Journal articles: 'Reading comprehension. Visual discrimination'

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Waldron, Karen A., and Diane G. Saphire. "Perceptual and Academic Patterns of Learning-Disabled/Gifted Students." Perceptual and Motor Skills 74, no. 2 (April 1992): 599–609. http://dx.doi.org/10.2466/pms.1992.74.2.599.

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This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

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John, S., M. Silva, N. Newman, and D. Loring. "AGR - 2 Diagnosis of Posterior Cortical Atrophy Through Inter-Departmental Collaboration." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 831. http://dx.doi.org/10.1093/arclin/acz037.02.

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Abstract Objective We present a patient with rapidly progressive visual decline of 2-year duration that interfered with daily functioning. She was evaluated by neuro-ophthalmology and neurology prior to neuropsychological referral. A series of evaluations led to diagnosis of posterior cortical atrophy, demonstrating the importance of inter-departmental collaboration. Method A 66-year old white female presented with a 2-year history of progressive changes to vision and memory. Medical history included hypertension, dyslipidemia, and a strong family history of optic neuropathy causing blindness. She was diagnosed with a left homonymous hemianopia. MRI revealed "significant cortical atrophy more remarkable on the right temporal, parietal, and occipital regions." She reported dressing apraxia, unsteady gait, declines in reading and writing, and difficulty recalling well-learned information. Results She was a good historian, had fluent speech and no apparent comprehension difficulty. Neuropsychological evaluation revealed relatively preserved language and verbal abilities, including confrontation naming, in the presence of otherwise impaired performances across all domains of functioning. She demonstrated agraphia, acalculia, left-right confusion, and difficulties with motor programming. Perceptual and constructional tasks revealed prominent deficits in visual integration, map orientation, form discrimination, and construction of simple geometric designs. She was perseverative and susceptible to verbal and visual stimulus pull. Conclusions The pattern on neuropsychological testing, with prominent visual spatial and perceptual difficulties, was consistent with posterior cortical atrophy. The decline in visual ability is likely exacerbated but not entirely explained by left hemianopia. Neuropsychological, neuroimaging, and visual field evidence demonstrated posterior cortical atrophy in the absence of positive biomarker evidence, leading to initiation of anti-cholinesterase therapy.

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Anselmo, Sandra. "Developing visual comprehension: Figure-ground discrimination." Day Care & Early Education 12, no. 3 (March 1985): 44. http://dx.doi.org/10.1007/bf01620064.

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Petrova, Anna A., and Marina I. Solnyshkina. "Immediate recall as a secondary text: Referential parameters, pragmatics and propositions." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 221–49. http://dx.doi.org/10.22363/2687-0088-2021-25-1-221-249.

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Since the process of recalling combines comprehension and speech production, it is viewed as an extremely complex though understudied linguo-cognitive phenomenon. Recalls as secondary texts or text derivatives are also considered to be a good material to explore cognitive aspects of secondary texts production, information conversion procedures and types of transformations of primary texts. The notion of secondary texts also implies multiplicity, as an original text may be retranslated into numerous secondary texts different in quality and degree of completeness. The purpose of the study is to model the propositional secondary retold texts and to identify the specifics of the recipients interpretation of the main event in the text. It is aimed at discriminating the differences between the primary expository text and its 134 immediate recalls produced by 15-year old native Russian speakers. In order to reveal the specifics of the propositional content of a primary expository text and its recalls, their recipients used the following methodological operations: the description and interpretation of the semantic roles of the first and second arguments aligned to predicates on the basis of the verbs semantic properties; the employment of the psycholinguistic model of the utterances generation; the characteristic of memory as a complex of cognitive and mnemic processes; the definition of cognitive-semantic discourse structures; and the understanding of a proposition as a stable component of an utterance independent of the surface grammar. The comparison of the original text and its recalls with the use of innovative denotative maps enabled us to define successful and unsuccessful expression of propositional structures and the main idea of the original text. The classification of texts includes four groups based on the number of the reproduced propositions and types (weak or successful) of the reflection of the primary text denotative card. The authors designed and successfully implemented an innovative 11 stage-algorithm of revealing patterns of a printed text comprehension and its immediate recalls including the primary visual perception of the text, its primary interpretation, reading, encoding, reflection, preparation for an oral presentation, desobjectivation (distribution of semantic roles), interpretation, reflection, oral implementation and text. The work fills in certain gaps in the research, such as the specifics of immediate recalls production, identification of changes in propositional structures of immediate recalls, and expanding the corpus of semantic roles similar to Frame Net. The findings can be successfully applied in natural language processing and linguistic didactics.

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Solan, Harold. "EFFECTS OF TRAINING VISUAL ATTENTION ON READING COMPREHENSION." Optometry and Vision Science 78, SUPPLEMENT (December 2001): 146. http://dx.doi.org/10.1097/00006324-200112001-00226.

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O'Neil, Kathleen Ellen. "Reading Pictures: Developing Visual Literacy for Greater Comprehension." Reading Teacher 65, no. 3 (November 2011): 214–23. http://dx.doi.org/10.1002/trtr.01026.

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Yamaji, Megumi. "Development of Visual Discrimination and Kana Comprehension in Infants." Japan Journal of Logopedics and Phoniatrics 40, no. 4 (1999): 320–28. http://dx.doi.org/10.5112/jjlp.40.320.

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Yousef Atoum, Adnan, and Abdullah M. Reziq. "Can mental imagery predicts reading comprehension?" Current Research Journal of Social Sciences and Humanities 1, no. 1 (June 25, 2018): 13–20. http://dx.doi.org/10.12944/crjssh.1.1.02.

