Relevant bibliographies by topics / Reading support

Contents

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

Academic literature on the topic 'Reading support'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reading support"

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Dummatt, Kel. "A School Reading Support Program." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 12–15. http://dx.doi.org/10.1017/s0310582200005927.

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Indulkana Anangu school, on the Pitjantjatjara/Yankunytjatjara Lands S.A. has about 70 students. The classes are CPC (pre-school), Reception, Junior Primary, Middle Primary, Upper Primary and Secondary girls and boys. At a staff meeting early this year, I proposed a focus on reading, across the school, for one term, with a review at the end. This idea was accepted by the staff.
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KAWAMURA, Yoshiko. "Reading Tutor, A Reading Support System for Japanese Language Learners." Acta Linguistica Asiatica 2, no. 3 (December 20, 2012): 77–94. http://dx.doi.org/10.4312/ala.2.3.77-94.

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The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fostering autonomous vocabulary learning.
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Gözüküçük, Meral, and Nilgün Günbaş. "Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension." GIST – Education and Learning Research Journal 21 (December 21, 2020): 47–68. http://dx.doi.org/10.26817/16925777.820.

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In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.
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Lipp, Jamie R., and Sara R. Helfrich. "Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction." Reading Teacher 69, no. 6 (March 3, 2016): 639–46. http://dx.doi.org/10.1002/trtr.1442.

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Mahaffy, Mardi. "In Support of Reading: Reading Outreach Programs at Academic Libraries." Public Services Quarterly 5, no. 3 (August 13, 2009): 163–73. http://dx.doi.org/10.1080/15228950902904267.

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Strickland, Kathleen, and Amy Walker. "“RE-VALUING” READING: ASSESSING ATTITUDE AND PROVIDING APPROPRIATE READING SUPPORT." Reading & Writing Quarterly 20, no. 4 (October 2004): 401–18. http://dx.doi.org/10.1080/10573560490489955.

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Yamamoto, Tomoko, Akira Kakimoto, Yukio Sekiguchi, and Hideo Matsuda. "Development of Braille reading support equipment." Journal of Life Support Engineering 16, Supplement (2004): 273–74. http://dx.doi.org/10.5136/lifesupport.16.supplement_273.

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Greening, M., and J. Spenceley. "Shared Reading: Support for Inexperienced Readers." Educational Psychology in Practice 3, no. 1 (April 1987): 31–37. http://dx.doi.org/10.1080/0266736870030107.

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NEEDLMAN, ROBERT, and MICHAEL SILVERSTEIN. "Pediatric Interventions to Support Reading Aloud." Journal of Developmental & Behavioral Pediatrics 25, no. 5 (October 2004): 352–63. http://dx.doi.org/10.1097/00004703-200410000-00007.

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Rodriguez-Mojica, Claudia, and Allison Briceño. "Sentence Stems That Support Reading Comprehension." Reading Teacher 72, no. 3 (March 25, 2018): 398–402. http://dx.doi.org/10.1002/trtr.1705.

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Dissertations / Theses on the topic "Reading support"

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Graziano, Christina R. "A pediatric intervention to support early literacy." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CGrazianoPartI2007.pdf.

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Kruger, Johanna Aletta. "The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2880.

