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Littérature scientifique sur le sujet « Predictors of reading ability »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Predictors of reading ability"

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Jung, Hye Lim, Minwha Yang, and Aejin Lee. "Differences in Predictors of Reading Comprehension Across Three Reading Ability Groups." Journal of Elementary Education 32, no. 2 (2019): 145–72. http://dx.doi.org/10.29096/jee.32.2.07.

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Hajovsky, Daniel B., Christopher R. Niileksela, Sunny C. Olsen, and Morgan K. Sekula. "Do Cognitive–Achievement Relations Vary by General Ability Level?" Journal of Intelligence 11, no. 9 (2023): 177. http://dx.doi.org/10.3390/jintelligence11090177.

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Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive–achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman’s Law of Diminishing Returns, it would be expected that genera

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

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The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in the American Midwest yielded a 4–variable model that included reading comprehension, rhythmic audiation, visual field articulation, and spatial orientation, F = 21.26, p < 0.001, accounting for 48% of the variance on music sight-reading. The results

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Gelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus, and Cheryl Makel. "Exploring the Nature of Compensation Strategies in Individuals With Dyslexia." Canadian Journal of School Psychology 33, no. 2 (2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.

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Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as word

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Oh, Deborah, Diane Haager, and Michelle Windmeuller. "A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 107–24. http://dx.doi.org/10.56829/muvo.10.1-2.t6846p7558278818.

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This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an Englishlanguage curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, the study examined the predictive relationships of various measures of reading and vocabulary from the beginning of kindergarten to the end of first grade. Regression and path analysis models demonstrated that rapid letter naming was a salient predictor, whereas phonemic awareness, typically a strong predictor of reading

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Yuan, Han, Eliane Segers, and Ludo Verhoeven. "Predictors of Early Mandarin Chinese Character Reading Development." Children 9, no. 12 (2022): 1946. http://dx.doi.org/10.3390/children9121946.

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In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s charac

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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive abili

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Hjetland, Hanne Næss, Ellen Irén Brinchmann, Ronny Scherer, and Monica Melby‐Lervåg. "Preschool predictors of later reading comprehension ability: a systematic review." Campbell Systematic Reviews 13, no. 1 (2017): 1–155. http://dx.doi.org/10.4073/csr.2017.14.

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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.

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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated wi

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VEII, KAZUVIRE, and JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children." Bilingualism: Language and Cognition 8, no. 3 (2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent langu

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Thèses sur le sujet "Predictors of reading ability"

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Shiotsu, Toshihiko. "Linguistic knowledge and processing efficiency as predictors of L2 reading ability a component skills analysis /." Thesis, Online version, 2003. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397847.

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Fay, Emily E. "LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.

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TOBIA, VALENTINA ANTONIA. "Cognitive profiles of typical and atypical readers: evidence from the italian orthography." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.

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Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in re

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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Adkins, Carrie M. "The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.

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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.

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Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encourage

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Carson, Linda A. "Predictors of early reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.

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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in

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Fuller, Frank D. (Frank Davidson). "The association between reading ability and test performance among adults of limited reading ability." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332849/.

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This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.

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Simpson, Lauree Smith. "Multiple intelligences and reading ability." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1159.

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The following research focuses on intelligence as it relates to reading. To make reading possible for every child, varied reading materials, methods, and models must be available. Once these elements are in place for the potential reader, does intelligence make the difference in reading ability?

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Livres sur le sujet "Predictors of reading ability"

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Reid, D. Kim. Test of Early Reading Ability. 3rd ed. Pro-Ed, 2001.

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Bowdoin, Ruth. Expanding your child's reading ability. Webster's International, 1990.

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Hagley, Fred. Suffolk reading scale. NFER-Nelson, 1987.

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Wheelock, Warren. Classroom reading inventory. McGraw-Hill, 2011.

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Leslie, Lauren. Qualitative reading inventory. 4th ed. Pearson, 2006.

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DeTeso, Jeffrey A. Student-Teacher relationships as predictors of reading comprehension gains in 2nd grade. [publisher not identified], 2011.

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Woods, Mary Lynn. Analytical reading inventory. 3rd ed. C.E. Merrill Pub. Co., 1985.

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Guthrie, John T. Indicators of reading education. Center for Policy Research in Education, 1987.

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JoAnne, Caldwell, ed. Qualitative reading inventory. Scott, Foresman/Little, Brown Higher Education, 1990.

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JoAnne, Caldwell, ed. Qualitative reading inventory. 5th ed. Pearson Education/Allyn Bacon, 2011.