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The current study aimed at investigating the predictive ability of mental Imagery patterns on reading comprehension among students of the basic stage in Jordan. To achieve the aim of the study, 319 students chosen randomly from (6291) in Al-Quesmeh area in Amman, Jordan. In addition, the Sheveland (1992) mental imagery scale and the reading comprehension test were prepared and validated. The results of the study indicated that visual, auditory, olfactory and feelings Imagery predicted significantly reading comprehension.

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Carmean, Stephen L., and Rebecca A. Regeth. "Optimum Level of Visual Contrast Sensitivity for Reading Comprehension." Perceptual and Motor Skills 71, no. 3 (December 1990): 755–62. http://dx.doi.org/10.2466/pms.1990.71.3.755.

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Setianingsih, Tri. "ASSESSMENT TO IMPROVE READING COMPREHENSION." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (February 28, 2020): 83. http://dx.doi.org/10.33394/jo-elt.v3i2.2433.

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Reading comprehension is important skill to acquire information and knowledge from any kind sources. Difficulties in reading comprehension for students in learning English as EFL/ESL has forced teacher to apply appropriate principles and strategies. One strategy that believed can help to solve the problem in reading comprehension is assessment. Four Roles Model can be adapted for assessment and used as a framework to address the complex nature of reading comprehension difficulties by considering the reader as: (a) a code-breaker, (b) a text-participator, (c) a text-user, and (d) a text-analyser. Breaking the code emphasised decoding of the words, and encoding of information, understanding the conventions of written, spoken, and visual multimodal texts by recognising and using the surface features of print. There are two kinds table of assessment. Table 1 presents a flexible reading comprehension assessment matrix showing the four roles of the reader with the before, during and after reading phases. Table 2 shows the elements within the matrix can be adjusted to reflect appropriate items suited for different stages of reading development or with a particular focus in mind.

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Ramonda, Kris, and Paul Sevigny. "Graded reader comprehension questions and item discrimination analysis." ELT Journal 73, no. 3 (February 28, 2019): 265–74. http://dx.doi.org/10.1093/elt/ccy062.

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Abstract Although the benefits of extensive reading are well known, very little research has investigated the validity of assessment tools to measure general comprehension of graded readers. To address this, quizzes were authored for 42 level 2 Penguin graded readers and administered to 166 students over a semester. Item facility for high-scorers and low-scorers was calculated for the 168 question items from the 42 graded readers, and the resulting item discrimination (ID) score was used to categorize and group quiz items with shared structural and content-based features. The results showed that certain question types tend to be more effective for measuring comprehension of graded readers than others.

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Gromko, Joyce Eastlund. "Predictors of Music Sight-Reading Ability in High School Wind Players." Journal of Research in Music Education 52, no. 1 (April 2004): 6–15. http://dx.doi.org/10.2307/3345521.

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The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in the American Midwest yielded a 4–variable model that included reading comprehension, rhythmic audiation, visual field articulation, and spatial orientation, F = 21.26, p < 0.001, accounting for 48% of the variance on music sight-reading. The results support previous studies in music education, cognitive science, and neuroscience that have shown that music reading draws on a variety of cognitive skills that include reading comprehension, audiation, spatial-temporal reasoning and visual perception of patterns rather than individual notes.

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Setiowati, Handayani. "Identifying Students' Learning Styles on Reading Comprehension Achievement." Pedagogy : Journal of English Language Teaching 7, no. 1 (July 11, 2019): 49. http://dx.doi.org/10.32332/pedagogy.v7i1.1458.

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This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.

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Batur, Zekerya, Murat Başar, and Hatice Nilüfer Süzen. "Critical Visual Reading Skills of Students." International Journal of Education and Literacy Studies 7, no. 3 (July 31, 2019): 38. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.38.

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Mother tongue education is accomplished with four basic language skills. These skills are listening, speaking, reading and writing skills. One of the basic skills that increase the vocabulary of the individual is the reading skill. Understanding and comprehension are important in this skill. Understanding of reading is a complicated process. There are many factors that affect the meaning of this process. The content of the text, such as the type and the punctuation, also affect the meaning. Visual reading has understanding qualities like text reading. Therefore, visual reading and visual comprehension also carry a textual characteristic. Accordingly, readers are expected to interpret the visuals with a critical approach in order to capture the details of the visuals. The purpose of this research is to determine whether the students are critical readers about the visuals. The study was qualitative based on a document review. The study was conducted with 20 students. Participants consisted of 10 fifth grade students and 10 sixth grade students. The data of the study were collected by taking the opinions of the students about visuals. The collected data were evaluated by content analysis. As a result of the study, it was seen that the students evaluated the images with a critical eye and the female students were more critical than the male students. As a result, it has been determined that the students differ in terms of mental development stages.

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Majidi, Nahid, and Nader Assadi Aydinlu. "The Effect of Contextual Visual Aids on High School Students' Reading Comprehension." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1827. http://dx.doi.org/10.17507/tpls.0609.15.

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The present study was an attempt to investigate the effect of contextual visual aids on Iranian high school students’ reading comprehension. To do so, a thorough review of the related literature was done and a quasi-experimental study was designed in which the participants were 96 female EFL learners at the intermediate level. These participants were chosen out of 140 learners through a homogeneity test. The selected participants were assigned to four groups; three experimental groups (pre-thematic, thematic and post-thematic) and one control group. The participants went through the procedure of pretest, treatment, and posttest. The data was collected by means of three tests: a PET test, a pretest and a posttest of reading comprehension. A one-way ANOVA was run to probe the research questions posed in this study. The findings revealed that contextual visual aids had a statistically significant effect on Iranian high school students' reading comprehension. The study findings also revealed that among the Contextual Visual Aids, pre-thematic aids had the highest effect on high school students’ reading comprehension. This was followed by thematic visual aids which had a moderate effect on this process. However, the post-thematic visual aids had slightly significant effect on high school students' reading comprehension.

