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Academic literature on the topic 'Reading level 7-9'

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Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Reading level 7-9"

Coutinho, Martha J. "Reading Achievement of Students Identified as Behaviorally Disordered at the Secondary Level." Behavioral Disorders 11, no. 3 (May 1986): 200–207. http://dx.doi.org/10.1177/019874298601100305.

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This study investigates the manner in which reading achievement at the elementary level relates to the development of behavioral disorders at the secondary level. Selected were 90 students in grades 7 through 12; 45 had been identified as behaviorally disordered only at the secondary level and 45 were normal students. Significant relationships were found between behavioral disorders and early reading achievement (grades 3, 4, and 5) and current reading achievement (grades 7 and 9). A significant and increasing discrepancy in reading achievement was obtained between groups. Results support the interpretation that a pattern of relatively poor reading achievement is associated with behavioral disorders and continuing, poor performance in reading at the secondary level. Findings are discussed in reference to an attributional model of achievement behavior and the development of interventions that account for teachers' and behaviorally disordered students' attributions for performance.

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Derba, Svitlana. "НАВЧАННЯ ЧИТАННЯ НАУКОВО-ПОПУЛЯРНИХ ТЕКСТІВ НА ПРАКТИЧНИХ ЗАНЯТТЯХ З УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ (ВИСОКИЙ РІВЕНЬ)." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 7–10. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-7-10.

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The article studies and analyzes the principles of optimization of the learning process of Ukrainian language by foreign students. At the present stage, an important problem for methodologists and teachers of Ukrainian as a foreign language is the improvement and use of certain methods and techniques. Yes, reading as a language activity is extremely important because it helps to develop the speaking and writing of foreign students. The purpose of reading is to uncover meaningful connections, to understand the visual message. It is worth noting that learning to read is a complex process. It is extremely important in the system of teaching Ukrainian as a foreign language, as it contributes to mastering the language, as well as a way to familiarize students with Ukraine and its culture. There are the following types of reading: review, introductory, educational, abstract (some methodologists). At a high level, foreign language proficiency in foreign students should be equal to their native language reading mechanism. But when choosing text, the teacher should be clearly aware of its volume, logical and compositional structure, the complexity of the language material. It is from the text that a foreign student receives information that shapes his or her outlook, enriches country-specific data about Ukraine. We considered the thematic filling of texts for level C1, as well as the system of tasks that is necessary for students to master the actual material.

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Weinberg, Warren A., Anne McLean, Robert L. Snider, Jeanne W. Rintelmann, and Roger A. Brumback. "Comparison of Reading and Listening-Reading Techniques for Administration of Sat Reading Comprehension Subtest: Justification for the Bypass Approach." Perceptual and Motor Skills 68, no. 3 (June 1989): 1015–18. http://dx.doi.org/10.2466/pms.1989.68.3.1015.

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The Advanced Stanford Achievement Test (SAT) Reading Comprehension subtest was administered to a group of 36 Caucasian learning disabled children (6 girls and 30 boys) in Grades 7 through 9 who were classified by the clinical Lexical Paradigm as either good readers or poor readers. Using the standardized (silent reading) method of administration, these learning disabled children all scored below the normative (50th percentile) level of performance and the poor readers scored substantially lower than good readers. When the child was allowed to listen and read silently, however, while the test material was read aloud, both poor readers and good readers showed significantly improved performance. This improvement which allowed the average of the poor readers to approach the normative level and the good readers to exceed it, supports the argument that a “bypass approach” to education of poor readers which includes listening-reading tasks might greatly enhance their learning and performance in school-related reading tasks.

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Vianty, Machdalena, Amrullah Amrullah, and Fiftinova Fiftinova. "ENGLISH READING MOTIVATION, STRATEGIES, ATTITUDE, AND INTEREST OF STATE JUNIOR HIGH SCHOOL STUDENTS." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, no. 2 (February 7, 2020): 129–40. http://dx.doi.org/10.36706/jele.v6i2.10825.

