Relevant bibliographies by topics / Reading Rocket (Reading comprehension software)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reading Rocket (Reading comprehension software)'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Reading Rocket (Reading comprehension software)"

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Sumarsono, Dedi, Ahmad Hanan, Abdul Kadir Bagis, and Ayumaryani P.P. "PARTNER READING; PUMPING UP THE STUDENTS’ READING COMPREHENSION?" Journal of Languages and Language Teaching 8, no. 3 (July 27, 2020): 297. http://dx.doi.org/10.33394/jollt.v8i3.2596.

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Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This leads the students to feel free to express their prior knowledge during the discussion with their pair. This study examined the effect of Partner Reading on students' reading comprehension. This research was an experimental study with one group pre-test and post-test design. The research was conducted at one of MTs in West Lombok. The independent variable of this research was a teaching strategy that is partner reading. Students' reading comprehension was considered as a dependent variable. This research used all of the population as the sample. The research was analyzed through a t-test with SPSS 21 software. The research reveals that teaching strategies used after treatment affect significantly on the students' reading comprehension as the sig- 2 tailed shows that it was less than 0.000 at the level of significance 0.05 and N=24. It can be concluded that partner reading affects students' reading comprehension.
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Farih, Abdullah. "TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT." JEELL (Journal of English Education, Linguistics and Literature) 5, no. 1 (September 1, 2018): 26. http://dx.doi.org/10.32682/jeell.v5i1.927.

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The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text
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Rama, Asri Nofa. "THE EFFECT OF AUTHENTIC READING MATERIAL TO ENHANCE STUDENTS' READING COMPREHENSION." Prosodi 14, no. 2 (October 4, 2020): 131–37. http://dx.doi.org/10.21107/prosodi.v14i2.8764.

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This study aimed to find out the extent to which authentic material enhance students’ reading comprehension. This study used quasi-experimental design that consists of experimental class and control class. In experimental class referred to the class that is given authentic material. While the control class referred to the class that is given the usual set of conditions or textbook. The study was carried out at Lakidende University of Unaaha and Sembilan belas November University with 60 undergraduates as the sample. Data were collected by using reading test. Moreover, the data were analyzed quantitatively and interpreted by using the software program of SPSS 24.0. This study found that Authentic reading material give a significant effect on students’ reading comprehension from pre-test to post-test revealed the significant difference (0.001 0.05) before and after the implementation of Authentic reading material.
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Shabani, Karim, Samaneh Samarghandi, and Elahe Mashayekh Bakhshi. "The Effect of Content Feedback and Reading Strategies on Reading Comprehension: Extroverted and Introverted Learners." International Research in Education 5, no. 1 (December 13, 2016): 17. http://dx.doi.org/10.5296/ire.v5i1.9892.

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The current study aims to consider the effectiveness of content feedback (CF) along with reading strategies on L2 learners' reading comprehension ability based on the extrovert/introvert personality type. So, 35 pre-intermediate learners studying in a private language institute in Chaloos, Mazandaran, Iran participated in the study and were divided into experimental groups and control one. In order to answer the research question regarding the effectiveness of utilizing content feedback and reading strategies, eight treatment sessions were applied and the pre- post- and delayed post- tests were analyzed through SPSS software (version 20). The results revealed the positive effect of CF on the learners’ reading comprehension ability and also the extroverted learners outperformed the introverted ones. In order to mention the implication side, the study suggests that teaching reading skill by using effective strategies along with content feedback can improve the learners’ reading comprehension ability.
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Mendoza, Hosma. "Educational reading software in reading comprehension of students of the 3rd grade of primary education." SCIÉNDO 21, no. 4 (December 31, 2018): 471–75. http://dx.doi.org/10.17268/sciendo.2018.052.

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Nel, Carisma, and Aninda Adam. "The reading literacy profiles of first-year BEd foundation phase students." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 19. http://dx.doi.org/10.4102/sajce.v4i3.226.