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The aim of the study was to establish how and compile educational relationship-focussed reading support strategies for educators to support learners who experience barriers to reading. The educator-learner relationship first had to be delineated by establishing the dimensions of the relationship, namely emotional, cognitive and value-driven activities that impact on the learner's feelings, knowledge and attitudes towards his or her world, and for the purpose of this study, how these pertain to the learner's reading development. Components of reading development, as well as barriers to reading and appropriate supportive reading activities were also described. The most essential reading skills are indicated to be a motivation to read, linguistic cueing in reading in terms of phonemic, morphemic, syntactic and semantic cueing, sight word recognition and comprehension. On this theoretical basis the reading support strategies were compiled encompassing reading and relationship-focused activities. Aims for achieving the relationship and reading skills were established, for which appropriate reading and relationship activities were then compiled. Qualitative research was implemented in the design and implementation of the reading strategies. Data were obtained from implementing the reading and relationship-focussed strategies, from learners' reading profiles, from educators' and learners' evaluation of the strategies, as well as from the researcher's own evaluation as a research participant. All the results were then triangulated to arrive at the findings of the research. These indicate that the reading and relationship activities will be successful if presented simultaneously, and with full cooperation by educators and learners alike. The contribution as well as the limitations of the research are indicated, and finally recommendations are provided.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.
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Partridge, Susan Eunice. "Unravelling reading : evaluating the effectiveness of strategies used to support adults' reading skills." Thesis, Open University, 2011. http://oro.open.ac.uk/49114/.

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This thesis reports on research into ways of evaluating the effectiveness of strategies to improve adults' reading skills. It explores what counts as an improvement in reading skills for adults; examines practical and ethical issues in measuring improvements in reading skills; considers Kruidenier's (2002) categorisation of reading into components (alphabetic, vocabulary, fluency and comprehension); evaluates how far individual differences impact on an adult reader's capability to improve; identifies features of good support for adults' reading skills; and recommends changes in policy and practice. The research paradigm is eclectic, exploring approaches for an interventionalist practitioner-researcher. In the tradition of action research, the study seeks to bring about positive change on an individual level for each learner, improvements in practice at a pedagogical level for teachers and, at a policy level, recommendations for more effective teaching and learning. The research is framed as a multiple case study based on Yin (2009). In an initial study, tools for assessment and support were piloted and evaluated. The main study extended the methodology, using 5 fellow practitioners as collaborator researchers. A total of 10 adult learners completed a one-to-one support programme with materials and approaches tailored to each learner's interests and needs. Techniques included work to extend vocabulary, word recognition skills, fluency and comprehension, based on a series of original guidance sheets, linking findings from research to practice. Analysis of results included quantitative measures of changes in accuracy, reading speed and comprehension. Qualitative analysis stemmed from detailed profiles of learners' progress, detailed observational records and evaluation of emerging trends, 'leading to a discussion of key themes for future policy and practice. The key findings include: an increase in individuals' reading skills following even a short period of individualised support; the identification of effective strategies like vocabulary development and paired reading; the importance of taking into consideration the characteristics of learners, their social setting and sources of motivation; the positive impact of one-to-one support; and considerable light cast on assessment practice. The thesis ends with recommendations for: further work on the assessment and support of comprehension skills; using detailed learner profiling as an assessment technique; supporting a claim for the effectiveness of one-to-one support in adult literacy; and guidance for practitioners on implementing a wider range of strategies to support adults' reading.
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Griffiths, Dominic Guy Morgan. "School Processes in Providing Reading Support in GCSEExaminations." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504778.

