Relevant bibliographies by topics / Simple View of Reading

Contents

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

Academic literature on the topic 'Simple View of Reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Simple View of Reading"

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Kim, Heejin. "The Simple View of Reading." Korean Journal of Applied Linguistics 28, no. 1 (2012): 209. http://dx.doi.org/10.17154/kjal.2012.03.28.1.209.

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Roberts, Jenny A., and Kathleen A. Scott. "The Simple View of Reading." Topics in Language Disorders 26, no. 2 (2006): 127–43. http://dx.doi.org/10.1097/00011363-200604000-00005.

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Hoover, Wesley A., and Philip B. Gough. "The simple view of reading." Reading and Writing 2, no. 2 (1990): 127–60. http://dx.doi.org/10.1007/bf00401799.

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Høien‐Tengesdal, Ingjerd. "Is the Simple View of Reading too Simple?" Scandinavian Journal of Educational Research 54, no. 5 (2010): 451–69. http://dx.doi.org/10.1080/00313831.2010.508914.

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Gustafson, Stefan, Christina Samuelsson, Ellinor Johansson, and Julia Wallmann. "How Simple is the Simple View of Reading?" Scandinavian Journal of Educational Research 57, no. 3 (2013): 292–308. http://dx.doi.org/10.1080/00313831.2012.656279.

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Tunmer, William E., and James W. Chapman. "The Simple View of Reading Redux." Journal of Learning Disabilities 45, no. 5 (2012): 453–66. http://dx.doi.org/10.1177/0022219411432685.

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Kendeou, Panayiota, Robert Savage, and Paul Broek. "Revisiting the simple view of reading." British Journal of Educational Psychology 79, no. 2 (2009): 353–70. http://dx.doi.org/10.1348/978185408x369020.

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Carver, Ronald P. "Merging the Simple View of Reading with Rauding Theory." Journal of Reading Behavior 25, no. 4 (1993): 439–55. http://dx.doi.org/10.1080/10862969309547829.

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The Simple View of reading was merged with rauding theory by advancing a revision, called Simple View II. The original Simple View, described by Hoover and Gough (1990), has several inconsistencies between theoretical concepts and how concepts are measured. These inconsistencies were illuminated and clarified by using constructs from rauding theory. The resulting Simple View II focuses on how individual differences in reading level (called rauding accuracy level, AL) are almost entirely a function of word recognition level (called pronunciation level, PL) and listening comprehension level (called auditory accuracy level, AudAL). An analysis of data collected from 61 students in Grades 3–5, indicated that all of the reliable variance in AL was probably accounted for by PL and AudAL, thus providing strong support for Simple View II. Furthermore, the reading level of students in GE units (e.g., Grade 5) could be predicted highly accurately by simply averaging (a) their level of word recognition in GE units (e.g., Grade 3) and (b) their level of language comprehension in GE units (e.g., Grade 7). When Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in Grade 1 through college.
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Conners, Frances A. "Attentional control and the Simple View of reading." Reading and Writing 22, no. 5 (2008): 591–613. http://dx.doi.org/10.1007/s11145-008-9126-x.

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Snow, Catherine E. "Simple and Not-So-Simple Views of Reading." Remedial and Special Education 39, no. 5 (2018): 313–16. http://dx.doi.org/10.1177/0741932518770288.

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Few hypotheses in the field of literacy have proven as robust as the Simple View of Reading (SVR). Two studies included in this special issue use large participant samples and sophisticated quantitative analyses to confirm the basic claim of the SVR, that decoding and listening comprehension together predict reading comprehension. One also demonstrates a developmental shift from decoding to language as the primary predictor after about Grade 3. A third paper challenges the adequacy of the SVR for older readers, offering evidence that the nature of the text being read also must be taken into account in predicting comprehension outcomes. All three studies, though, use rather simple comprehension outcomes. I argue that reader skills in academic language, in perspective taking, and in argumentation are additional important predictors of comprehension when readers are confronted with 21st century literacy tasks, which require analysis, synthesis, and critique, not just literal inferences and summaries.
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Dissertations / Theses on the topic "Simple View of Reading"

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Beattie, Tiffany. "Oral Reading Fluency and the Simple View of Reading for English Language Learners." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23803.