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Reading is not simply an additional tool that students need at university; it constitutes the very process whereby learning occurs. Pre-service students are required to read prescribed course material which is predominantly in English. An overview of the reading literacy profiles of first-year BEd foundation phase students from diverse language backgrounds in a Faculty of Education Sciences indicates a diverse pattern of strengths and needs in terms of pseudo-word reading, spelling, oral reading fluency, vocabulary size and depth, and reading comprehension. An assessment and support rocket system for addressing the academic reading literacy needs of these students is discussed. This system seeks not only to facilitate success for all students, but also to fulfil requirements of quality student outcomes and timely completion and throughput rates.
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Azoulay, Rina, Esther David, Mireille Avigal, and Dorit Hutzler. "The Impact of Learning Software on Improving Reading Comprehension Skills." International Journal of e-Education, e-Business, e-Management and e-Learning 10, no. 3 (2020): 235–48. http://dx.doi.org/10.17706/ijeeee.2020.10.3.235-248.

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One of the challenges of an intelligent tutoring system (ITS) is adapting the difficulty level of the questions posed to the student to suit the student’s academic level. Our study examines the task of adjusting the system’s level of challenges to the level of the learner and addresses the questions of how best to do so and whether there is any benefit from such adjustment. To answer these questions, we developed reading comprehension courseware that includes three adaptive algorithms for adjusting the level of the questions presented to the students: the random selection algorithm, the Q-learning based algorithm, and the Bayesian inference algorithm. We conduct a real-world experiment in which real high school students used the courseware to improve their reading comprehension skills. In order to compare and evaluate the performance of the algorithms, the courseware used by each student utilized one of the three adaptive algorithm alternatives. Our results demonstrate that when considering all of the students, there was significant improvement (learning gain) using each of the methods.
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Wood, Sarah G., Jerad H. Moxley, Elizabeth L. Tighe, and Richard K. Wagner. "Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis." Journal of Learning Disabilities 51, no. 1 (January 23, 2017): 73–84. http://dx.doi.org/10.1177/0022219416688170.

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Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students’ reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .01). Moderator effects of study design were found to explain some of the variance. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools’ effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed.
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Wahyuningsih, Asih, and Godlove Elioth Kiswaga. "The effectiveness of CIRC learning model and PQ4R learning model on reading comprehension skills of elementary school students." Jurnal Prima Edukasia 7, no. 1 (January 24, 2019): 82–93. http://dx.doi.org/10.21831/jpe.v7i1.9701.

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This study aims at identifying the effectiveness of Cooperative Integrated Reading Composition (CIRC) Learning Model on Reading Comprehension Skills, the Preview Question Read Reflect Recite Review (PQ4R) Learning Model on Reading Comprehension Skills and the differences in terms of effectiveness between the two learning models on the Reading Comprehension Skills of Grade V students in elementary school. The study was quasi-experimental research with pretest, posttest non-equivalent group design. The sample for this study was taken from Grade V students from Task Force 1 Lendah Kulon Progo. Simple random sampling technique was applied to select samples. Then, in order to identify the effectiveness of CIRC Learning Model and PQ4R Learning Model collected data were analysed by running the t-test and the ANOVA with the assistance of SPSS software version 22. The results of the study show that both CIRC and PQ4R have been effective for exercising the Reading Comprehension Skills with significance rate 0.000 < 0.050. However, both models are insignificant for exercising the Reading Comprehension Skills to the Grade V students with significance rate 0.828 > 0.050.
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Karimi, Lotfollah, and Farshad Veisi. "The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1869. http://dx.doi.org/10.17507/tpls.0609.21.

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the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences. To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.
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Dissertations / Theses on the topic "Reading Rocket (Reading comprehension software)"

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Brand, Irene. "An examination of the effectiveness of a digital tool as an intervention measure to improve the reading comprehension skills of high school learners." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20081.