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McLaughlin, Ramona, and Cheryl Kamei-Hannan. "Paper or Digital Text: Which Reading Medium is Best for Students with Visual Impairments?" Journal of Visual Impairment & Blindness 112, no. 4 (July 2018): 337–50. http://dx.doi.org/10.1177/0145482x1811200401.

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Introduction The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

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Underwood, Geoffrey, Alison Hubbard, and Howard Wilkinson. "Eye Fixations Predict Reading Comprehension: The Relationships between Reading Skill, Reading Speed, and Visual Inspection." Language and Speech 33, no. 1 (January 1990): 69–81. http://dx.doi.org/10.1177/002383099003300105.

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Gannon, Erin, Jibo He, Xuefei Gao, and Barbara Chaparro. "RSVP Reading on a Smart Watch." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1130–34. http://dx.doi.org/10.1177/1541931213601265.

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Reading with Rapid Serial Visual Presentation (RSVP) has shown promise for optimizing screen space and increasing reading speed without compromising comprehension. Given the wide use of small-screen devices, the present study compared RSVP and traditional reading on three types of reading comprehension, reading speed, and subjective measures on a smart watch. Results confirm previous studies that show faster reading speed with RSVP without detracting from comprehension. Subjective data indicate that Traditional is strongly preferred to RSVP as a primary reading method. Given the optimal use of screen space, increased speed and comparable comprehension, future studies should focus on making RSVP a more comfortable format.

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Li, Yu, Hongbing Xing, Linjun Zhang, Hua Shu, and Yang Zhang. "How Visual Word Decoding and Context-Driven Auditory Semantic Integration Contribute to Reading Comprehension: A Test of Additive vs. Multiplicative Models." Brain Sciences 11, no. 7 (June 23, 2021): 830. http://dx.doi.org/10.3390/brainsci11070830.

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Theories of reading comprehension emphasize decoding and listening comprehension as two essential components. The current study aimed to investigate how Chinese character decoding and context-driven auditory semantic integration contribute to reading comprehension in Chinese middle school students. Seventy-five middle school students were tested. Context-driven auditory semantic integration was assessed with speech-in-noise tests in which the fundamental frequency (F0) contours of spoken sentences were either kept natural or acoustically flattened, with the latter requiring a higher degree of contextual information. Statistical modeling with hierarchical regression was conducted to examine the contributions of Chinese character decoding and context-driven auditory semantic integration to reading comprehension. Performance in Chinese character decoding and auditory semantic integration scores with the flattened (but not natural) F0 sentences significantly predicted reading comprehension. Furthermore, the contributions of these two factors to reading comprehension were better fitted with an additive model instead of a multiplicative model. These findings indicate that reading comprehension in middle schoolers is associated with not only character decoding but also the listening ability to make better use of the sentential context for semantic integration in a severely degraded speech-in-noise condition. The results add to our better understanding of the multi-faceted reading comprehension in children. Future research could further address the age-dependent development and maturation of reading skills by examining and controlling other important cognitive variables, and apply neuroimaging techniques such as functional magmatic resonance imaging and electrophysiology to reveal the neural substrates and neural oscillatory patterns for the contribution of auditory semantic integration and the observed additive model to reading comprehension.

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Inhoff, Albrecht W., Andrew Kim, and Ralph Radach. "Regressions during Reading." Vision 3, no. 3 (July 9, 2019): 35. http://dx.doi.org/10.3390/vision3030035.

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Readers occasionally move their eyes to prior text. We distinguish two types of these movements (regressions). One type consists of relatively large regressions that seek to re-process prior text and to revise represented linguistic content to improve comprehension. The other consists of relatively small regressions that seek to correct inaccurate or premature oculomotor programming to improve visual word recognition. Large regressions are guided by spatial and linguistic knowledge, while small regressions appear to be exclusively guided by knowledge of spatial location. There are substantial individual differences in the use of regressions, and college-level readers often do not regress even when this would improve sentence comprehension.

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Levey, Sandra, Henriette W. Langdon, and Deborah Rhein. "Bilingual Spanish/English–Speaking Children's Sentence Reading Comprehension." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 2 (July 2012): 58–65. http://dx.doi.org/10.1044/cds19.2.58.

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A number of factors were examined to determine which were associated with 40 bilingual Spanish/English–speaking children's sentence reading comprehension (SRC). In our study, 40 bilingual Spanish/English–speaking children, age ranged from 8.07 to 14.96 years, completed nonword repetition, spoken language, receptive vocabulary, single word reading (SWR), and novel word discrimination tests, with all language and reading tests administered in English. Parents' occupations, the report of the language used in interaction with friends (English vs. Spanish), age, and academic grade were also considered as possible factors for SRC. Our results found that receptive vocabulary and SWR accounted for intact SRC. Findings revealed that 13 of the 40 bilingual children (32.5%) presented with SRC difficulties. However, only 2 of these 13 children were identified with reading difficulties prior to their participation in this study, suggesting that early screening is essential to prevent later literacy difficulties.

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Siagian, Sylvania Walanda, and Caroline Victorine Katemba. "COMPARATIVE STUDY BETWEEN THINK ALOUD AND VISUAL IMAGERY IN ENHANCING STUDENTSâ€™ READING COMPREHENSION." Acuity : Journal of English Language Pedagogy, Literature and Culture 1, no. 2 (January 1, 2016): 36–51. http://dx.doi.org/10.35974/acuity.v1i2.602.

