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Purpose: Reading and speech difficulties are common in childhood, yet it is not fully understood how much of their etiology is shared. This partly derives from methodological issues related to overlooking the potential co-occurrence between the two sets of difficulties. This study investigated the effects of five bioenvironmental predictors in a sample assessed for such co-occurrence. Method: A combination of exploratory and confirmatory analyses was performed on longitudinal data from the National Child Development Study. Exploratory latent class analysis was performed on children's reading, speech, and language outcomes at ages 7 and 11 years. Membership in the obtained classes was modeled using a regression with sex and four early-life predictors: gestation period, socioeconomic status, maternal education, and the home reading environment. Results: The model yielded four latent classes that broadly reflected (1) average reading and speech, (2) excellent reading, (3) reading difficulties, and (4) speech difficulties. Early-life factors significantly predicted class membership. Male sex and preterm birth emerged as risk factors for both reading and speech difficulties. Protective effects against reading difficulties were identified for maternal education, and lower (but not higher) levels of socioeconomic status and the home reading environment. Conclusions: Co-occurrence of reading and speech difficulties in the sample was low, and differential patterns of effect of the social environment were supported. Reading outcomes were under stronger malleable influence than speech outcomes.

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020b) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading–writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit/ hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.

新型コロナウイルス感染症の感染拡大が始まってから、 3 年目を迎えようとしている。全国大学生活協同組合連合会の「学生生活実態調査」によれば、コロナ禍の2020年に 1 日の読書時間がゼロ分の学生はいったん減少したが、2021年度の調査で再び増加に転じている。およそ半分の大学生が 1 日の読書時間がゼロ分で、読書をする学生としない学生の二極化が依然として存在している。本稿では大学生を対象に読書の楽しさ、読書時間の有無、読書に関わる交流、好きな作品、好きな作家、繰り返して読む本、読書のメリットについてのアンケートを実施し、読書を生活の中にどのように位置づけるかをとらえ直すことを試みた。読書のメリットについては、学生の自由記述をまとめたところ、次の 4 つに分類できた。①勉強・知識、②想像力・体験、③時間の過ごし方・楽しみ、④コミュニケーション・交流である。繰り返し読む本に関する調査では、自分にとって大切な 1 冊に出合い、見つけた体験を持つ学生は、作品の感想を共有し合うコミュニケーションを通して「味わう」までに高める力を獲得している。これにより、今後の研究の重要な基盤を得ることができた。, 研究ノート, Research Notes

Resumen El presente estudio tuvo como objetivo determinar la eficacia del Wordwall como recurso didáctico para desarrollar la competencia lee diversos tipos de textos en su lengua materna (Castellano) en estudiantes de segundo grado de primaria, la investigación fue de diseño cuasi experimental, la muestra se conformó con 72 estudiantes entre 7 y 8 años de edad, seleccionados no probabilísticamente. La técnica utilizada fue el examen y el instrumento la prueba escrita, que se administró al inicio y al final del experimento. La prueba estadística utilizada fue la W de Wilcoxon. Se concluye que Wordwall como recurso didáctico es eficaz para mejorar el nivel de logro de la competencia lee diversos tipos de textos en su lengua materna, ya que según la prueba W de Wilcoxon se obtuvo un p valor de 0.00 el cual indica que existe diferencia significativa entre los promedios de la prueba de entrada y prueba de salida del grupo experimental, elevando el nivel de comprensión lectora en las capacidades de reflexiona sobre el texto, infiere e interpreta información del texto, además de obtiene información del texto escrito, comprobándose así que los recursos interactivos como Wordwall propician óptimos aprendizajes en los estudiantes. Abstract The present study aimed to determine the effectiveness of Wordwall as a didactic resource to develop proficiency reads various types of texts in their mother tongue (Spanish) in students of second grade of primary school, the research was of quasi-experimental design, the sample was made up of 72 students between 7 and 8 years of age, selected not probabilistically. The technique used was the exam and the instrument the written test, which was administered at the beginning and end of the experiment. The statistical test used was Wilcoxon's W. It is concluded that Wordwall as a didactic resource is effective to improve the level of achievement of competence reads various types of texts in their mother tongue, since according to the Wilcoxon W test a p value of 0.00 was obtained which indicates that there is a significant difference between the averages of the entrance test and exit test of the experimental group, Raising the level of reading comprehension in the abilities of reflecting on the text, infers information is interpreted from the text, thus proving that interactive resources such as Wordwall promote optimal learning in students.