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Thesis (MPhil)--Stellenbosch University
ENGLISH ABSTRACT: The current level of literacy in South Africa is cause for concern. The Annual National Assessment of Literacy and Numeracy, conducted nationally by the National Department of Education of South Africa, shows that only 28% of Grade 3 learners and 35% of Grade 6 learners passed these tests in 2011 (Department of Basic Education (a), 2011). According to the policy on progression and promotion issued by the National Department of Education, learners may only be retained once in a phase, which means that these learners may lack essential academic literacy skills when they reach high school. The main concern addressed in this thesis is whether high school teachers can help improve academic literacy by using reading comprehension software, like Reading Rocket, as an intervention tool to help learners who struggle with reading comprehension, and whether Reading Rocket is in fact an effective program to use for such purposes. This study was conducted by using data from one school within the Western Cape which has been using Reading Rocket for the past three years. Use of the program forms part of their timetable, and Grade 8 and 9 learners spend twice per cycle working with the program. Learners are first tested on entering Grade 8 and group reports are retrieved from the program each term to monitor their progress. These reports give a summary of the reading level, the percentage gained in the reading exercises, reading speed in w.p.m and a spelling score in percentage. This data was used to compile a summary of the results obtained over six terms Term 1 2010 until Term 3 2011. These results were compared with quarterly classroom (paper‐based) comprehension and language tests in order to determine is a correlation between the program data and the paper‐based test data. There is no control group for this study as all the Grade 8 and 9 learners use the program. There is no conclusive evidence that the program is an effective intervention tool, but findings show a positive correlation between program data and paper‐based test data which indicates that the program may be used as a tool to determine on what grade level learners read. Given the numerous responsibilities and duties of teachers, it is essential that they are given an effective measuring tool for literacy and because computer software is essentially objective and time‐effective in provide results, using computer technology for such purposes may be part of a solution to improve literacy in South Africa.
AFRIKAANSE OPSOMMING: Die huidige toestand van geletterdheid in Suid‐Afrika is kommerwekkend. Resultate in 2011 van die jaarlikse nasionale assesseringstoetse vir geletterdheid en gesyferdheid wat nasionaal deur die Nasionale Onderwysdepartement gedoen word, wys dat net 28% van Graad 3‐leerders en 35% van Graad 6‐leerders hierdie toetse slaag (Department of Basic Education (a), 2011). Volgens die beleid van progressie en promosie van die Nasionale Onderwysdepartement mag leerders net eenkeer in ‚n schoolfase agtergehou word wat beteken dat bogenoemde leerders dalk nie die geleentheid het om voldoende te verbeter voordat hulle die hoërskoolfases betree nie. Die hoofkwessie wat in hierdie tesis aangespreek word is of hoërskoolonderwysers rekenaar sagteware soos Reading Rocket as ʼn intervensie metode kan gebruik om leerders se akademiese leesbegrip te verbeter, en of Reading Rocket wel ʼn effektiewe intervensiemiddel is. ʼn Studie is gedoen deur die data van een skool in die Wes‐Kaap te gebruik wat Reading Rocket al vir die afgelope drie jaar gebruik. Dit vorm deel van hulle skoolrooster en graad 8 en 9‐leerders spandeer twee keer per siklus aan die program. Groepverslae wat deur die program opgedateer word elke kwartaal getrek om progressie te monitor. Die verslae bevat ʼn opsomming van die leerders se leesvlak, leesbegrip in persentasie, leesspoed in w.p.m en ʼn persentasie vir spelling. Hierdie data is gebruik om ‘n opsomming saam te stel van die resultate oor ses kwartale (kwartaal 1 2010 tot kwartaal 3 2011). Die programresultate is vergelyk met resultate van klaskamer (papiergebaseerde) begripstoetse en eksamens wat hulle vir dieselfde kwartale geskryf het. Omdat al die graad 8 en 9‐leerders aan die program blootgestel word, is daar nie ʼn kontrolegroep vir die studie nie. Daar is nie konkrete bewys dat die program ʼn effektiewe intervensiemiddel is nie, maar statistieke wys wel dat daar ʼn positiewe korrelasie tussen die programdata en die papiergebasseerde data is en daarom word die gevolgtrekking gemaak dat die program wel as ʼn instrument kan gebruik word om die leerders se leesbegrip op enige stadium van die jaar te toets. Weens vele verantwoordelikhede is dit essensieel dat onderwysers ʼn effektiewe metingsinstrument vir leesbegrip tot hulle beskikking het. Omdat rekenaarsagteware soos Reading Rocket tydbesparend en objektief in die voorsiening van resultate is, mag die gebruik van sulke tegnologie deel van ʼn plan vorm om geletterdheidsvlakke in Suid‐Afrika te verbeter.
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Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.
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Bartlett, Brian Michael. "Computerized reading assessment using the star reading software." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2527.

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This thesis focused on the use of a computerized reading assessment program called Star Reading. Reading has been one of the most difficult areas across the curriculum to assess. Reading asssessment differs widely from teacher to teacher, and has traditionally been very subjective.
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Ho, Yuen-ying. "The effect of introducing a computer software in enhancing comprehension of classical Chinese text." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777861.