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The purpose of this study is to find out whether Think Aloud and Visual Imagery have significant difference in enhancing studentsâ€™ reading comprehension. This study used comparative design, test the comprehension of the students through pre-test, treatment, and post-test. This research was done to 32 students of class 8F in Visual Imagery group; they were given passage to read and draw the image created in her mind on the paper; and 29 students of class 8E in Think Aloud group; the teacher and students think aloud the answers to the questions that were found in the text. The study was done in SMPN 1 Parongpong, West Bandung for 5 weeks or 640 minutes. Result of the study showed the average gain for Visual Imagery group is 0.038 and Think Aloud group is 0.125. The p-value = 0.686 > Î± (0.05), which means H0 is not rejected. Thus, there is no significant difference on studentsâ€™ reading comprehension between those who are taught using Think-Aloud and those who are taught using Visual Imagery. Keyword: Reading comprehension, Think Aloud, Visual Imagery

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Almanea, Manar. "Brain Hemisphericity and Saudi Students’ EFL Reading Comprehension." Arab World English Journal 12, no. 2 (June 15, 2021): 436–56. http://dx.doi.org/10.24093/awej/vol12no2.30.

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The present study is concerned with the relationship between brain hemisphericity and the reading comprehension of adult Saudi EFL learners. The tendency to rely on one side of the brain over the other can affect the degree of success in learning a foreign language as well as the appropriateness of learning and teaching strategies. A total of 122 Saudi university-level participated in the study. The first part of the study examines whether or not there are significant differences between the performance of right-brained learners, left-brained learners, whole-brained learners, whole-brained learners favoring right mode, and whole-brained learners favoring left mode in an EFL reading comprehension test. The EFL reading comprehension includes main idea questions, inferential questions, literal-meaning questions and text-bound questions. The Hemispheric Mode Indicator® is used to determine hemispheric preference of the participants. Findings revealed significant superiority of the performance of left-brained learners as compared to right-brained learners and whole-brained learners favoring right mode. This result suggests that even in a foreign language learned after childhood, the left-hemisphere seems to control brain activities dealing with language. In the second part of the study, participants were trained to use a visual tool (Mind Mapping ®) to summarize the information of the reading passage before answering a parallel reading comprehension test. Whole-brained learners favoring right mode, and right-brained learners were the two groups who benefited the most from the visual tool. This result was expected since the visual tool activates some right hemispheric functions. It is concluded that learners with different modes of hemisphericity learn in different ways.

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Ayu, Fitri,. "THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION." Jurnal Sosial Humaniora Sigli 3, no. 1 (June 15, 2020): 68–77. http://dx.doi.org/10.47647/jsh.v3i1.238.

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The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using advance organizer strategy was higher than taught by using reciprocal strategy. 2) students’ achievement in reading comprehension with visual style was higher than that students with verbal style, and 3) there was interaction between teaching strategies and learning styles on students’ achievement in reading comprehension. The population of this research was the students in grade X of private senior high school named SMA Kartika I-1 Medan in 2012/2013 school year. The total number of population was five classes containing 200 students. There were two classes containing 83 students chosen as sample of this research by applying cluster random sampling technique. In further, there was cluster random assignment done in both two classes in order to know the position of the class whether as experimental group 1 or experimental group 2.The experimental group 1 was treated by using advance organizer strategy and the experimental group 2 was treated by using reciprocal strategy. Then,the research design was experimentby using factorial design 2x2 because there is two independent variables (teaching strategies) and two attributives (learning styles). The questionnaire was conducted for classifying the students’ learning style upon the visual and verbal. Next, students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two- way analysis of variance (ANOVA) at the level of significance ?= 0,05. The result reveals that (1) students’ achievement in reading comprehension taught by using advance organizer was higher than that taught by using reciprocal strategy, with Fobs= 9,1Ftab= 3,96, (2) students’ achievement in reading comprehension with visual learning style was higher that that with verbal learning style, with Fobs=11,7 Ftab= 3,96,(3) there is interaction between teaching strategies and learning styles on students’ achievement in reading comprehension with Fobs= 47,4Ftab= 3,96. Moreover, Tuckey-Test result also showed that visual style students got higher achievement if they were taught by using advance organizer strategy while verbal style students got higher achievement if they were taught by using reciprocal strategy.

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Novendi Perkasa, Anugrah. "DEVELOPING AND VALIDATING EFL READING TEST." Education of English as Foreign Language 4, no. 1 (January 1, 2021): 9–18. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.02.

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EFL students need to learn about reading comprehension because, it is one of the essential abilities in learning English. To measure the students reading comprehension, a reading test is needed. Nevertheless, many students find difficulties in working the reading test. It happens because the reading tests which are given by teachers who do not analyze item difficulty, discrimination, distractor, and reliability. Those analyses are needed to prove that the reading test has met criteria of good tests. Criteria of good tests are needed in making the reading test because the reading test is used for measuring the achievement of EFL students. This study purposes at developing the reading test based on Indonesia National Curriculum basic competence, learning indicators, English lessons, and it examines to meet the criteria of good test. The researcher adapted Borg and Gall's (1983) theory in developing the reading test.

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Lestari, Nurul Fauziyah, and Misdi Misdi. "Using Visual Scaffolding Strategy for Teaching Reading in Junior High School." Academic Journal Perspective : Education, Language, and Literature 4, no. 2 (October 11, 2018): 131. http://dx.doi.org/10.33603/perspective.v4i2.1538.

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This research was aimed to investigate the effectiveness of using visualscaffolding strategy in teaching reading comprehension at the eighth grade of juniorhigh school. The design of this study was a quasi experimental study. The subjectswere the students of state junior high schools in Cirebon, Indonesia. The data wereobtained by administering reading test and from observation as a supporting dataanalysis. The data of the test were analyzed by using t-test formula to know thedifference of the students’ comprehension in reading narrative text between twogroups. Meanwhile the result of the observation was analyzed descriptively. Theresults indicate that there was a significant difference on students’ learning resultbefore and after Visual Scaffolding applied.

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Conlon, Elizabeth, and Mary Sanders. "The reading rate and comprehension of adults with impaired reading skills or visual discomfort." Journal of Research in Reading 34, no. 2 (April 15, 2011): 193–214. http://dx.doi.org/10.1111/j.1467-9817.2009.01421.x.