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Chapitres de livres sur le sujet "Predictors of reading ability"

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Cardoso-Martins, Cláudia, Tatiana Pollo, Alana Helena Paulino dos Santos, and Carolyn B. Mervis. "Early Invented Spelling Predicts Later Word-Reading Ability beyond Early Phoneme Awareness and Word-Reading Ability." In Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling. Routledge, 2023. http://dx.doi.org/10.4324/9781003284048-26.

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Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. "Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2." In Literacy Studies. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_8.

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Mercugliano, Alice. "Indici predittivi delle abilità di lettura e scrittura. Una revisione sistematica PRISMA." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.34.

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Understanding the learning process of reading and writing requires an in-depth analysis of the predictive indices that determine their development. Their study is fundamental to both research and clinical practice, enabling the implementation of targeted educational techniques and the early identification of children at risk of learning disorders. This study explores the relationship between these indices and reading and writing skills through a systematic PRISMA review. Through a comprehensive search of various databases, 102 articles were identified that met the inclusion criteria. The resul

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Orellana García, Pelusa. "To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review." In Literacy Studies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7_5.

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Kanfer, Ruth, and Tracy M. Kantrowitz. "Ability and Non-Ability Predictors of Job Performance." In Psychological Management of Individual Performance. John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013419.ch2.

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Stenner, A. Jackson. "Theory Referenced Measurement: Combining Substantive Theory and the Rasch Model." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_9.

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AbstractA construct theory is the story we tell about what it means to move up and down the scale for a variable of interest (e.g., temperature, reading ability, short term memory). Why is it, for example, that items are ordered as they are on the item map? The story evolves as knowledge regarding the construct increases. We call both the process and the product of this evolutionary unfolding "construct definition" (Stenner et al., Journal of Educational Measurement 20:305–316, 1983). Advanced stages of construct definition are characterized by calibration equations (or specification equations

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Stenner, A. Jackson, William P. Fisher, Mark H. Stone, and Donald Burdick. "Causal Rasch Models." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_18.

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AbstractRasch’s unidimensional models for measurement show how to connect object measures (e.g., reader abilities), measurement mechanisms (e.g., machine-generated cloze reading items), and observational outcomes (e.g., counts correct on reading instruments). Substantive theory shows what interventions or manipulations to the measurement mechanism can be traded off against a change to the object measure to hold the observed outcome constant. A Rasch model integrated with a substantive theory dictates the form and substance of permissible interventions. Rasch analysis, absent construct theory a

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Anderson, Jess. "Ability-Grouped Reading." In Identity, Social Class and Learning in the ‘Bottom’ Reading Group. Routledge, 2025. https://doi.org/10.4324/9781003488514-1.

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Aguiar, Linda, and Susan Brady. "Vocabulary Acquisition and Reading Ability." In Reading Disabilities. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_15.

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Arnbak, Elisabeth. "Predictors of adult functional reading skills." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.23arn.

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Actes de conférences sur le sujet "Predictors of reading ability"

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van Staden, Annalene, Alet van Rhyn, and Nicole Purcell. "PHONOLOGICAL AWARENESS AS PREDICTOR OF SECOND LANGUAGE READING ABILITY AMONG SOUTH AFRICAN LEARNERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2184.

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Bane, Mark C., Gary E. Fish, Rand Spencer, and Susan E. Moushegian. "MNREAD Acuity Test Reliability in Patients with Age-Related Maculopathy." In Vision Science and its Applications. Optica Publishing Group, 1996. http://dx.doi.org/10.1364/vsia.1996.thb.2.

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The recently developed MNREAD ACUITY CHARTSR have been suggested to be very useful tools for clinical examination and research in patients with low vision1. The MNREAD charts were designed to address limitations found with standard near optotype acuity tests. The design of many standard near acuity tests is not consistent with currently accepted acuity chart guidelines2, and it has been found that standard optotype acuities are poor predictors of reading performance3 and the ability to use low vision aids4. A potential advantage of the MNREAD charts is that they can be used to quantify reading

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Suryani, Y. E., N. H. P. S. Putro, H. Retnawati, and Zh Khamit. "Cognitive Abilities of Senior High School Students." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.08.

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The Scholastic Assessment Test is a test used to measure cognitive abilities. The Scholastic Assessment Test predicts prospective students who are able to complete their studies in college well and on time. This study aims to (1) describe the cognitive abilities of high school students through the scores of the Scholastic Assessment Test on Computer-Based Written Examination in 2021; (2) find out the subtest that has the most influence on the Scholastic Assessment Test score. This study uses secondary data, namely the mean score of the SMA/MA Scholastic Assessment Test in the province of Yogya

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Phichiensathien, Phirunkhana. "Interactive Reading to Second Language Reading Ability." In 6th UPI International Conference on TVET 2020 (TVET 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.138.