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Abstract: The objective of this study was to investigate English reading motivation, reading strategy, reading attitude and reading interest of junior high school students (Year 7, 8 and 9) in Palembang. The sample of this study was three-hundred students selected randomly from ten schools. In accordance with quantitative research design, English reading motivation, reading strategy, reading attitude and reading interest questionnaires were used as the instruments to collect the data which were statistically analyzed. The findings of this study showed that the students demonstrated a high level of English reading motivation; specifically, their instrumental motivation for reading was higher than the integrative one. Next, there was a high use of reading strategies, with Problem-Solving reading strategy as the highly used ones. The finding also revealed that the students demonstrated a positive reading attitude and their reading interest showed their reading preference was adventure stories. Keywords: English reading motivation, reading strategies, reading attitude, reading interest, self-efficacy, junior high school students

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Littman, Dalia, and Fumiko Chino. "Availability, reading level, quality, and accessibility of online cancer center smoking cessation materials." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e18662-e18662. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e18662.

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e18662 Background: Smoking cessation after a cancer diagnosis improves cancer outcomes. Therefore, it is important for cancer centers to provide educational resources to encourage patients to quit smoking. The NIH recommends that patient reading materials be written at a grade 6-7 reading level to maximize comprehension. As smokers on average have lower educational attainment than the general population, they may have particular difficulty comprehending smoking cessation materials written at advanced grade levels. Methods: This study evaluated the reading level of online resources via textual analysis of smoking cessation webpages associated with 63 NCI-Designated Cancer Centers or their affiliated medical centers or universities. Reading level was assessed using the WebFx Readability Test Tool. Differences in grade level were calculated by Mood’s Median Test. Content was evaluated for the quality of information, including textual analysis of print-out pamphlets. Non-English content and ease of navigation to webpages was documented. Results: Availability: Of 63 cancer centers, 42 (67%) had smoking cessation webpages. Among centers that did not have their own webpages, 14 had smoking cessation webpages hosted by affiliated medical centers and the remaining 7 had webpages hosted by affiliated universities. Reading Level: The median grade level for online smoking cessation materials was 9 (interquartile range IQR 8-10). There was no significant difference in grade level based on cancer center region, ranking, or whether the webpage was hosted by the cancer center, medical center or university. 17 webpages (27%) had print out pamphlets available, which had a median reading level of 8.5 (IQR 7-10). Information Quality: 27 webpages (43%) explicitly stated that smoking cessation improves cancer outcomes, 15 (24%) included details about smoking cessation medications, 16 (25%) provided information on behavioral counseling, and 14 (22%) described the risks/benefits of e-cigarette use. Only 4 (6%) had information on all four topics, while 21 (33%) did not have information on any of these four topics. Accessibility: Only 3 webpages (5%) were available in multiple languages. 12 webpages (19%) were inaccessible by search from the homepage with common terms (i.e. smoking, quit smoking, tobacco, etc). 38 webpages (60%) required 3 or more clicks to reach from the center homepage. Conclusions: Online smoking cessation materials at leading cancer centers exceed recommended reading levels, which can inhibit comprehension for patients trying to quit smoking. These webpages do not routinely include information on cancer outcomes or on evidence-based medications and behavioral change interventions to assist patients in quitting. Given the survival benefit found in cancer patients who quit smoking, it is imperative that educational materials from cancer centers maximize comprehension and accessibility.

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CUNNINGHAM, ANNA J., and JULIA M. CARROLL. "Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit." Applied Psycholinguistics 36, no. 3 (July 25, 2013): 509–31. http://dx.doi.org/10.1017/s0142716413000295.