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Savaiano, Mackenzie E., and Deborah D. Hatton. "Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments." Journal of Visual Impairment & Blindness 107, no. 2 (March 2013): 93–106. http://dx.doi.org/10.1177/0145482x1310700203.

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Wikandari, Yunita Dwi. "The Effectiveness of Webbing Strategy to Improve Reading Comprehension of college student at Mayjen Sungkono University." JEBDEER: Journal of Entrepreneurship, Business Development and Economic Educations Research 1, no. 2 (January 23, 2018): 9–20. http://dx.doi.org/10.32616/jbr.v1i2.65.

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The study deals with the improving reading comprehension through webbing strategy of college student at Mayjen Sungkono University. Specifically, the study is aimed into (1) How is the effect of the webbing strategy to improve reading comprehension. The study is a quantitative research. The subjects of the study are first semester of college student at Mayjen Sungkono University. The data of the study are taken in the forms evaluation of the studentsâ€™ reading comprehension scores of the experimental group and control group. The scores are obtained from the pre-test and the post-test. The appropriate procedure of data collection in application of webbing strategy in teaching reading comprehension encompassed the following steps: (1) tryout, (2) validity, (3) reliability, (4) find out the level of difficulty, (5) find out the discrimination power based on the text. Based on the analysis, the study shows that the effect to improve reading comprehension through webbing strategy is significant. Moreover, on the calculation of the t-test, the results show that there is a significant improvement in the studentâ€™ achievement after they got tread using webbing strategy when studying reading comprehension in the classroom. The t-test indicates that score of the t-value is higher than t table (2.207 > 2.042). Here, the experimental group represents a better improvement after they received the treatment.

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Wang, Jin. "Children’s visual attention characteristics reveal the level of information picture book reading comprehension." Journal of Chinese Writing Systems 4, no. 1 (March 18, 2020): 27–44. http://dx.doi.org/10.1177/2513850219888029.

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The information picture book, as a very significant type among picture books, has made early childhood educators and parents always feel difficult for the children to understand due to its language expression, content presentation and the connection with children’s life experience. This study has focused on the eye movement level of Chinese children’s reading comprehension of information picture books through an eye-tracking study, exploring the visual attention characteristics of Chinese children’s reading comprehension, understanding the modes and characteristics of children’s endogenous comprehension through their eye movement characteristics. The research mainly answers the following three questions: What do we know about the visual perception of key images in information picture books among children aged 3–5 years? Do children with different levels of reading comprehension have different levels of visual attention characteristics? Is there a correlation between the results of eye movement analysis and the characteristics of children’s cognitive science and understanding? Based on a randomized sample of 90 children aged 3–5 years from Xi’an, Shaanxi Province of China, we used an eye movement instrument to record children’s eye movement routes when they were reading a selected typical information picture book, and then analyzed the visual attention characteristics of them. Results have shown that there is a high correlation between children’s level of cognitive characteristics of scientific phenomena and understanding phenomena, and children’s visual cognitive level of key images.

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Mossbridge, Julia, Jacob Zweig, Marcia Grabowecky, and Satoru Suzuki. "An Association between Auditory–Visual Synchrony Processing and Reading Comprehension: Behavioral and Electrophysiological Evidence." Journal of Cognitive Neuroscience 29, no. 3 (March 2017): 435–47. http://dx.doi.org/10.1162/jocn_a_01052.

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The perceptual system integrates synchronized auditory–visual signals in part to promote individuation of objects in cluttered environments. The processing of auditory–visual synchrony may more generally contribute to cognition by synchronizing internally generated multimodal signals. Reading is a prime example because the ability to synchronize internal phonological and/or lexical processing with visual orthographic processing may facilitate encoding of words and meanings. Consistent with this possibility, developmental and clinical research has suggested a link between reading performance and the ability to compare visual spatial/temporal patterns with auditory temporal patterns. Here, we provide converging behavioral and electrophysiological evidence suggesting that greater behavioral ability to judge auditory–visual synchrony (Experiment 1) and greater sensitivity of an electrophysiological marker of auditory–visual synchrony processing (Experiment 2) both predict superior reading comprehension performance, accounting for 16% and 25% of the variance, respectively. These results support the idea that the mechanisms that detect auditory–visual synchrony contribute to reading comprehension.

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Jamali, Somayeh, and Siros Izadpanah. "Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1320. http://dx.doi.org/10.17507/tpls.0712.21.

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It is becoming increasingly difficult to ignore the role of PowerPoint presentation on reading comprehension of deaf and hard of hearing (D/HH) students in schools. Based on different studies, PowerPoint, a common multimedia tool, has a crucial role in teaching and learning through providing a suitable understanding of the text and motivating students. The present study aimed to examine the predictive effects of PowerPoint presentations on reading comprehension of D/HH students. As reported in the literature, reading levels of deaf high school students are equal to those of fourth grade hearing students. Therefore, a visual computer-mediated approach was implemented to monitor the reading comprehension progress of 20 D/HH students in Iranian high schools. The reading comprehension of the experimental and control groups were compared by conducting the Stanford Achievement Test and applying paired t-tests. Our findings indicated a significant difference between the mean reading comprehension scores of the two groups.

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Egiyantinah, Siti Habibah, Alek Alek, Fahriany Fahriany, and Ismail Suardi Wekke. "The Intervention of Using Reciprocal Teaching Technique and Learning Styles on Students’ Reading Comprehension." Al-Ta lim Journal 25, no. 3 (December 27, 2018): 216–23. http://dx.doi.org/10.15548/jt.v25i3.485.