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The Simple View of Reading is a well-known lens for understanding the skills that contribute to proficient reading. The Simple View explains reading comprehension as the product of decoding and listening comprehension. There is a gap in the literature regarding the applicability of the Simple View for Spanish-speaking English language learners, and also whether oral reading fluency would be valuable to include in the model as an intermediate variable. In the present study two groups of third grade students, one group comprised of students classified as English language learners and a comparison group of non-ELL students, were assessed on several reading skills. Data were collected on listening comprehension, decoding, oral reading fluency, and reading comprehension. Data were analyzed using generalized least squares estimation for path analysis and partial invariance testing. Findings support the inclusion of oral reading fluency in the Simple View model, highlight the significance of listening comprehension, and suggest the Simple View model applies equally well across ELL and non-ELL groups. Limitations and future directions are addressed.
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Kweider, Nour Mohamad. "Reading comprehension among Arabic Heritage Language Learners and the Simple View of Reading model." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591602.

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The Simple View of Reading model (SVR) was used as a theoretical lens to explore some of the reading comprehension issues and challenges faced by Arabic Heritage Language Learners (HLLs) in the United States. This study investigated which of the two SVR model components, decoding and linguistic comprehension, is a better predictor of Arabic reading comprehension among HLLs. The study also examined if the level of reading proficiency affected the way the two components predict Arabic reading comprehension. To answer these questions, 70 participants from four different levels (i.e., fourth through seventh grade levels) from a southern California heritage language school were tested on one reading comprehension measure, one linguistic comprehension measure (i.e., a listening comprehension measure), and two decoding measures, word reading scores and spelling.

Results revealed that both components, linguistic comprehension and decoding, were equally significant predictors of reading comprehension in the overall sample accounting for 62% of the variance in reading comprehension. Moreover, the sample was then split into more skilled readers and less skilled readers. In the sample of less skilled readers, both linguistic comprehension and decoding were significant predictors of reading comprehension accounting for 42% of the variance in reading comprehension, with the spelling measure (i.e., decoding) being a slightly stronger predictor. In the sample of more skilled readers, only linguistic comprehension was a significant predictor of reading comprehension. However, when the decoding measure, spelling, was replaced with a fluency component (i.e., a fluency measure based on the recorded reading time of participants), both linguistic comprehension and the fluency component were equally significant predictors of reading comprehension accounting for 53% of the variance in reading comprehension.

Finally, additional preliminary observations and speculations were presented suggesting that: 1) the HLLs’ linguistic abilities may be closer to the abilities of second language learners; 2) the linguistic comprehension of HLLs may be influenced by multiple factors such as diglossia, language deterioration, and low oral proficiency; and finally, 3) the intertwined relationship between spelling and reading appeared to provide further insight into the literacy development of HLLs.

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Kershaw, Sarah. "A latent variable modeling approach to the simple view of reading." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-12212009-092544/.

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Thesis (M.S.)--Florida State University, 2010.
Advisor: Christopher Schatschneider, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on July 16, 2010). Document formatted into pages; contains vii, 63 pages. Includes bibliographical references.
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Cornwell, Susan Deborah. "A realistic evaluation of the introduction of the Simple View of Reading in primary schools." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/a-realistic-evaluation-of-the-introduction-of-the-simple-view-of-reading-in-primary-schools(8c745245-4e3d-4766-be76-e262e7d4639c).html.