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ABSTRACTThis study examines the contribution of early phonological processing (PP) and language skills on later phonological awareness (PA) and morphological awareness (MA), as well as the links among PA, MA, and reading. Children 4–6 years of age with poor PP at the start of school showed weaker PA and MA 3 years later (age 7–9), regardless of their language skills. PA and phonological and morphological strategies predict reading accuracy, whereas MA predicts reading comprehension. Our findings suggest that children with poor early PP are more at risk of developing deficits in MA and PA than children with poor language. They also suggest that there is a direct link between PA and reading accuracy and between MA and reading comprehension that cannot be accounted for by strategy use at the word level.

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Dincel, Betul Keray. "Metaphors on the Concepts of “Reading” and “Listening” Created by the Secondary School Students." Journal of Education and Learning 8, no. 1 (January 17, 2019): 238. http://dx.doi.org/10.5539/jel.v8n1p238.

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This research aims to examine the metaphors on the concepts of reading and listening of the secondary school students and is based on phenomenology. 390 randomly selected secondary school students participated in this study in the 2016–2017 academic year in Turkey. The study includes all the grades (5, 6, 7, & 8th) at the secondary school level. “Reading is like ..................., because .....................”, “Listening is like ..............., because ..................” were the two sentences given to the students and they were asked to fill in the blanks. The data were analyzed by the content analysis. The students created 385 metaphors about the concept of reading and 329 metaphors about the concept of listening. Metaphors on the concept of reading were divided into 11 categories: A source of knowledge/learning, development, necessity, imagination, life, finding peace, sincerity, boredom/suffocation, eternity, guidance, enjoyment. Metaphors on the concept of listening were divided into 9 categories: A source of knowledge/learning, necessity, imagination, life, finding peace, communication, boredom, guidance, enjoyment. In this research, metaphors were used to reveal the thoughts of secondary school students on the concepts of reading and listening.

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Yuan, Manqiong, Jia Chen, Yaofeng Han, Xingliang Wei, Zirong Ye, Liangwen Zhang, Y. Alicia Hong, and Ya Fang. "Associations between modifiable lifestyle factors and multidimensional cognitive health among community-dwelling old adults: stratified by educational level." International Psychogeriatrics 30, no. 10 (February 15, 2018): 1465–76. http://dx.doi.org/10.1017/s1041610217003076.

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ABSTRACTBackground:Cognition is multidimensional, and each domain plays a unique and crucial part in successful daily life engagement. However, less attention has been paid to multi-domain cognitive health for the elderly, and the role of lifestyle factors in each domain remains unclear.Methods:We conducted a cross-sectional study of 3,230 older adults aged 60+ years in Xiamen, China, in 2016. The Montreal Cognitive Assessment (MoCA) was used to measure general cognition and six specific sub-domains. To account for educational effects, we adjusted the MoCA score and divided respondents into three education-specific groups (low, moderate, and high education groups with ≤5, 6~8, and ≥9 years of education, respectively). A series of proportional odds models were used to detect the associations between two categories of lifestyle factors – substance abuse (cigarette and alcohol) and leisure activity (TV watching, reading, smartphone use, social activity, and exercise) – and general cognition and the six sub-domains in those three groups.Results:Among the 3,230 respondents, 2,617 eligible participants were included with a mean age of 69.05 ± 7.07 years. Previous or current smoking/drinking was not associated with MoCA scores in the whole population, but unexpectedly, the ex-smokers in the low education group performed better in general cognition (OR = 2.22) and attention (OR = 2.05) than their never-smoking counterparts. Modest TV watching, reading, and smartphone use also contributed to better cognition among elderly participants in the low education group. For the highly educated elderly, comparatively longer reading (>3.5 hours/week) was inversely associated with general cognition (OR = 0.53), memory (OR = 0.59), and language (OR = 0.54), while adequate exercise (5~7 days/week) was positively related to these factors with OR = 1.48, OR = 1.49, and OR = 1.53, respectively. For the moderately educated elderly, only modest reading was significantly beneficial.Conclusions:Lifestyle factors play different roles in multidimensional cognitive health in different educational groups, indicating that individual intervention strategies should be designed according to specific educational groups and different cognitive sub-domains.