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Reading is one of language skills that should be acquired by the students who learn English course in junior high school level. In learning a foreign language, students face many problems, especially in comprehending reading text. In reading process, the students have to understand the meaning of the text through their learning styles and combining their background knowledge, experiences, and situation with the information which is stated on the text. This article was to investigate the empirical evidence on the effect of Reciprocal Teaching Technique (RTT) Technique and learning styles on Students’ Reading Comprehension. The research was quantitative method and applied quasi-experimental design. Sample of the research were chosen though simple random sampling technique. Data collecting technique of this research were pre-test and post-test. The data were analyzed by two-ways ANOVA. The findings of the recent study are: (1) there was an effect between teaching method and students’ learning styles on students’ reading comprehension, and (2) there were differences effect of students’ reading comprehension between students who own visual learning style in RTT group and those who own auditory learning style in class. It can be summed up that teaching through applying RRT technique which being supported by learning styles (visual and auditory) are to develop the students’ reading comprehension.

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Chen, Chih-Ming, Jung-Ying Wang, and Yu-Chieh Lin. "A visual interactive reading system based on eye tracking technology to improve digital reading performance." Electronic Library 37, no. 4 (August 5, 2019): 680–702. http://dx.doi.org/10.1108/el-03-2019-0059.

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Purpose Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction between human beings and computers more intuitive, effective and immersive than can be achieved traditionally using a computer mouse. This paper aims to propose an eye-controlled interactive reading system (ECIRS) that uses human eyes instead of the traditional mouse to control digital text to support screen-based digital reading. Design/methodology/approach This study uses a quasi-experimental design to examine the effects of an experimental group and a control group of learners who, respectively, used the ECIRS and a mouse-controlled interactive reading system (MCIRS) to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension, cognitive load, technology acceptance, and reading behavioural characteristics. Additionally, the effects of learners with field-independent (FI) and field-dependence (FD) cognitive styles who, respectively, used the ECIRS and MCIRS to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension are also examined. Findings Analytical results reveal that the reading comprehension of learners in the experimental group significantly exceeded those in the control group for the Q&A article, but the difference was insignificant for the pure text article. Moreover, the ECIRS improved the reading comprehension of field-independent learners more than it did that of field-dependent learners. Moreover, neither the cognitive loads of the two groups nor their acceptance of the technology differed significantly, whereas the reading time of the experimental group significantly exceeded that of the control group. Interestingly, for all articles, the control group of learners read mostly from top to bottom without repetition, whereas most of the learners in the experimental group read most paragraphs more than once. Clearly, the proposed ECIRS supports deeper digital reading than does the MCIRS. Originality/value This study proposes an emerging ECIRS that can automatically provide supplementary information to a reader and control a reading text based on a reader’s eye movement to replace the widely used mouse-controlled reading system on a computer screen to effectively support digital reading for English language learning. The implications of this study are that the highly interactive reading patterns of digital text with ECIRS support increase motivation and willingness to learn while giving learners a more intuitive and natural reading experience as well as reading an article online with ECIRS support guides learners’ attention in deeper digital reading than does the MCIRS because of simultaneously integrating perceptual and cognitive processes of selection, awareness and control based on human eye movement.

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Nikolaraizi, Magda, Ioanna Vekiri, and Susan R. Easterbrooks. "Investigating Deaf Students’ Use of Visual Multimedia Resources in Reading Comprehension." American Annals of the Deaf 157, no. 5 (2013): 458–73. http://dx.doi.org/10.1353/aad.2013.0007.

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Nobre, Alexandre de Pontes, and Jerusa Fumagalli de Salles. "Lexical-semantic processing and reading: relations between semantic priming, visual word recognition and reading comprehension." Educational Psychology 36, no. 4 (September 10, 2014): 753–70. http://dx.doi.org/10.1080/01443410.2014.950948.

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Lancaster, Hope Sparks, Jing Li, and Shelley Gray. "Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles." Journal of Research in Reading 44, no. 3 (June 16, 2021): 715–34. http://dx.doi.org/10.1111/1467-9817.12368.

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Lubis, Romaida. "The Progress of Students Reading Comprehension through Wordless Picture Books." Advances in Language and Literary Studies 9, no. 1 (February 1, 2018): 48. http://dx.doi.org/10.7575/aiac.alls.v.9n.1p.48.

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Wordless picture book is an unique book that could help the young learner to get their literacy. The content of the wordless picture book must be communicated through the visual of the illustration. This research discusses a case study of how a kid of six years old produce his narrative through wordless picture book. The kid allowed to see and say on the page and then write the words that he has mentioned. Practicing to read repeatedly which increase fluency will improve his reading comprehension and written expression. This research was conducted to make better understand about the sense - making process that happen when a child works with the wordless picture book. Most sentences or texts were made based on the references and experience from daily life either explicitly or implicitly. In reading wordless book, readers faced the variety of visual signs. These sign systems help reader form a type of framework that show their interpretation of the text and helps them build construction of the story. The researcher wanted to make the reader understand better about the strategies that the child use to make sense of wordless text. The reason of this study is to help how a six year old nonreader would give interpretation to visual cues in wordless picture books. Transacting with the visual text in the books helped the child to make sense of the stories. The data were analyzed based on the principles of qualitative content analysis that involve a systematic review of the data, coding, category construction and analysis. The result of this research is the wordless picture books give opportunity to the children to create the story on their own and to bring in their own understanding of the world to the text.

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Reifinger, James L. "The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children." Journal of Research in Music Education 66, no. 1 (February 13, 2018): 71–91. http://dx.doi.org/10.1177/0022429418756029.

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This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.

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Kurniati, Utut. "Using Digital Fairy Tale Book in Teaching Reading Comprehension." Academic Journal Perspective : Education, Language, and Literature 6, no. 1 (May 30, 2018): 57. http://dx.doi.org/10.33603/perspective.v6i1.1158.

