impact of stress on various stages of text processing is understudied. This study aims to explore how the higher-level text processing ability, including syntactic parsing, sentence integration, and global text processing, of first language (L1) and second language (L2) English readers is affected under stress situations. In addition, the roles of trait anxiety, the central executive function moderating stress effects, in text processing were also examined. Twenty-two L1 readers and twenty-one L2 readers were asked to perform reading comprehension tasks under different stress situations. Eye-tracking technology was adopted to record participants’ visual behaviors while reading, and ten eye-movement measurements were computed to represent the effect of different types of text processing. The results demonstrate that the stress reduced the efficiency of syntactic parsing and sentence integration in both L1 and L2 groups, but only impaired global text processing in L2 readers. Specifically, L2 readers focused more on the topic structure of text to facilitate comprehension under stress situations. Moreover, only L1 readers’ higher-level text processing was affected by trait anxiety, while L2 readers’ processing was mainly related to their reading proficiency level. Future studies and applications were discussed. The findings advance our understanding of stress effects on different stages of higher-level text processing. They also have practical implications for developing interventions to help language learners suffering from stress disorders.