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Maddux, Cleborne D., and Ann Candler. "Readability, Interest, and Coverage of 28 Textbooks on Education of Children with Behavioral Disorders." Behavioral Disorders 11, no. 2 (February 1986): 124–30. http://dx.doi.org/10.1177/019874298601100204.

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Analyzed with the Flesch formula for reading ease and interest were 28 textbooks on the education of children with behavioral disorders and/or emotional disturbance. Reading levels were surprisingly low with one book in the “standard, grade 8 to 9” category, 8 in the “fairly difficult, grade 10 to 12” category, and the other 19 in the “difficult, college level” category; 11 of the books were classifed as “dull”, 15 as “mildly interesting”, one as “interesting”, and one as “highly interesting”. Textbook coverage on 25 topics was also analyzed and charted. Great disparity was found in the topics treated by the various authors. Near-unanimous coverage of the topic of behavioral theory was found, while coverage was sparse on the topics of normal development, counter theory, and motivation. Some of the textbooks were found to have inadequate subject and author indices and only 7 of the books contain a glossary.

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Zeng, Changchang, Shaobo Li, Qin Li, Jie Hu, and Jianjun Hu. "A Survey on Machine Reading Comprehension—Tasks, Evaluation Metrics and Benchmark Datasets." Applied Sciences 10, no. 21 (October 29, 2020): 7640. http://dx.doi.org/10.3390/app10217640.

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Machine Reading Comprehension (MRC) is a challenging Natural Language Processing (NLP) research field with wide real-world applications. The great progress of this field in recent years is mainly due to the emergence of large-scale datasets and deep learning. At present, a lot of MRC models have already surpassed human performance on various benchmark datasets despite the obvious giant gap between existing MRC models and genuine human-level reading comprehension. This shows the need for improving existing datasets, evaluation metrics, and models to move current MRC models toward “real” understanding. To address the current lack of comprehensive survey of existing MRC tasks, evaluation metrics, and datasets, herein, (1) we analyze 57 MRC tasks and datasets and propose a more precise classification method of MRC tasks with 4 different attributes; (2) we summarized 9 evaluation metrics of MRC tasks, 7 attributes and 10 characteristics of MRC datasets; (3) We also discuss key open issues in MRC research and highlighted future research directions. In addition, we have collected, organized, and published our data on the companion website where MRC researchers could directly access each MRC dataset, papers, baseline projects, and the leaderboard.

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Books on the topic "Reading level 7-9"

Hall, Katherine L. Reading stories for comprehension success: Junior high level, reading level 7-9. San Francisco, CA: Jossey-Bass, 2000.

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Hughes, Langston. Let America be America again and other poems. New York: Vintage Books, 2004.

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Peck, Richard. Remembering the good times. New York: Bantam Doubleday Dell, 1986.

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McGraw, Eloise Jarvis. A really weird summer. New York: Collier Books, 1990.

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Thal, Lilli. Mimus: Roman. Hildesheim: Gerstenberg, 2003.

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Mimus. Toronto: Annick Press, 2005.

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Crutcher, Chris. Angry management. New York: Greenwillow Books, 2009.

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Crutcher, Chris. Angry management. New York: Greenwillow Books, 2009.

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Crutcher, Chris. Angry management. New York: Greenwillow Books, 2009.

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One more river to cross: An African American photograph album. New York: Harcourt Brace, 1995.

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Book chapters on the topic "Reading level 7-9"