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There are continuing concerns regarding literacy standards within education with these concerns having resulted in many literacy initiatives being introduced over the past 5 years. Much research has focussed on improving our understanding of literacy, our ability to identify literacy needs and our ability to subsequently address these needs. As a result of an independent review into the early teaching of reading the Government have promoted the use of the ‘Simple View of Reading’ (SVOR) in the Primary Framework for Literacy (DCSF, 2007c). The study reported in this thesis considers whether the Simple View of Reading is perceived by teachers as providing a useful framework for the identification of literacy learning needs. In addition, it also aims to contribute to our understanding of teacher development, identifying for whom, and in what circumstances, the introduction of the SVOR results in a change in practice. Teachers working within five primary schools participated in this study. Data was collected through questionnaires and a small number of follow up interviews. It is important to note that these findings are likely to have been influenced by certain changes in context during the study, for example the delegation of funding to schools, a reduction in central support services and the introduction of the Primary Framework for Literacy. Questionnaire data indicates that, on the whole, teachers perceived the SVOR as easy to use, as providing useful information and as providing an easy visual reference. Results also indicate reported increases in teacher understanding of, and use of, the SVOR, coupled with increased confidence relating to the identification of literacy learning needs. These differences were all statistically significant. Key findings from the interviews suggest that teachers who perceived the SVOR to be useful and helpful to them on a personal level, made links between the SVOR and their existing practice and were more concerned with improving outcomes for children rather than meeting their own personal needs were more likely to incorporate the SVOR into their practice. This study has implications for promoting the SVOR as a framework for identifying literacy needs, future teacher development and the use of realist research approaches within Educational Psychology.
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Hansson, Victor. "En enklare syn på lässvårigheter : En litteraturöversikt om lässvårigheter sett utifrån Simple View of Reading." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54229.

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Ett av skolans mest utmanade uppdrag kan vara att upptäcka och arbeta med elever med lässvårigheter. Det övergripande syftet med den här översikten är att peka på hur modellen Simple View of Reading kan visa på de färdigheter som krävs vid läsning, svårigheter som kan uppstå och passande moment i arbete med dessa. Genom litteraturöversikten har nio nyutgivna internationella forskningsartiklar granskats för att svara till syftet. Översikten har sökt fokusera på inkludering av artiklar som endast behandlar yngre elever utan funktionsnedsättningar som adhd, apsperger, autism och/eller svårigheter genom tvåspråkighet. Alla artiklar i översikten är vetenskapligt granskade. Artiklarna redovisas utifrån teman som framkommit under analysarbetet. De övergripande forskningsfrågorna var: Hur ser forskning på läsning utifrån modellen Simple View of Reading? Hur synliggörs lässvårigheter utifrån modellen Simple View of Reading? Vilka förebyggande åtgärder blir synliga? Resultatet visar på att läsförståelse kan till stor del förklaras genom färdigheterna avkodning och språkförståelse. Vidare så visas att tre olika lässvårigheter kan synliggöras, avkodningssvårigheter, läsförståelsesvårigheter och blandade svårigheter. Resultatet visar även på de kognitiva färdigheter som elever med olika lässvårigheter behöver i förebyggande eller ingripande hjälpprogram. I översikten diskuteras artiklarnas olika ståndpunkter utifrån teman och även huruvida den svenska översättningen av modellen kan ses ha samma förklaringskraft som den engelska.
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Maderitz, Cecelia R. "A COMPARISON OF SIMPLE AND COMPLEX AUDITORY VISUAL DISCRIMINATION TRAINING." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1348842474.

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Johansson, Ellinor, and Julia Wallmann. "Läsförmågans faktorer och deras bidrag till läsning : En jämförelse mellan barn med olika nivå av läsförmåga, utifrån The Simple View of Reading." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14729.

