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Letteratura scientifica selezionata sul tema "Reading predictors"

Autore: Grafiati

Pubblicato: 24 agosto 2024

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Articoli di riviste sul tema "Reading predictors"

1

ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Fu

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2

Kelić, Maja, Mirta Zelenika Zeba, and Jelena Kuvač Kraljević. "Reading Predictors in Croatian." Psihologijske teme 30, no. 2 (2021): 161–84. http://dx.doi.org/10.31820/pt.30.2.1.

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Phonological awareness (PA), rapid automatised naming (RAN) and working memory (WM) are considered to be the most important factors supporting reading development. However, their relative importance varies across orthographies and age. The goal of this study was to examine reading predictors in Croatian, a language with highly transparent orthography, after three years of formal reading instruction. The study included 80 participants (mean age: 10.07 years). Reading rate and accuracy were measured using lists of words and pseudowords, and PA was measured using phoneme deletion, phoneme additio

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Artelt, Cordula, Ulrich Schiefele, and Wolfgang Schneider. "Predictors of reading literacy." European Journal of Psychology of Education 16, no. 3 (2001): 363–83. http://dx.doi.org/10.1007/bf03173188.

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Puccioni, Jaime. "Predictors of Reading Achievement." Literacy Research: Theory, Method, and Practice 64, no. 1 (2015): 249–66. http://dx.doi.org/10.1177/2381336915617598.

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5

YEUNG, PUI-SZE, CONNIE SUK-HAN HO, YAU-KAI WONG, DAVID WAI-OCK CHAN, KEVIN KIEN-HOA CHUNG, and LAP-YAN LO. "Longitudinal predictors of Chinese word reading and spelling among elementary grade students." Applied Psycholinguistics 34, no. 6 (2012): 1245–77. http://dx.doi.org/10.1017/s0142716412000239.

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ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a r

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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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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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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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Bryła, Paweł. "Who Reads Food Labels? Selected Predictors of Consumer Interest in Front-of-Package and Back-of-Package Labels during and after the Purchase." Nutrients 12, no. 9 (2020): 2605. http://dx.doi.org/10.3390/nu12092605.

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The paper aims to identify selected predictors of food label use to extend our knowledge about consumer behavior related to food purchases. Two types of information were examined: front-of-package (FOP) and back-of-package (BOP), and two contexts of reading labels were distinguished: during shopping and at home. Various types of potential predictors were tested, including demographic (e.g., age, gender, household size, place of living), socioeconomic (e.g., education, professional activity, income), behavioral (e.g., purchasing certain types of products), and psychographic (e.g., importance at

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Buljan, Terezija, and Boris Mlačić. "Relationship between personality traits, reading tendencies, and empathy." International Journal of Personality Psychology 10 (May 30, 2024): 41–48. http://dx.doi.org/10.21827/ijpp.10.41425.

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Literature suggests that reading fiction, more than reading nonfiction, correlates positively with the reader's social cognition, chiefly cognitive empathy. Earlier studies also indicate that individual differences, especially personality traits, are relevant predictors of reading tendencies that should be considered while studying the relationship between empathy and reading. Hence, in this study we examined whether personality traits, gender, and the students' fiction and nonfiction reading tendencies predict affective and cognitive empathy. University students (N = 429) participated in this

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Tesi sul tema "Reading predictors"

1

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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Bazán, Ramírez Aldo, H. Beatriz Sánchez, and Verdugo Víctor Corral. "Predictors of reading and writing achievement in first graders." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.

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The achievement of reading and writing ta ks of different complexity leve! was evaluated. Twohundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment concerning the child's reading-writing acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable

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Johnson, Nicole. "Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.

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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation b

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Johnson, Nicole. "Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.

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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation b

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Haarbauer-Krupa, Juliet K. "Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.

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ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the

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Newland, Lisa A. "Language, Social Interactions, and Attention as Predictors of Reading Development in Second Grade." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2609.

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Social interactions between 153 mother-infant dyads in the laboratory were examined for associations with language and play preferences when infants were 14 months old. Later associations with reading skills, attention, and book reading were examined at the end of second grade. Mothers and infants were videotaped in a 20-minute laboratory observation at 14 months, and joint visual attention and social toy play were coded from the interactions. Language was assessed at 14 months using a standardized instrument, and mothers rated their own and their infants' preferences for specific types of pla

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Urso, Annmarie. "Processing Speed as a Predictor of Poor Reading." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195011.