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Though secondary schools in England and Wales are having to manage a significant increase in the numbers of students now eligible for access arrangements in examinations, particularly in GCSE examinations, there is a dearth of research evidence, firstly on the systems forthe provision of access arrangements in examinations and secondly, the responses of key stakeholders (staff and students) to such systems. . To investigate these two issues, four urban secondary schools were studied'as a caseseries. These four schools represented different permutations ofreading support mode (hands-up to request help or all text read) and location (in the main examination hall, in a group withdrawal room or in individual rooms). Semi-structured interviews were conducted with students (n =32) as well staff involved in managing and delivering reading support (n = 12), alongside observations ofexamination sessions, followed by semi-structured group interviews with staff involved in the delivery of the reading support ill each session. . Quantitative data from the student interviews found nosigriificantpattems of association between the within-student variables of reading support, self-perception ofreading skills, test anxiety and motivation on the one hand and pref~rences for reading support, location or staffing, on the other. Whilst a significant association was found between student prefe~encesJor reading support mode and its location (X? p = 0.(136) student preferences for support seemed otherwise to be idiosyncratic in respect ofthese variables. However their desire to be consulted on their preferences for examination support conditions was found to be strong and widespread. From both quantitative and qualitative data analysed, eight 'themes' were drawn inductively, representing key 'drivers' in the dynamics ofthe provision and use of reading support in GCSE examinations: 'confidence and competence'; 'worthiness'; . 'unfair advantage'; 'relationships'; 'judgements'; access arrangements asawholeschool issue; resourcing and 'the researcher's influence (as critical friend) upon the research setting'. These eight themes were then located in the framework ofRoeser and Shun's (2002) model ofthe dynamic interactive relationship between contextual educational features and adolescent students' reactions to these, based upon the goodness-of-fit between these features and adolescent developmental psychological needs. . Conclusions set out implications for practice in the provision of examination access arrangements. In particular, a case was made for the central importance of consulting students themselves, as the end-users of that provision, if systems for providing such support are to be optimally effective.
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Ferguson, Shelly L. "Coordinating teacher and parent support for beginning readers." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/976.

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Door, Victoria. "Attention, engagement and support in Year 9 FL reading." Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438650.

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Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.
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Dwyer, Julie F. "Increasing Reading Skills and On-Task Behavior in Alternative School Students Through Empirically-Supported Reading Interventions: A Behavior Support Plan to Consider." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18642.

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School Psychology
Ph.D.
Reading problems can have an extremely adverse effect on a person's quality of life, opportunities in education and employment, and access to enjoyable activities (Daly, Chafouleas, & Skinner, 2005). Unfortunately, almost 20% of students in the United States have significant difficulty learning to read (Good, Simmons, & Smith, 1998). Federal legislation drafted in an attempt to address this important issue (No Child Left Behind Act of 2002, Reauthorization of Individuals with Disabilities Act 2004) propose initiatives that are unclear to teachers and practitioners in terms of how to best instruct students to become successful readers. For older students, and students identified with emotional disturbance, research in this area is considerably lacking. Many students with emotional disturbance have poor reading skills which follow them into the later grades and adulthood. This cycle of poor reading and difficult classroom behaviors often spirals out of control, with each variable negatively and reciprocally impacting the other. The purpose of the present study was to investigate of the impact of a two-pronged reading intervention package on specific reading skill acquisition and levels of on-task classroom behavior exhibited by students in an alternative school setting. The interventions used individualized direct instructional techniques with students who were placed in an alternative educational setting as a result of behavioral symptomatology that was considered to be unmanageable in their home school districts. The two interventions focused on improving reading skills through the development of phonemic awareness/basic phonics skills, and repeated readings with error feedback to improve levels of reading fluency. Additionally, the impact of the intervention was also examined in relation to student classroom behaviors believed to be connected to their frustration with the reading process. Two single-subject multiple baseline across subjects research designs were used to assess the effectiveness of the interventions on reading skill development and on-task behavior, and the order of the interventions was reversed for the second experimental condition in order to address the possibility of order effects. Five upper-elementary and middle school level students completed participation in the study. Results indicated noticeable gains across all students in the area of phonemic segmentation. Assessment results in the areas of word reading, phonetic encoding, and reading fluency showed variable results and flat trend lines, indicating nominal growth in these areas. Additionally, behavioral observation data indicated few patterns of positive behavioral change having resulted from intervention participation. Analysis of study design indicated that the interventions as implemented might have been too short to produce meaningful gains for these students who had long-established patterns of reading difficulty. Generalization of gains made in segmentation to the overall reading process would likely require greater frequency of intervention with more opportunities for repetition and practice. The results of this study indicate that further research is needed in the area of designing reading interventions for students with identified emotional disturbance who are attending an alternative school setting, both to improve their ability to read and to potentially improve their behavior by providing for more opportunities for success with reading tasks.
Temple University--Theses
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Hill, James Carroll. "Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97829.