Las competencias lectora y matemática son necesarias para alcanzar la realización y desarrollo personal. El objetivo del estudio ha sido evaluar, con una perspectiva de género, las competencias matemática y lectora de futuros docentes de Educación Primaria, así como avanzar en el conocimiento sobre la relación existente entre estas dos competencias. Se ha utilizado un diseño de investigación cuantitativo transversal. El cuestionario utilizado consta de dos instrumentos de evaluación de competencia matemática y lectora. Han participado 209 estudiantes de primer año (mujeres = 67%) del Grado en Educación Primaria de la Universidad de Murcia (España). Se evidencia una diferencia estadísticamente significativa (p < 0,01), en competencia lectora y competencia matemática, a favor de los hombres. Los hallazgos de este estudio profundizan y permiten avanzar en el conocimiento sobre la relación entre la competencia matemática y la competencia lectora mediante el uso de técnicas de regresión estadística. Se ha comprobado que el único proceso cognitivo de la competencia lectora que tiene un efecto predictor sobre la probabilidad de ser bastante o muy competente en matemáticas, es integración de la información. Así mismo, se pone de manifiesto la existencia de una brecha de género en ambas competencias, a favor de los hombres. Reading and mathematical competences are necessary to achieve personal development and self-fulfillment. The aim of this study has been to assess—with a gender perspective—the mathematical competence and reading competence of pre-service teachers, and to make progress in the knowledge about the relationship between these two skills. A cross-sectional quantitative research design has been used. The questionnaire that has been applied involved two assessment instruments about mathematical and reading competence. 209 first year students have participated (female = 67%) from the degree in Primary Education at the University of Murcia (Spain). A statistically significant difference (p < .01) in mathematical competence and reading competence has been found, in favour of men. The findings of this study deepen and increase the knowledge about the relationship between mathematical competence and reading competence, through the use of statistical regression techniques. It has been demonstrated that, among all the cognitive processes of reading competence, only integration of information shows a predictive effect on the probability of being quite or very competent in mathematics. Furthermore, a gender gap in reading competence and mathematical competence, in favour of men, has been shown.

Reading difficulties are prevalent worldwide, including in economically developed countries, and are associated with low academic achievement and unemployment. Longitudinal studies have identified several early childhood predictors of reading ability, but studies frequently lack genotype data that would enable testing of predictors with heritable influences. The National Child Development Study (NCDS) is a UK birth cohort study containing direct reading skill variables at every data collection wave from age 7 years through to adulthood with a subsample (final n = 6431) for whom modern genotype data are available. It is one of the longest running UK cohort studies for which genotyped data are currently available and is a rich dataset with excellent potential for future phenotypic and gene-by-environment interaction studies in reading. Here, we carry out imputation of the genotype data to the Haplotype Reference Panel, an updated reference panel that offers greater imputation quality. Guiding phenotype choice, we report a principal components analysis of nine reading variables, yielding a composite measure of reading ability in the genotyped sample. We include recommendations for use of composite scores and the most reliable variables for use during childhood when conducting longitudinal, genetically sensitive analyses of reading ability.

Facilitated identification of predictable words during online reading has been attributed to the generation of predictions about upcoming words. But highly predictable words are relatively infrequent in natural texts, raising questions about the utility and ubiquity of anticipatory prediction strategies. This study investigated the contribution of task demands and aging to predictability effects for short natural texts from the Provo corpus. The eye movements of 49 undergraduate students (mean age 21.2) and 46 healthy older adults (mean age 70.8) were recorded while they read these passages in two conditions: (i) ‘reading for meaning’ to answer occasional comprehension questions; (ii) ‘proofreading’ to detect ‘transposed letter’ lexical errors (e.g., clam instead of calm) in intermixed filler passages. The results suggested that the young adults, but not the older adults, engaged anticipatory prediction strategies to detect semantic errors in the proofreading condition, but neither age group showed any evidence of costs of prediction failures. Rather, both groups showed facilitated reading times for unexpected words that appeared in a high constraint within-sentence position. These findings suggest that predictability effects for natural texts reflect partial, probabilistic expectancies rather than anticipatory prediction of specific words.

「高等学校学習指導要領（平成三十年告示）」の語彙指導の重点は，実社会や生涯にわたる社会生活で使える語句の量を増すとともにその質を高めることだ。 本稿では高等学校国語科「現代の国語」（読むこと）の実践事例を取り上げ，初年次における中学校・高等学校間の系統的な語彙指導の手立てについて考察したい。具体的には内田樹著「『身銭』を切るコミュニケーション」（東京書籍『現代の国語』，現国703）を用い，「身銭を切る」という表現を軸に主張と具体例を区別しながら要約を作成した（４時間設定）。辞書上の意味や既有の知識を手掛かりに語彙を広げ，文脈上の意味を理解し自分の言葉で捉えなおす過程を要旨の把握に役立てた。 生徒自身が語句の理解，習得，活用の過程を経験的に積み重ねる単元構想と系統的な指導計画が今後の課題である。