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The simple view of reading is a theory in which reading is divided into decoding and linguistic comprehension. The theory has been used to explain and to subgroup reading disabilities. Research has also investigated if additional factors are of relevance to reading. In the present study, decoding was divided into the factors orthographic decoding and phonological decoding, while comprehension was divided into word comprehension and grammatical comprehension. The purpose was to analyze these factors and their contribution to reading ability in children in fourth grade: one group with reading difficulties (n=36) and one group with typical reading ability (n=36). Results were analyzed using multiple regression and the two groups were compared. The contribution of non-verbal ability and general processing speed was also studied. The results showed differences between the groups. Decoding made the largest contribution to reading ability for the children with reading difficulties, while linguistic comprehension contributed the most for the children with typical reading ability. Differences were also found in how much the underlying factors contributed to decoding and linguistic comprehension, respectively. Non-verbal ability and general processing speed made small contributions, for both groups, to reading ability, decoding and linguistic comprehension, respectively. However, the two factors increased the explained variance in reading ability for the children with reading difficulties. In this group the two factors in The simple view of reading explained somewhat less of the variance in reading ability than for the children with typical reading ability. The study shows that decoding and comprehension are useful predictors of reading ability, and also indicates that The simple view of reading is less appropriate for children with reading difficulties.


The simple view of reading är en teori om läsning där läsförmåga delas in i vkodning och språkförståelse. Teorin har bland annat använts för att kartlägga lässvårigheter. Forskning har undersökt om ytterligare faktorer har betydelse för läsning. I föreliggande studie delades avkodning in i faktorerna ortografisk avkodning och fonologisk avkodning, medan språkförståelse delades in i ordförståelse och satsförståelse. Syftet var att undersöka faktorernas bidrag till läsförmåga hos barn i skolår fyra: en grupp med lässvårigheter (n=36) och en grupp med typisk läsförmåga (n=36). Testresultaten analyserades med multipel regressionsanalys och de båda grupperna jämfördes. Bidragen från icke-verbal förmåga och generell processhastighet studerades också. Resultaten visade att profilerna skilde sig åt mellan grupperna. För barnen med lässvårigheter gav avkodning störst bidrag till läsförmåga, medan språkförståelse var den mest bidragande faktorn för barnen med typisk läsförmåga. Skillnader fanns även i hur underliggande faktorer bidrog till avkodning respektive språkförståelse. Icke-verbal förmåga och generell processhastighet visade sig ge små bidrag till läsförmåga, avkodning respektive språkförståelse, för båda grupperna. När dessa två faktorer lades till framkom dock en relativt stor ökning av den förklarade variansen i läsförmåga hos barnen med lässvårigheter. Hos denna grupp var den förklarade variansen i läsförmåga av de två faktorerna i The simple view of reading något mindre än hos barnen med typisk läsförmåga. Sammantaget visar studien att avkodning och förståelse är användbara prediktorer till läsförmåga, samtidigt som resultaten antyder att The simple view of reading är mindre tillämpbar för barn med lässvårigheter.

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Sandlund, Elisabeth. "Intensivläsning : En interventionsstudie med upprepad läsning av ord och text." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131957.

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The aim of the study was to investigate if an intensive reading intervention based on decoding word and text through repeated reading could improve the students’ reading fluency and thereby their reading comprehension. Reading fluency can be defined as reading with suitable speed, good decoding and word recognition, by using prosody and showing understanding of what has been read. The method in the study was an experimental intervention combined with interviews with participating students. Eight students in grades 2 and 3 were included, and they were divided into two comparable groups, an intervention group and a control group. Pre- and post-test examined whether the intervention had effects on the students’ decoding and reading comprehension compared to the control students. The interviews explored how the students experienced the intervention and how they felt that the training affected their ability to read. The results showed that most of the students in the intervention-group improved their reading accuracy, which in turn may have affected their reading comprehension in a positive way. According to the interviews, the students experienced the activities mostly as meaningful and fun (with one negative thing, they missed class teaching) and they all think they have learned things that have been positive for their ability to read. In conclusion, this study proposes that an intensive reading intervention can be a good way for specialist teachers to assist students in their early reading development.
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Fredriksson, Caroline, and Jessica Gustafsson. "Läsutveckling i förskoleklass och årskurs 1 : En kvalitativ studie om lärares kunskap i förhållande till teori om elevers läsutveckling." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85672.