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The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction-integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents' ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters.
Doctor of Philosophy
This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations.
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Poitras, Eric. "A metacognitive tool to support reading comprehension of historical narratives." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95217.

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Learners frequently have difficulty understanding incoherent historical narrative texts; therefore, this thesis project introduces a bottom-up approach to design metacognitive tools to assist learners reading comprehension. Metacognitive tools are defined as computer-based learning environments designed to assist learners to achieve an instructional goal through prompting, supporting, and modeling metacognitive and self-regulatory learning processes (Azevedo, 2005a, 2005b). The study follows a 2*2 design with experimental condition (reading with the benefit of the metacognitive tool vs. without the benefit of the tool) and process data (silent reading vs. think aloud). Pretest measures include reading comprehension skill and free recall measures. Posttest measures include amount of material recalled and accuracy of answers to open-ended questions. Learners who used the metacognitive tool outperformed the control group in their recall of information mentioned in the text because they monitored their comprehension and generated explanatory inferences more frequently. Keywords: metacognitive tools, reading comprehension, historical narratives
Les étudiants ont fréquemment de la difficulté à comprendre des textes historiques narratifs incohérents; conséquemment, cette étude introduit une approche de bas en haut pour développer des outils métacognitifs qui supportent leur compréhension. L'utilisation d'ordinateurs comme outils métacognitifs visent à assister l'apprenant à atteindre le but de l'instruction au moyen d'initier, supporter et modeler des processus reliés à la métacognition et l'autorégulation de l'apprentissage (Azevedo, 2005a, 2005b). Cette étude suit un devis expérimental 2*2 avec condition expérimentale (lecture avec le bénéfice de l'outil métacognitif vs. sans le bénéfice de l'outil) et mesure (lecture silencieuse vs. verbalisations concomitantes). Les mesures pré-tests incluent l'habilité de compréhension de textes et le rappel de connaissances reliées au sujet du texte. Les mesures post tests incluent le rappel libre de l'information mentionné dans le texte et la précision de réponses aux questions ouvertes. Les étudiants qui utilisent l'outil métacognitif ont mieux performer que le groupe control quant au rappel puisqu'ils sont d`avantages conscient de leur compréhension et génèrent des explications. Mots clés: outils métacognitifs, compréhension du langage, narratif historique
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Books on the topic "Reading support"

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college, Liverpool community. Pack 12:Reading support. liverpool community college: stevenage, 2003.

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Margaret, Hughes, ed. The development of independent reading: Reading support explained. Buckingham: Open University Press, 1999.

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Margaret, Hughes, ed. The development of independent reading: Reading support explained. Buckingham: Open University Press, 1999.

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Dodd, Jennifer Lynn. Parents as partners to support reading. Birmingham: University of Birmingham, 1998.

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Scotland, Learning and Teaching. Modern languages reading and writing: Support materials. Dundee: Learning + Teaching Scotland, 2002.

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Peterson, Barbara. Literary pathways: Selecting books to support new readers. Portsmouth, NH: Heinemann, 2001.

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40 ways to support struggling readers in content classrooms, grades 6-12. Thousand Oaks, Calif: Corwin Press, 2007.

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Blum, Paul. Improving low reading ages in the secondary school: Practical strategies for learning support. London: RoutledgeFalmer, 2004.

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Bereiter, Carl. SRA imagine it: English learner support guide. Columbus, Ohio: SRA/McGraw-Hill, 2009.

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Bereiter, Carl. SRA imagine it: English learner support guide. Columbus, Ohio: SRA/McGraw-Hill, 2009.

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Book chapters on the topic "Reading support"

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Classroom Practices that Support Taking Social Action." In Teaching K-8 Reading, 157–78. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429320736-9.