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Weiland, Cleighton Josiah. "EFFECTS OF KURZWEIL 3000 AS PART OF A READING PROGRAM ON THE READING FLUENCY AND COMPREHENSION OF FOUR ELEMENTARY-AGED STUDENTS WITH ADHD." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1201374099.

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Robbins, Bryan Thomas. "Cognitive factors in perspective-based reading (PBR) a protocol analysis study /." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04032009-161814.

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Ho, Yuen-ying, and 何婉瑩. "The effect of introducing a computer software in enhancing comprehension of classical Chinese text." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957869.

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Espinosa, Natacha. "Conception d'un dispositif d'évaluation de la compréhension de textes par des élèves du cycle 3. Une approche linguistique. Le projet LECoLe [Logiciel d'Evaluation de la Compréhension en Lecture]." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030165.

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La présente recherche questionne l’évaluation de la compréhension de textes et s’intéresse aux indicateurs linguistiques observables dans des réponses à des questions de compréhension de textes posées après la lecture silencieuse de textes narratifs courts à des élèves du cycle 3 (8-11 ans). Elle s’inscrit dans un contexte de vives préoccupations à l’égard des difficultés de compréhension des élèves entrant au collège et de l’intégration des nouvelles technologies dans les pratiques scolaires. Cette recherche propose de s’appuyer sur une approche linguistique de l’acquisition du langage écrit appliquée à l’acte d’évaluation de la compréhension de textes. Pour cela, elle propose un dispositif d’évaluation sur support papier et ordinateur contenant deux textes narratifs courts et des questions de compréhension de ces textes. Les textes ont été analysés pour dégager des indicateurs de complexité qui ont ensuite permis d’effectuer des analyses linguistiques des données écrites recueillies auprès de trois classes d’élèves du cycle 3. De manière générale, les résultats ont permis d’identifier des indicateurs linguistiques de compréhension ainsi que des procédés d’élaboration des réponses formulées par les élèves pour montrer ce qu’ils ont compris et comment ils se servent des textes pour répondre aux questions. Une étude longitudinale plus détaillée des réponses de trois élèves permet de proposer une méthodologie d’évaluation linguistique de la compréhension de textes. Ce travail offre des pistes de réflexion sur l’apport d’une conception linguistique de l’évaluation de la lecture et offre un modeste éclairage sur l’apport des TIC pour une évaluation formative
The present research deals with the assessment of the comprehension of short narrative written texts by 8 to 11 year old pupils and endeavours to analyse linguistic indicators which can be identified in their written answers to questions after silent reading of those texts. The context is one of anxiety over reading comprehension difficulties of pupils entering 6th grade and also of the integration of new information technologies in school practices. This research argues for a linguistic approach of written language acquisition applied to the assessment of reading comprehension. In this context an assessment device is proposed both on paper and on computer, including two short narrative texts as well as comprehension questions about those texts. The texts were analysed to identify linguistic complexity indicators which helped analysing the written data collected from three classes. Overall, the results enabled us to identify linguistic comprehension indicators as well as ways of formulating answers by which the pupils showed what they understood and the ways they used the texts to answer the questions. A close longitudinal study of three pupils’ answers enable us to propose a linguistic method for assessing text comprehension. This work invites reflection on a linguistic conception of comprehension assessment and offers a modest contribution to understanding the role Computer resources may play in formative evaluation. Key-words : reading comprehension, formative evaluation, linguistic comprehension indicators, software, teaching and learning of reading, 8 to 11 year old pupils
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LIU, SSU-YIN, and 劉思吟. "The Effects of Mind Map Software on Fifth-grade Students’ Reading Comprehension Ability." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3mk88p.

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碩士
大葉大學
資訊管理學系碩士班
107
The goal of this study is to investigate the effects of mind map software on fifth-grade students’ reading comprehension ability. Hoping to improve students’ reading comprehension ability through this teach- ing strategy and advance professional development. An action research was adopted in this study.The participants were fifth graders and qualitative data collection method and it includes: ob- servation filed notes,teaching journals,interviews,students’ mind maps and worksheets. The major findins are listed below: 1.Combinig mind map in the reading instruction contributed to rasing the reading comprehension ability of the fifth grade students. 2. Combinig mind map in the reading instruction contributed to rasing the learning motivation in class of the fifth grade students. 3.The students’ think combinig mind map in the reading instruction contributed to improve their insteret in chinese subjects. 4.The teacher advanced professional development through combinig mind map in the reading instruction contributed teaching. Based on the results and ressearch conclusions,suggestions to teachers and future research are proposed.
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CHENG-FENG, CHEN, and 陳正峰. "A Research of Diagram in Software Application Textbooks on Reading Comprehension An Example of vector drawing Software." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10327550835664502820.