"Lusas high as 100°C (212°F). The temperature of soybeans must 25% in the confectionery type. At an ERH of 70% and not exceed 76°C, since discoloration and protein denatura-25°C, the former contains 9.6% moisture and the latter tion will occur [47]. Seed going into storage should not be 13.6% moisture; at 60°C moisture the contents are 8.1 and heat damaged so it will not respire or germinate. 10.9%, respectively [61]. Drying is energy-intensive. Reasonably efficient com-The general practice is to dry seeds to about 75% RH mercial dryers require 830-890 cal/kg (1500-1600 Btu/lb for interim storage, but some oil mill supervisors prefer of moisture removed) [59]. 65% RH for long-term (12 months) storage, especially in The prime factor to be controlled in stabilizing seeds is colder climates. Table 9 shows the maximum moisture lev-relative humidity (%RH), which is the weight of moisture els considered safe for selected oilseeds [62]. Antimicro-per unit weight of air in the atmosphere surrounding the bial preservatives are commonly used in prepared feeds, seed compared to the maximum weight possible (satura-especially during high-humidity summer months, and tion) at that temperature expressed as a percentage. The some farmers preserve high—moisture-content cereals and term equilibrium relative humidity (ERH) simply means oilseeds with propionic acid for feed use. The oilseed RH in the adjacent air after allowing sufficient time for crushing trade does not accept treated seed. moisture in the seed to equilibrate with the air, and can be Relationships between RH and equilibrated moisture determined by analyzing the head space in a sealed equili-content are shown for soybeans in Table 10 [63]. Levels to brated container. Another allied term is water activity, Av„, which soybeans will equilibrate, in various temperatures which is ERH expressed as a decimal rather than a per-and RHs of the surrounding air, are shown in Figure 3 [64]. centage. Direct-reading instruments are available for Relationships between temperature, moisture content, and measuring RH, ERH, and A. Manual methods for deter-allowable storage time of soybeans are shown in Figure 4 mining RH include the use of a sling psychrometer to ob-[64]. tain "wet bulb" and "dry bulb" temperatures and reference to relative humidity charts. Unfortunately, many people 5. Storage still prefer to relate seed stability to percent moisture con-Designs of storage (Fig. 2C) facilities are dictated by needs tent—a far less meaningful measurement. for aeration of seed and its angle of repose—the minimum Bacteria and yeasts have much higher ERH require-angle in degrees at which a pile maintains its slope [65]. ments for growth than molds (fungi). Table 8 shows that This sometimes is reflected in the pitch of conical roofs on some fungi will grow at any of the relative humidity ranges storage bins. Similarly, downspouts and the conical bot-shown, although few toxin-producing fungi grow at below toms of bins must have pitches steeper than the angle of 75% RH [60]. repose for the respective seed or meal to flow smoothly. During equilibration, available water from the seed and Higher moisture and oil contents increase the angles of re-atmosphere is attracted to the water-absorbing seed com-pose. Angles of repose and bulk densities of some major ponents but not to the oil. Thus, high-oil-content seeds oilseeds and products are presented in Table 11. (peanut, sunflower seed, and rapeseed/canola) must be Readily flowing seeds typically are stored in vertical-dried to lower moisture levels for safe storage than lower-walled silos. In contrast, undelinted cottonseed from the gin oil-content seeds like soybeans. For example, oil-type sun-is stored on cement floors in piles whose shape is dictated flower seeds contain about 42% oil, compared to about by its angle of repose. In areas with wet falls, winters, and TABLE 8 Equilibrium Moisture Contents of Common Grains, Oilseeds, and Feed Ingredients at 65-90% Relative Humidity (25°C) and Fungi Likely to Be Encountered Equilibrium moisture contents (%) Relative Starchy cereal seeds, humidity debated oilseed Peanut, sunflower (%) meals, alfalfa pellets Soybean seed, Rapeseed/Canola Fungi 65-70 12-14 11-12 6-8 Aspergillus halophilicus 70-75 13-15 12-14 7-10 A. restrictus, A. glaucus, Wallemia sebi 75-80 14-16 14-16 8-11 A. candidus, A. ochraceus, plus the above 80-85 15-18 16-19 9-13 A. flavus, Penicillium spp., plus the above 85-90 17-20 19-23 10-16 Any of the above Ref. 60." In Handbook of Cereal Science and Technology, Revised and Expanded, 324–31. CRC Press, 2000. http://dx.doi.org/10.1201/9781420027228-30.

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