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Reategui, Eliseo, Daniel Epstein, Ederson Bastiani, and Michel Carniato. "Can Text Mining Support Reading Comprehension?" In Advances in Intelligent Systems and Computing, 37–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23990-9_5.

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Harlacher, Jason E., Tami L. Sakelaris, and Nicole M. Kattelman. "Multi-Tiered System of Support." In Practitioner’s Guide to Curriculum-Based Evaluation in Reading, 23–45. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9360-0_3.

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Mochizuki, Hajime, Yuhei Nakamura, and Kohji Shibano. "Indonesian Shallow Stemmer for Text Reading Support System." In Lecture Notes in Electrical Engineering, 245–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28798-5_33.

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Lo, Jia-Jiunn, Shiou-Wen Yeh, and Chao-Shien Sung. "A Scaffolding Support System for English Essay Reading." In Advances in Web-Based Learning – ICWL 2010, 180–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17407-0_19.

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Wood, Jamie, Matt East, and Hope Williard. "Collaborative Annotation to Support Students' Online Reading Skills." In Designing Courses with Digital Technologies, 66–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-14.

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Frishkoff, Gwen A., Kevyn Collins-Thompson, SungJin Nam, Leslie Hodges, and Scott A. Crossley. "Dynamic Support of Contextual Vocabulary Acquisition for Reading (DSCoVAR)." In Adaptive Educational Technologies for Literacy Instruction, 69–81. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-6.

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Alvarez, Lionel, and Thierry Geoffre. "Adaptive Learning to Support Reading Skills Development for All." In Intelligent Tutoring Systems, 11–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_2.

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Giguère, Marie-Hélène, Marie Nadeau, Carole Fisher, Rosianne Arseneau, and Claude Quevillon Lacasse. "Teacher-researcher Dialogue in Differentiated Support to Develop Students' Skills in Syntax and Punctuation." In From Reading-Writing Research to Practice, 33–60. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch3.

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Segal-Drori, Ora, Ofra Korat, and Pnina S. Klein. "What Can Better Support Low SES Children’s Emergent Reading? Reading e-Books and Printed Books with and Without Adult Mediation." In Technology as a Support for Literacy Achievements for Children at Risk, 59–71. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_6.

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Conference papers on the topic "Reading support"

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Kitadai, Akihito, Jun Takakura, Masatoshi Ishikawa, Masaki Nakagawa, Hajime Baba, and Akihiro Watanabe. "Document Image Retrieval to Support Reading Mokkans." In 2008 The Eighth IAPR International Workshop on Document Analysis Systems (DAS). IEEE, 2008. http://dx.doi.org/10.1109/das.2008.32.

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Qiu, Yongqiang, and Adel Elsayed. "Cognitive Support for Conceptual Acquisition through Reading." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.209.

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Inie, Nanna, and Louise Barkhuus. "Developing Evaluation Metrics for Active Reading Support." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010406701770188.

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van Rhyn, Alet, and Annalene van Staden. "INTERACTIVE STORYBOOK READING AS AN INTERVENTION STRATEGY TO SUPPORT ESL LEARNERS’ READING COMPREHENSION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2475.

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Ueno, Daiki. "Linenum-≫Info: System Support for Code Reading." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.162.

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Morey, Jim, John Gammack, and Erik S. Thornquist. "Interface development for a gaze-controlled reading support application." In 2015 International Conference on Information and Communication Technology Research (ICTRC). IEEE, 2015. http://dx.doi.org/10.1109/ictrc.2015.7156460.

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Edward V, Cephas Paul. "Support Vector Machine based automatic electric meter reading system." In 2013 IEEE International Conference on Computational Intelligence and Computing Research (ICCIC). IEEE, 2013. http://dx.doi.org/10.1109/iccic.2013.6724185.

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El-Glaly, Yasmine N., and Francis Quek. "Digital Reading Support for The Blind by Multimodal Interaction." In ICMI '14: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2663204.2663266.