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碩士
亞洲大學
數位媒體設計學系碩士班
99
Educational software has become an important item in school education and employment; in response, many books on software have been published. However, due to complexity of design purposes, many self-study books are confusing to learners. This study investigated the diagrammatic explanation method most commonly used by software books and the factors that influence reading comprehension. First, the usage status of diagrammatic explanations in software books of Illustrator were investigated and analyzed. This study chose a certain type of diagrammatic explanation that occurred more frequently among the books investigated for further analysis. The selected type of diagrammatic explanation was combined via a hierarchical structure in three preliminary software teaching samples to do with pattern brushes. We discussed the applicability of the diagrams and teaching content in the samples with experts. Finally, after evaluation by experts and pretest, the three samples were tested and adjusted for a usability evaluation experiment. Following analysis and comparison of the experimental data, the results showed that under the same operational steps, the more complex the diagrammatical-type structure of the instruction samples, the longer the operating time required by the learners; however, their rate of error decreased. Conversely, shorter operating time implied higher rate of error. This study integrated all related data upon completion of the research and hopes that the outcome may serve as reference for the publishing industry.
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Books on the topic "Reading Rocket (Reading comprehension software)"

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Hillar, Silvina P. Moodle 1.9 English teacher's cookbook: 80 simple but incredibly effective recipes for teaching reading comprehension, writing, and composing using Moodle 1.9 and Web 2.0. Birmingham [England]: Packt Pub., 2010.

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Book chapters on the topic "Reading Rocket (Reading comprehension software)"

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Connor, Carol McDonald, Barry Fishman, Elizabeth Crowe, Phyllis Underwood, Christopher Schatschneider, and Fredrick J. Morrison. "Teachers’ Use of Assessment to Instruction (A2i) Software and Third Graders’ Reading Comprehension Gains." In Technology as a Support for Literacy Achievements for Children at Risk, 123–39. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_8.

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Hofhues, Sandra, and Anna Heudorfer. "Students’ Publishing Projects and their Impact on Teaching and Learning." In Social Media in Higher Education, 179–96. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch009.

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In this chapter it is assumed that students have only limited interest in reading and writing academic texts. After a brief introduction to the problem, the impact of academic reading and writing skills is shown. Furthermore, the authors want to emphasize how these literacies can support students’ development, pedagogically speaking, by using action-based projects. The University of Augsburg provides examples for publishing projects in which students can participate. The examples demonstrate the positive effects of students’ participation in such projects on the development of media literacies, especially in the areas of text comprehension and writing. Finally, prospects for student-publishing projects at universities are identified as well as the challenges associated with cross-media development, social software and Web 2.0 (Mayrberger, 2012).
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Bricken, William, and Geoffrey Coco. "VEOS: The Virtual Environment Operating Shell." In Virtual Environments and Advanced Interface Design. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195075557.003.0011.

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Computer technology has only recently become advanced enough to solve the problems it creates with its own interface. One solution, virtual reality (VR), immediately raises fundamental issues in both semantics and epistcmology. Broadly, virtual reality is that aspect of reality which people construct from information, a reality which is potentially orthogonal to the reality of mass. Within computer science, VR refers to interaction with computer-generated spatial environments, environments constructed to include and immerse those who enter them. VR affords non-symbolic experience within a symbolic environment Since people evolve in a spatial environment, our knowledge skills are anchored to interactions within spatial environments. VR design techniques, such as scientific visualization, map digital information onto spatial concepts. When our senses are immersed in stimuli from the virtual world, our minds construct a closure to create the experience of inclusion. Participant inclusion is the defining characteristic of VR. (Participation within information is often called immersion.) Inclusion is measured by the degree of presence a participant experiences in a virtual environment. We currently use computers as symbol processors, interacting with them through a layer of symbolic mediation. The computer user, just like the reader of books, must provide cognitive effort to convert the screen’s representations into the user’s meanings. VR systems, in contrast, provide interface tools which support natural behavior as input and direct perceptual recognition of output. The idea is to access digital data in the form most easy for our comprehension; this generally implies using representations that look and feel like the thing they represent. A physical pendulum, for example, might be represented by an accurate three-dimensional digital model of a pendulum which supports direct spatial interaction and dynamically behaves as would an actual pendulum. Immersive environments redefine the relationship between experience and representation, in effect eliminating the syntax-semantics barrier. Reading, writing, and arithmetic are cast out of the computer interface, replaced by direct, non-symbolic environmental experience. Before we can explore the deeper issues of experience in virtual environments, we must develop an infrastructure of hardware and software to support “tricking the senses” into believing that representation is reality. The VEOS project was designed to provide a rapid prototyping infrastructure for exploring virtual environments.
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Conference papers on the topic "Reading Rocket (Reading comprehension software)"