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ABSTRACT The researcher aims to investigate whether the Digital Fairy Tale Book effective in teaching reading comprehension. Theories used to support this research are from Patel and Jain (2008) about the audio visual media and reading. Audio visual media involves more than one sensory organs of the learner which improves retentiveness and makes learning permanent also seeing and hearing go together which play ordinary roles in learning. Meanwhile, reading is very important for the teacher to carry out, to know, and to check the students’ pronunciation, information, stress, paused, and rhythm and their ability in various short of punctuation marks. The researchers used experimental research of method, and took two classes consisting of 30 students each class as sample in SMP Al Washliyah Sumber. The data for this experimental study were students’ reading scores, and the reading scores were analyzed of using McMillan and Schumacher’s formula. The research found that the reading scores of the experimental group is higher than the control group. The result of t account is 0.75, t table is 1,672 for α = 5% it means that t account is higher than t table (t account > t table). Therefore, the conclusion is Digital Fairy Tale Book is effective in teaching reading comprehension. It makes the students enthusiastic to learn the fairy tale text and help them produce correct intonation or tunes and notice how English is spoken differently from the way they are written and listen very well. It is suggested to use of Digital Fairy Tale Book in Teaching Reading as an alternative media in order to students’ ability in Reading Aloud other genres of texts or to improve students’ listening skill. Keywords : Digital Fairy Tale Talking Book, Reading Aloud, Fairy Tale Text

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Kamei-Hannan, Cheryl, Tessa McCarthy, Frances Mary D’Andrea, and M. Cay Holbrook. "Investigating the Efficacy of Reading Adventure Time! for Improving Reading Skills in Children with Visual Impairments." Journal of Visual Impairment & Blindness 114, no. 2 (March 2020): 88–100. http://dx.doi.org/10.1177/0145482x20913128.

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Introduction: Reading Adventure Time!, formerly known as the pilot version of the iBraille Challenge Mobile App, is an educational technology tool integrating digital literacy to support braille reading and writing instruction for students in 1st–12th grades. Designed to operate on an Apple iPad with a refreshable braille display, Reading Adventure Time! uses gaming strategies to motivate students to improve literacy skills such as fluency, comprehension, writing dictation, and proofreading. Methods: The application (app) was developed under a Stepping Up Technology grant (H327S120007), which was disseminated to more than 50 teachers and students. Teachers and caregivers completed a Likert-type scale of technology skills as a pre- and postmeasure. Students’ reading speed, comprehension, and miscues were measured by the app. Results: Over 50 participants who used the app showed gains in reading and technology skills. Discussion: Students’ reading speeds, as measured by the app, mirror the reading speeds found in prior research (e.g., the ABC Braille Study). The impact on technology skills for teachers, caregivers, and students was much greater than anticipated. Implications for practitioners: The study provides evidence supporting Reading Adventure Time! as a supplemental intervention that addresses several reading skills and may be used in conjunction with a total, balanced literacy program.

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Ziadat, Ayed H. "The Impact of Using VAKT Strategy on Oral Reading and Reading Comprehension Skills of Elementary Students with Dyslexia." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 121–36. http://dx.doi.org/10.26803/ijlter.20.2.7.

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Dyslexia is a learning disability associated with a deficiency of spell, read, write, and recognize words. The key purpose of the study was to examine the desirable enhancing of oral reading and reading comprehension levels by testing the advantage of Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategy on oral reading and reading comprehension among students with dyslexia registering at the governate source classroom. The study adopted a Quasi-experimental approach with the design of control and experimental groups and two measurement phases (pre and post-tests). The study assessed oral reading and reading comprehension levels by the diagnostic scale of Arabic language Basic skills. Thirty-nine subjects were drawn using the purposive sampling technique (control N=19 and experimental N=20), and the intervention VAKT technique was used for third-grade students with dyslexia for one semester consecutively followed by the post-assessment. The results revealed that the control group showed enhancement in comprehension reading and oral reading level, but less significant than the experimental group. Thus, VAKT is a sufficient approach to advance the comprehension reading and oral reading levels of students with dyslexia. The study findings contribute to motivating VAKT strategy using for students representing dyslexia for the sake of reading learning. Further, the study contributes to implementing VAKT in Arabic language learning settings. The researcher recommends considering learning style, motivation, and settings in future studies.

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Danuwijaya, Ari Arifin. "ITEM ANALYSIS OF READING COMPREHENSION TEST FOR POST-GRADUATE STUDENTS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 29. http://dx.doi.org/10.25134/erjee.v7i1.1493.

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Developing a test is a complex and reiterative process which subject to revision even if the items were developed by skilful item writers. Many commercial test publishers need to conduct test analysis, rather than trusting the item writers� judgement and skills to improve the quality of items that need to be proven statistically after trying out was performed. This study is a part of test development process which aims to analyse the reading comprehension test items. One hundred multiple choice questions were pilot tested to 50 postgraduate students in one university. The pilot testing was aimed to investigate item quality which can further be developed better. The responses were then analysed using Classical Test Theory and using psychometric software called Lertap. The results showed that item difficulty level was mostly average. In terms of item discrimination, more than half of the total items were categorized marginal which required further modifications. This study suggests some recommendation that can be useful to improve the quality of the developed items.��Keywords: reading comprehension; item analysis; classical test theory; item difficulty; test development.

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Guimarães, Márcia Reis, Douglas de Araújo Vilhena, Stephen J. Loew, and Ricardo Queiroz Guimarães. "Spectral Overlays for Reading Difficulties: Oculomotor Function and Reading Efficiency Among Children and Adolescents With Visual Stress." Perceptual and Motor Skills 127, no. 2 (November 25, 2019): 490–509. http://dx.doi.org/10.1177/0031512519889772.