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Shaikh, Ayaz A., Dinesh K. Kumar, Wai C. Yau, M. Z. Che Azemin, and Jayavardhana Gubbi. "Lip reading using optical flow and support vector machines." In 2010 3rd International Congress on Image and Signal Processing (CISP). IEEE, 2010. http://dx.doi.org/10.1109/cisp.2010.5646264.

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Martins, Valeria Farinazzo, Thiago Lima, Paulo N. M. Sampaio, and Marcelo de Paiva. "Mobile application to support dyslexia diagnostic and reading practice." In 2016 IEEE/ACS 13th International Conference of Computer Systems and Applications (AICCSA). IEEE, 2016. http://dx.doi.org/10.1109/aiccsa.2016.7945710.

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Reports on the topic "Reading support"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, August 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.
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Msukwa, Chimwemwe, Jane Burt, and John Colvin. Good Governance in Malawi: Impact evaluation of the ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project. Oxfam GB, March 2021. http://dx.doi.org/10.21201/2021.7345.

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The EU-funded ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project was implemented from 2015 to 2020 by a consortium made up of Oxfam in Malawi, LANDNET (until 2018) and CEPA, with technical support from DAI. The objective was to pilot, test and recommend for scale-up improved gender-sensitive land governance systems. This Effectiveness Review evaluates the success of this project to achieve the following focal outcomes: (1) By 2019, laws have been enacted that are relevant to the registration and titling of customary estates and are ready for implementation and (2) By 2020, women and men in two or more of the target Group Village Headpersons (GVHs) in Phalombe, Kasungu and Rumphi districts have secure land tenure with supporting land governance structures. Using a process tracing approach, achievement of these focal outcomes and the consortium's contribution were assessed. Find out more by reading the full report now.
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Puttanapong, Nattapong, Arturo M. Martinez Jr, Mildred Addawe, Joseph Bulan, Ron Lester Durante, and Marymell Martillan. Predicting Poverty Using Geospatial Data in Thailand. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200434-2.

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This study examines an alternative approach in estimating poverty by investigating whether readily available geospatial data can accurately predict the spatial distribution of poverty in Thailand. It also compares the predictive performance of various econometric and machine learning methods such as generalized least squares, neural network, random forest, and support vector regression. Results suggest that intensity of night lights and other variables that approximate population density are highly associated with the proportion of population living in poverty. The random forest technique yielded the highest level of prediction accuracy among the methods considered, perhaps due to its capability to fit complex association structures even with small and medium-sized datasets.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Bonthron, Leslie, Corey Beck, Alana Lund, Farida Mahmud, Xin Zhang, Rebeca Orellana Montano, Shirley J. Dyke, Julio Ramirez, Yenan Cao, and George Mavroeidis. Empowering the Indiana Bridge Inventory Database Toward Rapid Seismic Vulnerability Assessment. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317282.

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With the recent identification of the Wabash Valley Seismic Zone in addition to the New Madrid Seismic Zone, Indiana’s Department of Transportation (INDOT) has become concerned with ensuring the adequate seismic performance of their bridge network. While INDOT made an effort to reduce the seismic vulnerability of newly-constructed bridges, many less recent bridges still have the potential for vulnerability. Analyzing these bridges’ seismic vulnerability is a vital task. However, developing a detailed dynamic model for every bridge in the state using information from structural drawings is rather tedious and time-consuming. In this study, we develop a simplified dynamic assessment procedure using readily-available information from INDOT’s Bridge Asset Management Program (BIAS), to rapidly identify vulnerable bridges throughout the state. Eight additional data items are recommended to be added into BIAS to support the procedure. The procedure is applied in the Excel file to create a tool, which is able to automatically implement the simplified bridge seismic analysis procedure. The simplified dynamic assessment procedure and the Excel tool enable INDOT to perform seismic vulnerability assessment and identify bridges more frequently. INDOT can prioritize these bridges for seismic retrofits and efficiently ensure the adequate seismic performance of their assets.
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Appleyard, Bruce, Jonathan Stanton, and Chris Allen. Toward a Guide for Smart Mobility Corridors: Frameworks and Tools for Measuring, Understanding, and Realizing Transportation Land Use Coordination. Mineta Transportation Institue, December 2020. http://dx.doi.org/10.31979/mti.2020.1805.