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Esleta, Leonell L., Imelda O. Onquit, Ahl G. Balitaon, and Aera Ruth V. Aguila. "Reading Ability and Academic Achievement." In –The Asian Conference on Education & International Development 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-101x.2024.71.

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Tang, Xiaohong. "Improving Ways on Japanese Reading Ability." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.113.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate t

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Konovalova, Anastasiia, and Vladislav Zubov. "Exploring the role of L1 reading ability when reading in L2." In 13th International Conference of Experimental Linguistics. ExLing Society, 2022. http://dx.doi.org/10.36505/exling-2022/13/0026/000568.

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Atayeva, Merjen, Nur Hidayanto Pancoro Setyo Putro, Gulzhaina Kassymova, and Saida Kosbay. "Impact of reading on students’ writing ability." In Challenges of Science. Institute of Metallury and Ore Benefication, 2019. http://dx.doi.org/10.31643/2019.001.

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Lu, Jie. "On Effectively Foster Children’s Early Reading Ability." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.265.

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Rapports d'organisations sur le sujet "Predictors of reading ability"

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Quin, Paul. Verbal Sequencing Ability as a Predictor of Reading Disability. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1595.

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Solek, Purboyo, Eka Nurfitri, Taufan Prasetya, et al. Predictors of Functional Ability in Autism Spectrum Disorder: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. https://doi.org/10.37766/inplasy2024.12.0045.

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Hiranburana, Kulaporn, and Prakaikaew Opanon-amata. The assessment of the reading speed and reading ability of Chulalongkorn University Commerce and Accountancy students who are trained by using a computer reading program. Chulalongkorn University, 1999. https://doi.org/10.58837/chula.res.1999.79.

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งานวิจัยนี้มุ่งศึกษาการใช้คอมพิวเตอร์ในการพัฒนาความสามารถในการอ่านด้านการอ่านเร็วและการอ่านเพื่อจับใจความ นิสิตจุฬาลงกรณ์มหาวิทยาลัย คณะพาณิชยศาสตร์และการบัญชี จำนวน 99 คส ได้ฝึกอ่านเร็วภาษาอังกฤษจากโปรแกรมคอมพิวเตอร์ โปรแกรมนี้ประกอบด้วยกิจกรรมที่มุ่งพัฒนาความเร็วในการอ่าน เช่น การเคลื่อนสายตา การอ่านจับเวลา และการอ่านตามเวลาที่กำหนดให้ การเปรียบเทียบความสามารถในการอ่านเร็ว การอ่านเพื่อจับใจความและสมิทธิภาพหรือความสามารถทั่วไปในการใช้ภาษาอังกฤษของนิสิตก่อนและหลังการฝึกฝนกับความสามารถดังกล่าวของนิสิตที่ไม่ได้รับการฝึก ผลปรากฏว่านิสิตกลุ่มทดลองฝึกโปรแกรมการอ่านเร็วภาษาอังกฤษได้พัฒนาความเร็วในกา

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Adkins, Deborah. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.178.

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Johnson, David. An Aspect of the Process of School Desegregation : the Effects of Reading Ability Grouping on Social Attractiveness and Peer-Perceived Success. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2591.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m

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Boileau, Janet. A comparative analysis of the untrained lip reading ability of mothers of young hard of hearing children versus mothers of young normal hearing children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1268.

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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t

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Zhang, Guanghong, Haixing Cao, and Chao Qu. Efficacy, safety, predictability and stability of LASIK for presbyopia correction: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.5.0005.

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Review question / Objective: This meta-analysis was aimed to statistically analyze the efficacy, safety, predictability, and stability of LASIK in presbyopia correction. At the same time, through subgroup analysis, we compared the effects of different corneal ablation models and different corneal flap preparation methods to a certain extent. Condition being studied: Presbyopia refers to the decline of age-related accommodation ability, which usually leads to impaired near vision and asthenopia. It is estimated that nearly 1.8 billion people will have presbyopia by 2050, most of whom will live

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Hartigan, Luke, and Tom Rosewall. Nowcasting Quarterly GDP Growth during the COVID-19 Crisis Using a Monthly Activity Indicator. Reserve Bank of Australia, 2024. http://dx.doi.org/10.47688/rdp2024-04.

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What is happening now? The onset of the COVID-19 crisis highlighted the importance of having timely data on the economy to help policymakers make more informed decisions. However, the most comprehensive measure of activity, GDP, is published with a long lag, thereby limiting its value to policymakers as a measure of the current state of the economy. To overcome this information deficiency, we develop a monthly activity indicator (MAI) for Australia. The MAI aims to provide policymakers with a more immediate snapshot of prevailing economic conditions. We achieve this by using a dynamic factor m

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