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This study had three main purposes. First, the relationship between Processing Speed (Gs) and poor word recognition skills was examined. Second, various formats of processing speed tests that measure different types of processing speed (i.e. naming facility, perceptual speed, semantic speed, attention and concentration) were administered to determine what aspects of Gs were more strongly correlated with word reading performance. Pearson correlations and coefficients of determination were used to evaluate the strength of the relationships and the shared variance. Third, the study sample was eva

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Boston, Marisa Ferrara, John Hale, Reinhold Kliegl, Umesh Patil, and Shravan Vasishth. "Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2011/5713/.

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The surprisal of a word on a probabilistic grammar constitutes a promising complexity metric for human sentence comprehension difficulty. Using two different grammar types, surprisal is shown to have an effect on fixation durations and regression probabilities in a sample of German readers’ eye movements, the Potsdam Sentence Corpus. A linear mixed-effects model was used to quantify the effect of surprisal while taking into account unigram and bigram frequency, word length, and empirically-derived word predictability; the so-called “early” and “late” measures of processing difficulty both show

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Atkinson, Lynette M. "A longitudinal investigation of the social, cognitive and social cognitive predictors of reading comprehension." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-longitudinal-investigation-of-the-social-cognitive-and-social-cognitive-predictors-of-reading-comprehension(266c7d0d-df06-4321-bf0c-4e95c5293ad5).html.

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This thesis reports a longitudinal investigation of social, cognitive and social cognitive predictors of early reading comprehension in a sample of 98 typically developing children. Children were aged three at the beginning of the study and, importantly, they were all non-‐readers and had not experienced formal literacy instruction. Children’s progress in literacy-‐related development was reassessed over the following 28 months. Reading comprehension was assessed at the final time point, when children were six years old. The first study investigated the influence of children’s home literacy

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Libri sul tema "Reading predictors"

1

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

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Lesperance, Margaret. Development of phonological processing and predictors of reading skill in 7 year old children who were born prematurely. National Library of Canada, 1993.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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10

Reading Achievement Predictors. Options Pub Inc, 2003.

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Capitoli di libri sul tema "Reading predictors"

1

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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2

Uhry, J. K. "Kindergarten Phonological Awareness and Rapid Serial Naming as Predictors of Grade 2 Reading and Spelling." In Basic Functions of Language, Reading and Reading Disability. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_18.

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De Jong, Peter, and Aryan Van Der Leij. "General and Specific Abilities as Predictors of Reading Achievement." In Problems and Interventions in Literacy Development. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_3.

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Dascalu, Mihai, Philippe Dessus, Maryse Bianco, and Stefan Trausan-Matu. "Are Automatically Identified Reading Strategies Reliable Predictors of Comprehension?" In Intelligent Tutoring Systems. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_57.

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Verhoeven, Ludo, and Willy van Elsäcker. "Home and School Predictors of Reading Achievement in Linguistically Diverse Learners in the Intermediate Primary Grades." In Literacy Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21136-7_5.

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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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Olofsson, Åke, and Jan Niedersøe. "Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 8 Years of Age." In Cross-Language Studies of Learning to Read and Spell. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5_16.

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Lechner, Clemens M. "Patterns and Predictors of Literacy and Numeracy Development During Adulthood: Insights from Two Longitudinal Assessment Surveys." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_4.

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AbstractLiteracy (reading competence) and numeracy (mathematical competence) are indispensable prerequisites for lifelong learning and participation in today’s knowledge-based societies. However, evidence on the development of these competencies during adulthood is limited. This chapter summarizes the main findings of a research project that leveraged the unique potential of two German longitudinal assessment surveys, NEPS and PIAAC-L, to garner insights into how these competencies develop during adulthood. Both surveys offer repeated measures of adults’ competencies spaced 3–6 years apart, allowing light to be cast on two guiding questions: (1) Patterns of change: Can literacy and numeracy still change in adulthood? If so, does change involve gains or losses, and how is change distributed across sociodemographic subgroups? (2) Predictors of change: Which individual and contextual factors (e.g., participation in job-related training, engagement in literacy or numeracy practice, or basic cognitive skills) predict change in competence development? Findings suggest that competencies continue to develop across the lifespan and can change even over relatively short time periods. Gains and losses occur in equal measure. Moreover, findings pinpoint practice engagement as a crucial driver of change in competencies, while highlighting that practice engagement is itself dependent on a range of individual and contextual characteristics. Methodological insights and avenues for future research that emerged from our project are also discussed.