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Målet med denna studie var att undersöka hur verksamma lärares erfarenhetsbaserade kunskaper om elevers läsutveckling i både förskoleklass och årskurs 1 förhåller sig till teorin A Simple View of Reading (Gough & Tunmer 1986; Hoover & Gough 1990). Vidare undersöktes också hur lärarna stödjer elever som har svårigheter i läsningen och hur lärarna konstatera att en elev kan läsa. För att undersöka lärarnas kunskap om elevers läsutveckling ställdes åtta öppna frågor i tio kvalitativa internetbaserade intervjuer. Lärarnas yrkeserfarenhet varierade mellan 5– 45 år. Resultatet visade att lärarnas beskrivningar av läsutveckling var likartade och att deras svar i förhållande till teorin uppvisar betydelsefulla likheter. På frågan om hur läraren stödjer elever med problem i läsutveckling framkom skilda svar, dock med vissa likheter. Resultaten visade att om en av aspekterna avkodning och språkförståelse inte var tillräckligt stark fick eleven problem med läsningen. När det kommer till frågan om hur lärare konstaterar att en elev kan läsa fanns det meningsskiljaktigheter i lärarnas svar, eftersom hälften av lärarnas svar överensstämde mot teorin A Simple View of Reading
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Göth, Ulrica, and Anna Hedlund. "Texten ska inte behöva stå på egna ben : Lärares, speciallärares och specialpedagogers arbete med elever som har läsförståelsesvårigheter." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48214.

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I den svenska läroplanen för grundskolan står det att skolan ska arbeta med strategier i läsförståelse. Samtidigt visar forskning att fokus i Sverige har legat på att arbeta med elever som har avkodningssvårigheter. Detta innebär att det finns ett behov av att se hur arbetet med läsförståelse ser ut i den svenska skolan. Syftet med studien är att få en ökad förståelse för hur lärare, speciallärare och specialpedagoger arbetar med läsförståelse och läsförståelsestrategier i de tidiga skolåren med de elever som har läsförståelsesvårigheter. I en kvalitativ studie undersöktes detta genom att fem olika fokusgrupper bestående av lärare, speciallärare och specialpedagoger samlades för att diskutera studiens frågeställningar. Resultatet visar att lärarna i studien arbetar med läsförståelse och läsförståelsestrategier på olika sätt. Deltagarna i studien menar att förmågan att ha ett gott ordförråd, att kunna göra inferenser och att kunna gå bortom textens rader ger en god läsförståelse. För att kunna lära ut läsförståelsestrategier menar samtliga deltagare i studien att det är viktigt att arbeta med tydlig modellering. I studien visar samtliga deltagare att även om de inte nämner metoden vid namn arbetar de med reciprocal teaching med inslag av andra läsförståelsestrategiprogram. Slutligen bekräftar studien den forskning som finns, att eleverna med förståelseproblem får en mindre del av de specialpedagogiska insatserna som istället till största del ges till elever med avkodningsproblem.
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Books on the topic "Simple View of Reading"

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Jeff, Wilkinson, ed. Reading children's writing: A linguistic view. Allen & Unwin, 1986.

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Galloway, Gregory. As simple as snow. Berkley Books, 2006.

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Sellers, Leslie. The simple subs book. 2nd ed. Pergamon Press, 1985.

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Heidger, Terri. Become a good reader!: Six simple steps. Maupin House Pub., Inc. by Capstone Professional, 2016.

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Dagostino, Lorraine. Evaluative reading and literacy: A cognitive view. Allyn and Bacon, 1994.

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DeNagy, Irma. Handshake knowledge: Reading of hands made simple. Xlibris, 2008.

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Wo de yue du guan: My view on reading. Zhongguo ren min da xue chu ban she, 2012.

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A, Shearer Brenda, ed. Reading specialists in the real world: A sociocultural view. Allyn and Bacon, 2003.

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How to read music: Reading music made simple. St. Martin's Press, 1999.