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This study analyzed the effects of spectral overlays on ocular motility during reading among a clinical group of children and adolescents experiencing visual–perceptual distortions of text. We reviewed the records of 323 eye-hospital patients diagnosed with visual stress and divided this participant sample into two age-based cohorts: children ( n = 184; Mean [ M] age = 10.1, standard deviation [ SD] = 1.3 years) and adolescents ( n = 139; M age = 14.6, SD = 1.5 years). We used a Visagraph III Eye-Movement Recording System to record ocular motor efficiency while reading with and without spectral overlays, and we examined the following parameters: (a) Fixations, (b) Regressions, (c) Span of Recognition, (d) Reading Rate, (e) Relative Efficiency, and (f) Comprehension. Our results showed that using one or some combination of 10 participant-selected spectral overlays immediately and significantly ( p < .001) reduced the number of Fixations and Regressions per 100 words, while there were significant ( p < .001) gains in positive factors such as Span of Recognition, Reading Rate, Relative Efficiency, and Comprehension. Our findings indicate that spectral filtering can be an effective tool for helping many young patients who experience visual–perceptual distortions while reading. Future expanded research employing eye-tracking technology is clearly needed.

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Pellicer-Sánchez, Ana, Elsa Tragant, Kathy Conklin, Michael Rodgers, Raquel Serrano, and Ángels Llanes. "YOUNG LEARNERS’ PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION." Studies in Second Language Acquisition 42, no. 3 (April 15, 2020): 577–98. http://dx.doi.org/10.1017/s0272263120000091.

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AbstractTheories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movements were recorded during young L2 learners’ (N = 30) processing of a multimedia story text in reading-only and reading-while-listening conditions to investigate looking patterns and their relationship with comprehension using a multiple-choice comprehension test. Analysis of the eye-movement data showed that the presence of audio in reading-while-listening conditions allowed learners to look at the image more often. Processing time on text was related to lower levels of comprehension, whereas processing time on images was positively related to comprehension.

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Barnes, Marcia A., Kimberly P. Raghubar, Heather Faulkner, and Carolyn A. Denton. "The construction of visual–spatial situation models in children’s reading and their relation to reading comprehension." Journal of Experimental Child Psychology 119 (March 2014): 101–11. http://dx.doi.org/10.1016/j.jecp.2013.10.011.

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Kusumawati, Eny. "VISUAL GAME NOVEL ON READING CLASS: ENHANCEMENT OR USELESS WHEN IT USES IN THE EFL OF ESP CLASSROOMS." Cordova Journal : language and culture studies 9, no. 2 (December 10, 2019): 153–62. http://dx.doi.org/10.20414/cordova.v9i2.1484.

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Visual Games Novel (VGN) is effectively seen as a digital evolution books, with music, pictures, and occasionally even voice acting or movies. VGN mostly do not have a game play nor interaction outside of continuing the dialogue with a button press or make a decision even though the typical game drive the user do a lot. This activity applied in EFL reading class to enhance the students’ reading comprehension. Explicit instruction strategy is used to conduct this study, the aim of this qualitative study is to find out the students expressed and their perception toward VGN after being treated with an explicit strategy using VGN in one semester with 8 meetings. An -10 item with open-ended questionnaire which was followed by an in-depth interview. The data were obtained from examining the students’ perceptions towards the use of VGN in reading class. A total of 54 sophomore majoring in Mechatronics and Industrial Electronics Departmentsof an Indonesia state polytechnic (PoliteknikElektronikaNegeri Surabaya). The result showed that mostly students have positive attitudes respond towards VGN and they developed their integrative and instrumental motivation during the treatment.The pedagogy is that combining betweennatural and explicit vocabulary instruction is more effective in promoting reading comprehension to support the VGN. The language practitioners can rely on teaching reading, especially in ESP context, to help improve students’ comprehension in reading.

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Johnson-Glenberg, Mina C. "Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies." Journal of Educational Psychology 92, no. 4 (2000): 772–82. http://dx.doi.org/10.1037/0022-0663.92.4.772.

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Cui, Jiaxin, Yiyun Zhang, Sirui Wan, Chuansheng Chen, Jieying Zeng, and Xinlin Zhou. "Visual form perception is fundamental for both reading comprehension and arithmetic computation." Cognition 189 (August 2019): 141–54. http://dx.doi.org/10.1016/j.cognition.2019.03.014.

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Arner, Tracy, Kathryn S. McCarthy, and Danielle S. McNamara. "iSTART StairStepper—Using Comprehension Strategy Training to Game the Test." Computers 10, no. 4 (April 9, 2021): 48. http://dx.doi.org/10.3390/computers10040048.

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Literacy skills are critical for future success, yet over 60% of high school seniors lack proficient reading skills according to standardized tests. The focus on high stakes, standardized test performance may lead educators to “teach-to-the-test” rather than supporting transferable comprehension strategies that students need. StairStepper can fill this gap by blending necessary test prep and reading comprehension strategy practice in a fun, game-based environment. StairStepper is an adaptive literacy skill training game within Interactive Strategy Training for Active Reading and Thinking (iSTART) intelligent tutoring system. StairStepper is unique in that it models text passages and multiple-choice questions of high-stakes assessments, iteratively supporting skill acquisition through self-explanation prompts and scaffolded, adaptive feedback based on performance and self-explanations. This paper describes an experimental study employing a delayed-treatment control design to evaluate users’ perceptions of the StairStepper game and its influence on reading comprehension scores. Results indicate that participants enjoyed the visual aspects of the game environment, wanted to perform well, and considered the game feedback helpful. Reading comprehension scores of students in the treatment condition did not increase. However, the comprehension scores of the control group decreased. Collectively, these results indicate that the StairStepper game may fill the intended gap in instruction by providing enjoyable practice of essential reading comprehension skills and test preparation, potentially increasing students’ practice persistence while decreasing teacher workload.

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Journal articles on the topic 'Reading comprehension. Visual discrimination'

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