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Coppens, Nina M. "Cognitive Characteristics as Predictors of Children’s Understanding of Safety and Prevention." In Readings in Pediatric Psychology. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1248-0_13.

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Ganbat, Mandukhai, Altantsetseg Badrakh, Byambajargal Shijir, Khosgarig Altantsatsralt, Mandakhbayar Nemekh, and Nyamdemberel Tseveendorj. "Psychological Predictors of Credit Risk in Microcredit: A Microlending Case Study from Mongolia." In Applied Psychology Readings. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2613-8_3.

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Atti di convegni sul tema "Reading predictors"

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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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Rathi, Neil. "Dependency Locality and Neural Surprisal as Predictors of Processing Difficulty: Evidence from Reading Times." In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.cmcl-1.21.

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Taboada Barber, Ana. "Beyond Traditional Predictors of Reading Comprehension in Spanish English Learners and English Monolingual Students." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1442814.

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Hao, Tao. "Student 2018 PISA Reading Achievement: Identifying Predictors and Examining Model Generalizability for English Learners." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683754.

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Galante, Michela. "Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888856.

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Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Native Arabic–Speaking Pupils in Fourth Grade." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572592.

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Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Arabic-Native-Speaking Pupils in Fourth Grade." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1678051.

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Galante, Michela. "Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1888856.

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Ramazan, Onur. "Students' 2018 PISA Reading Self-Concept: Identifying Predictors and Examining Model Generalizability for English Learners." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1685567.

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Cubilla-Bonnetier, Daniel. "Psycholinguistic and Pedagogical Predictors of Reading Comprehension and Fluency in Panamanian Second-Grade Students (Poster 37)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2112568.

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Rapporti di organizzazioni sul tema "Reading predictors"

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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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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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Hallett, J. B. L51525 Sizing of Girth Weld Defects Using Focused Ultrasonic Beams. Pipeline Research Council International, Inc. (PRCI), 1987. http://dx.doi.org/10.55274/r0010202.

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This project was produced to evaluate the performance of focused beams in sizing and positioning defects in pipeline girth welds. The sound beams from standard flat transducers were focused using acoustic lenses. Two types of plastics, having different sound velocities are used in the design of these lenses. One is used for the lens and the other for the wedge. The profile of the lens/wedge boundary was designed to focus the sound at a selected depth. The design takes into account the beam angle, beam diameter, focal point and working range required. The effects of test surface curvature were

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Vaughan, Tanya, Sarah Richardson, Toby Carslake, et al. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

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The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (

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Anderson, Gerald L., and Kalman Peleg. Precision Cropping by Remotely Sensed Prorotype Plots and Calibration in the Complex Domain. United States Department of Agriculture, 2002. http://dx.doi.org/10.32747/2002.7585193.bard.

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This research report describes a methodology whereby multi-spectral and hyperspectral imagery from remote sensing, is used for deriving predicted field maps of selected plant growth attributes which are required for precision cropping. A major task in precision cropping is to establish areas of the field that differ from the rest of the field and share a common characteristic. Yield distribution f maps can be prepared by yield monitors, which are available for some harvester types. Other field attributes of interest in precision cropping, e.g. soil properties, leaf Nitrate, biomass etc. are ob

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SUPER-RESOLUTION RECONSTRUCTION AND HIGH-PRECISION TEMPERATURE MEASUREMENT OF THERMAL IMAGES UNDER HIGH- TEMPERATURE SCENES BASED ON NEURAL NETWORK. The Hong Kong Institute of Steel Construction, 2024. http://dx.doi.org/10.18057/ijasc.2024.20.2.9.

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Accurate temperature readings are vital in fire resistance tests, but conventional thermal imagers often lack sufficient resolution, and applying super-resolution algorithms can disrupt the temperature and color correspondence, leading to limited efficiency. To address these issues, a convolutional network tailored for high-temperature scenes is designed for image super-resolution with the internal joint attention sub-residual blocks (JASRB) efficiently integrating channel, spatial attention mechanisms, and convolutional modules. Furthermore, a segmented method is developed for predicting ther

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