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Cooper, David J. A., Brian R. von Konsky, Michael C. Robey, and David A. McMeekin. "Obstacles to Comprehension in Usage Based Reading." In 2007 Australian Software Engineering Conference (ASWEC'07). IEEE, 2007. http://dx.doi.org/10.1109/aswec.2007.34.

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Hutzler, Dorit, Esther David, Mireille Avigal, and Rina Azoulay. "Learning Methods for Rating the Difficulty of Reading Comprehension Questions." In 2014 IEEE International Conference on Software Science, Technology and Engineering (SWSTE). IEEE, 2014. http://dx.doi.org/10.1109/swste.2014.16.

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Serrano, Francisca, Jose Francisco Bravo Sánchez, and Manuel Gómez Olmedo. "GALEXIA: EVIDENCE-BASED SOFTWARE FOR INTERVENTION IN READING FLUENCY AND COMPREHENSION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1419.

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Barba-Guaman, Luis Rodrigo, Pablo Alejandro Quezada-Sarmiento, Carlos Alberto Calderon-Cordova, Alfonso Maria Sarmiento-Ochoa, Liliana Enciso, Tula Silvana Luna-Briceno, and Lorena Elizabeth Conde-Zhingre. "Using wolfram software to improve reading comprehension in mathematics for software engineering students." In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2018. http://dx.doi.org/10.23919/cisti.2018.8399388.

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Chen, Songqiang, Shuo Jin, and Xiaoyuan Xie. "Validation on machine reading comprehension software without annotated labels: a property-based method." In ESEC/FSE '21: 29th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3468264.3468569.

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Zhang, Weiwei, and Fuji Ren. "ELMo+Gated Self-attention Network Based on BiDAF for Machine Reading Comprehension." In 2020 IEEE 11th International Conference on Software Engineering and Service Science (ICSESS). IEEE, 2020. http://dx.doi.org/10.1109/icsess49938.2020.9237663.

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Tretasayuth, Nattachai, Peerapon Vateekul, and Prachya Boonkwan. "Enhance Machine Reading Comprehension on Multiple Sentence Questions with Gated and Dense Coreference Information." In 2018 15th International Joint Conference on Computer Science and Software Engineering (JCSSE). IEEE, 2018. http://dx.doi.org/10.1109/jcsse.2018.8457331.

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Thapa-Chhetry, Binod, and Tia Keck. "A Chrome App for Improving Reading Comprehension of Health Information Online for Individuals with Low Health Literacy." In 2019 IEEE/ACM 1st International Workshop on Software Engineering for Healthcare (SEH). IEEE, 2019. http://dx.doi.org/10.1109/seh.2019.00018.

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Auvray, Etienne, and Paul Armagnat. "FASTKIT—A Software Tool for Easy Design Visibility and Diagnostic Enhancement for Failure Analysis." In ISTFA 2015. ASM International, 2015. http://dx.doi.org/10.31399/asm.cp.istfa2015p0349.

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Abstract:
Abstract The present work is relative to a new software suite that features design comprehension and analogic/logic tracing capability with ease of setup in FA laboratory environment. It also expands and correlates FA measure data to design functionality. With this visibility enhanced environment, we show that FA process can be performed more efficiently. Up to now, very few systems have been built with aim to cover advanced diagnosis setup and real-time navigation with synchronized simulation. We address a general FA software tool which purpose is to automate the design database setup and provide to FA engineer capability to launch reading of all design database including capability of generating new patterns compatible with analytical tools. Based on the flow, we propose a series of tools that will allow the FA engineer to work efficiently.
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