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McKay, Jean. Exploded view: Observations on reading, writing, and life. Douglas & McIntyre, 2001.

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Book chapters on the topic "Simple View of Reading"

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Bast, Janwillem, and Pieter Reitsma. "The Simple View of Reading: A Developmental Perspective." In Problems and Interventions in Literacy Development. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_6.

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Joshi, R. Malatesha. "Simple View of Reading (SVR) in Different Orthographies: Seeing the Forest with the Trees." In Literacy Studies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90805-2_4.

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Becker, Shannon R. "Simple past." In French for Reading and Translation. Routledge, 2020. http://dx.doi.org/10.4324/9780429325922-14.

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Kauffman, John, Kevin Spencer, and Thearon Willis. "Simple Recordsets — Reading Data." In Beginning ASP Databases. Apress, 1999. http://dx.doi.org/10.1007/978-1-4302-1121-1_4.

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Nation, I. S. P., and Rob Waring. "Keeping Extensive Reading Simple." In Teaching Extensive Reading in Another Language. Routledge, 2019. http://dx.doi.org/10.4324/9780367809256-1.

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Raynauld, Isabelle. "Point of view." In Reading and Writing a Screenplay. Routledge, 2019. http://dx.doi.org/10.4324/9781351068208-7.

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Rowen, Louis. "Simple modules and composition series." In Graduate Algebra: Commutative View. American Mathematical Society, 2006. http://dx.doi.org/10.1090/gsm/073/05.

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Přibyl, Bronislav, and Pavel Zemčík. "Simple Single View Scene Calibration." In Advanced Concepts for Intelligent Vision Systems. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23687-7_67.

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Trautschold, Martin, and Gary Mazo. "New Media: Reading Newspapers, Magazines, and More." In iPad Made Simple. Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-3130-1_25.

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Karch, Marziah. "Reading E-books, Newspapers, and Magazines." In Android Tablets Made Simple. Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3672-6_17.

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Conference papers on the topic "Simple View of Reading"

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Kumar, Kshitiz, Tsuhan Chen, and Richard M. Stern. "Profile View Lip Reading." In 2007 IEEE International Conference on Acoustics, Speech, and Signal Processing. IEEE, 2007. http://dx.doi.org/10.1109/icassp.2007.366941.

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Lan, Yuxuan, Barry-John Theobald, and Richard Harvey. "View Independent Computer Lip-Reading." In 2012 IEEE International Conference on Multimedia and Expo (ICME). IEEE, 2012. http://dx.doi.org/10.1109/icme.2012.192.

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Nguyen, Dat, and Sagar Karki. "A Comprehensive Approach to Lifted Bond Balls Package Failure." In ISTFA 2013. ASM International, 2013. http://dx.doi.org/10.31399/asm.cp.istfa2013p0301.

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Abstract Lifted bond balls in Integrated Circuit (IC) have numerous failure mechanisms. A simple external curve can confirm the open, and with package decapsulation, lifted balls can be readily observed. However, the exact cause can be difficult to identify. Most often, a cross section through the balls was performed, but it is far from being able to reveal the reason for lifted bond balls. A comprehensive FA approach is needed. Performing failure analysis through the back side of the die using Scanning Acoustic Microscopy (C-SAM) and Infra Red (IR) inspection helps to observe the conditions of the bond pads. Pulling the die from the mold compound can provide a pristine view of the bond ball-bond pad interface. This allows the detection of contaminants, both organic and inorganic, which cross sections cannot provide.
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Clark, Christopher, and Matt Gardner. "Simple and Effective Multi-Paragraph Reading Comprehension." In Proceedings of the 56th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/p18-1078.

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Fernando, Heshan, Vedang Chauhan, and Brian Surgenor. "Image-Based Versus Signal-Based Sensors for Machine Fault Detection and Isolation." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20102.