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The coordination of transportation and land use (also known as “smart growth”) has been a long-standing goal for planning and engineering professionals, but to this day it remains an elusive concept to realize. Leaving us with this central question -- how can we best achieve transportation and land use coordination at the corridor level? In response, this report provides a review of literature and practice related to sustainability, livability, and equity (SLE) with a focus on corridor-level planning. Using Caltrans’ Corridor Planning Process Guide and Smart Mobility Framework as guideposts, this report also reviews various principles, performance measures, and place typology frameworks, along with current mapping and planning support tools (PSTs). The aim being to serve as a guidebook that agency staff can use for reference, synergizing planning insights from various data sources that had not previously been brought together in a practical frame. With this knowledge and understanding, a key section provides a discussion of tools and metrics and how they can be used in corridor planning. For illustration purposes, this report uses the Smart Mobility Calculator (https://smartmobilitycalculator. netlify.app/), a novel online tool designed to make key data easily available for all stakeholders to make better decisions. For more information on this tool, see https://transweb.sjsu.edu/research/1899-Smart-Growth-Equity-Framework-Tool. The Smart Mobility Calculator is unique in that it incorporates statewide datasets on urban quality and livability which are then communicated through a straightforward visualization planners can readily use. Core sections of this report cover the framework and concepts upon which the Smart Mobility Calculator is built and provides examples of its functionality and implementation capabilities. The Calculator is designed to complement policies to help a variety of agencies (MPOs, DOTs, and local land use authorities) achieve coordination and balance between transportation and land use at the corridor level.
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Yentis, S. M., K. Asanati, C. R. Bailey, R. Hampton, I. Hobson, K. Hodgson, S. Leiffer, S. Pattani, and K. Walker-Bone. Better musculoskeletal health for anaesthetists. Association of Anaesthetists, June 2021. http://dx.doi.org/10.21466/g.bmhfa.2021.

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3Association of Anaesthetists | Better musculoskeletal health for anaesthetistsSummaryWork-related musculoskeletal disorders are very common amongst healthcare workers, and there is evidence that anaesthetists are at greater risk of upper limb disorders than other groups. This guidance aims to bring together advice and recommendations from a variety of sources in order to inform and support anaesthetists at work, in an attempt to reduce the prevalence and severity of work-related musculoskeletal disorders and the exacerbation of pre-existing disorders. Mechanical and psychosocial risk factors for work-associated musculoskeletal disorders are summarised, along with general principles for achieving better musculoskeletal health and practices specific to areas of the body most at risk. These include recommended exercises and stretches during sedentary work.RecommendationsAttention must be paid by both employers and anaesthetists to the physical and psychological risk factors that may lead to development and/or exacerbation of musculoskeletal disorders. This requires ongoing risk assessments and adherence to published standards of health and safety at work, including training. Such a programme is best achieved as part of a multidisciplinary approach.What other guidelines are available on this topic? There are many sources of guidance on health and safety in the workplace, across many sectors, much of which is of relevance to anaesthetists. There is no readily accessible guidance specifically aimed at the anaesthetic workplace.Why was this guideline developed?This guidance was developed as part of a wider piece of work by the Association of Anaesthetists based around ergonomics of the anaesthetic workplace, as a result of the increased reported incidence of musculoskeletal disorders amongst anaesthetists. It aims to draw on existing guidance and present a summary of advice relevant to anaesthetists and their practice.How and why does this publication differ from existing guidelines?This guidance summarises other advice and recommendations, and focuses on factors relevant to the anaesthetic workplace
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