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This paper presents the results of a comparative study that investigated the use of image-based and signal-based sensors for fault detection and fault isolation of visually-cued faults on an automated assembly machine. The machine assembles 8 mm circular parts, from a bulk-supply, onto continuously moving carriers at a rate of over 100 assemblies per minute. Common faults on the machine include part jams and ejected parts that occur at different locations on the machine. Two sensor systems are installed on the machine for detecting and isolating these faults: an image-based system consisting of a single camera and a signal-based sensor system consisting of multiple greyscale sensors and limit switches. The requirements and performance of both systems are compared for detecting six faults on the assembly machine. It is found that both methods are able to effectively detect the faults but they differ greatly in terms of cost, ease of implementation, detection time and fault isolation capability. The conventional signal-based sensors are low in cost, simple to implement and require little computing power, but the installation is intrusive to the machine and readings from multiple sensors are required for faster fault detection and isolation. The more sophisticated image-based system requires an expensive, high-resolution, high-speed camera and significantly more processing power to detect the same faults; however, the system is not intrusive to the machine, fault isolation becomes a simpler problem with video data, and the single camera is able to detect multiple faults in its field of view.
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Mattos, Andrea Britto, and Dario Augusto Borges Oliveira. "Multi-view Mouth Renderization for Assisting Lip-reading." In W4A '18: The Internet of Accessible Things. ACM, 2018. http://dx.doi.org/10.1145/3192714.3192824.

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Wang, Yueqing, Xinwang Liu, Yong Dou, and Rongchun Li. "Multiple Kernel Clustering Framework with Improved Kernels." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/418.

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Multiple kernel clustering (MKC) algorithms have been successfully applied into various applications. However, these successes are largely dependent on the quality of pre-defined base kernels, which cannot be guaranteed in practical applications. This may adversely affect the clustering performance. To address this issue, we propose a simple while effective framework to adaptively improve the quality of these base kernels. Under our framework, we instantiate three MKC algorithms based on the widely used multiple kernel $k$-means clustering (MKKM), MKKM with matrix-induced regularization (MKKM-MR) and co-regularized multi-view spectral clustering (CRSC). After that, we design the corresponding algorithms with proved convergence to solve the resultant optimization problems. To the best of our knowledge, our framework fills the gap between kernel adaption and clustering procedure for the first time in the literature and is readily extendable. Extensive experimental research has been conducted on 7 MKC benchmarks. As is shown, our algorithms consistently and significantly improve the performance of the base MKC algorithms, indicating the effectiveness of the proposed framework. Meanwhile, our framework shows better performance than compared ones with imperfect kernels.
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Aké, Citlali Sánchez, Mayo Villagrán-Muniz, and Ana Martínez. "View of simple clusters by scattering." In Education and Training in Optics and Photonics. OSA, 2003. http://dx.doi.org/10.1364/etop.2003.ewd4.

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Sánchez Aké, Citlali, Mayo Villagrán-Muniz, and Ana Martínez. "View of simple clusters by scattering." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2208477.

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Andersen, Kristinn, Saemundur E. Thorsteinsson, Helgi Thorbergsson, and Karl S. Gudmundsson. "Using MOOCs to Supplement Reading Courses: An Instructor’s View." In 2019 IEEE Learning With MOOCS (LWMOOCS). IEEE, 2019. http://dx.doi.org/10.1109/lwmoocs47620.2019.8939671.

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Reports on the topic "Simple View of Reading"

1

Wijnen, B., R. Presuhn, and K. McCloghrie. View-based Access Control Model (VACM) for the Simple Network Management Protocol (SNMP). RFC Editor, 2002. http://dx.doi.org/10.17487/rfc3415.

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Wijnen, B., R. Presuhn, and K. McCloghrie. View-based Access Control Model (VACM) for the Simple Network Management Protocol (SNMP). RFC Editor, 1999. http://dx.doi.org/10.17487/rfc2575.

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Wijnen, B., R. Presuhn, and K. McCloghrie. View-based Access Control Model (VACM) for the Simple Network Management Protocol (SNMP). RFC Editor, 1998. http://dx.doi.org/10.17487/rfc2265.

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Wijnen, B., R. Presuhn, and K. McCloghrie. View-based Access Control Model (VACM) for the Simple Network Management Protocol (SNMP). RFC Editor, 1998. http://dx.doi.org/10.17487/rfc2275.

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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, Pakistan, Nepal and Bangladesh provide an overview of the CLA model and illustrate a range of ways in which the model has been implemented in the four South Asian countries to monitor and improve learning. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER – a word that means ‘impact’ in three of these four countries. By design, ASER assesses foundational reading and numeracy skills.
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Manninen, Terhikki, and Pauline Stenberg. Influence of forest floor vegetation on the total forest reflectance and its implications for LAI estimation using vegetation indices. Finnish Meteorological Institute, 2021. http://dx.doi.org/10.35614/isbn.9789523361379.

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Recently a simple analytic canopy bidirectional reflectance factor (BRF) model based on the spectral invariants theory was presented. The model takes into account that the recollision probability in the forest canopy is different for the first scattering than the later ones. Here this model is extended to include the forest floor contribution to the total forest BRF. The effect of the understory vegetation on the total forest BRF as well as on the simple ratio (SR) and the normalized difference (NDVI) vegetation indices is demonstrated for typical cases of boreal forest. The relative contribution of the forest floor to the total BRF was up to 69 % in the red wavelength range and up to 54 % in the NIR wavelength range. Values of SR and NDVI for the forest and the canopy differed within 10 % and 30 % in red and within 1 % and 10 % in the NIR wavelength range. The relative variation of the BRF with the azimuth and view zenith angles was not very sensitive to the forest floor vegetation. Hence, linear correlation of the modelled total BRF and the Ross-thick kernel was strong for dense forests (R2 > 0.9). The agreement between modelled BRF and satellite-based reflectance values was good when measured LAI, clumping index and leaf single scattering albedo values for a boreal forest were used as input to the model.
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Kindt, Roeland, Ian K Dawson, Jens-Peter B Lillesø, Alice Muchugi, Fabio Pedercini, and James M Roshetko. The one hundred tree species prioritized for planting in the tropics and subtropics as indicated by database mining. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21001.pdf.

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A systematic approach to tree planting and management globally is hindered by the limited synthesis of information sources on tree uses and species priorities. To help address this, the authors ‘mined’ information from 23 online global and regional databases to assemble a list of the most frequent tree species deemed useful for planting according to database mentions, with a focus on tropical regions. Using a simple vote count approach for ranking species, we obtained a shortlist of 100 trees mentioned in at least 10 of our data sources (the ‘top-100’ species). A longer list of 830 trees that were mentioned at least five times was also compiled. Our ‘top-100’ list indicated that the family Fabaceae (syn. Leguminosae) was most common. The information associated with our mined data sources indicated that the ‘top-100’ list consisted of a complementary group of species of differing uses. These included the following: for wood (mostly for timber) and fuel production, human nutrition, animal fodder supply, and environmental service provision (varied services). Of these uses, wood was most frequently specified, with fuel and food use also highly important. Many of the ‘top-100’ species were assigned multiple uses. The majority of the ‘top-100’ species had weediness characteristics according to ‘attribute’ invasiveness databases that were also reviewed, thereby demonstrating potential environmental concerns associated with tree planting that need to be balanced against environmental and livelihood benefits. Less than half of the ‘top-100’ species were included in the OECD Scheme for the Certification of Forest Reproductive Material, thus supporting a view that lack of germplasm access is a common concern for trees. A comparison of the ‘top-100’ species with regionally-defined tree inventories indicated their diverse continental origins, as would be anticipated from a global analysis. However, compared to baseline expectations, some geographic regions were better represented than others. Our analysis assists in priority-setting for research and serves as a guide to practical tree planting initiatives. We stress that this ‘top-100’ list does not necessarily represent tree priorities for the future, but provides a starting point for also addressing representation gaps. Indeed, our primary concern going forward is with the latter.
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