Aquesta contribució es planteja el potencial didàctic de la poesia visual. Se’n fa una breu revisió historiogràfica que en justifica el valor patrimonial i se sintetitzen algunes aportacions cabdals de la didàctica de la literatura en aquest àmbit. S’exposen cinc tallers de poesia visual; es documenten i se n’analitzen diversos incidents crítics mitjançant les metodologies clíniques, els quals propicien una revisió permanent de les propostes de mediació. Aquest procés reflexiu permet respondre tres preguntes de recerca i esbossar orientacions didàctiques: Quant als objectius i criteris que han de regir la tria de poemes visuals per a llegir amb infants, es considera que s’ha d’optar per un corpus eclèctic en estratègies i figures retòriques, representatiu de diverses èpoques, incloent també la contemporaneïtat. Es planteja si la poesia visual pot propiciar estratègies de lectura necessàries per a d’altres contextos i s’argumenta que potencia habilitats lectores intermedials, metareflexives i crítiques. Quant al foment de la creativitat dels infants, es defensa la necessitat de mantenir el caràcter experimental i disruptiu propi de la poesia visual a l’hora de fer-ne la transposició, per tal que les propostes didàctiques no esdevinguin imitatives. Finalment, s’apunten noves línies d’innovació didàctica., This contribution focuses on the didactic potential of visual poetry. We introduce a synthetic historiographical review that underlines its patrimonial value, and we synthesize some essential contributions of the didactics of literature in this field. Five visual poetry workshops are presented; several critical incidents are documented and analyzed through clinical methodologies, which encourage a permanent review of mediation proposals. This reflective process enables answering three research questions, defining didactic orientations: Regarding the objectives and criteria that should guide the selection of visual poems to be read with children, we consider that a corpus should be chosen that shows eclectic rhetorical figures and strategies and that is representative of different eras, including contemporary times. It is considered whether visual poetry can promote reading strategies that can be useful for other contexts, and we argue that it enhances intermedial, metareflexive and critical reading skills. Regarding the promotion of children's creativity, we argue it is necessary to maintain the experimental and disruptive idiosyncrasy of visual poetry when it is transposed, so that the didactic proposals do not become imitative. Finally, we point out new lines of didactic innovation., Esta contribución plantea el potencial didáctico de la poesía visual. Se hace una breve revisión historiográfica que justifica su valor patrimonial y se sintetizan algunas aportaciones primordiales de la didáctica de la literatura en este ámbito. Se exponen cinco talleres de poesía visual y se documentan y analizan incidentes críticos mediante las metodologías clínicas, los cuales propician una revisión permanente de las propuestas de mediación. Este proceso reflexivo permite responder tres preguntas de investigación y esbozar orientaciones didácticas: En cuanto a los objetivos y criterios que deben regir la selección de poemas visuales para leer con niños y niñas, se considera que se debe optar por un corpus ecléctico en estrategias y figuras retóricas, representativo de diversas épocas, incluyendo también la contemporaneidad. Se plantea si la poesía visual puede propiciar estrategias de lectura necesarias en otros contextos y se argumenta que potencia habilidades lectoras intermediales, metarreflexivas y críticas. En cuanto al fomento de la creatividad de niños y niñas, se defiende la necesidad de mantener el carácter experimental y disruptivo propio de la poesía visual a la hora de realizar su transposición, para que las propuestas didácticas no resulten imitativas. Por último, se apuntan nuevas líneas de innovación didáctica.

Although dyslexia is the most common learning disorder worldwide, official diagnosis and support from educational institutions for learners with dyslexia remains rare in Japan. Consequently, the understanding, identification, and accommodation of dyslexia remains elusive in the foreign language (L2) classroom. In many cases, even if a student with dyslexia has developed compensation techniques to overcome difficulties in reading, writing, and other academic areas in Japanese, these techniques do not transfer to learning a second language, especially orthographically deep and opaque languages such as English. Further, there is a growing movement in Japan for inclusive education, meaning accommodating students with learning disabilities such as dyslexia will be necessary in the L2 classroom. In this paper, I will define dyslexia, how it can affect L2 learning, how to recognize if a student has dyslexia, and what L2 teachers in Japan can do to support students who may have dyslexia. Based on previous literature I will give general suggestions on how to design classroom activities and materials to accommodate L2 students with dyslexia, as well as more targeted advice based on studentsʼ preferred learning style.

Resumo O Instrumento para Breve Avaliação da Leitura, Escrita e Compreensão (IBALEC) se propõe a avaliar o desempenho de alunos de escola pública no domínio das habilidades básicas de alfabetização. Após a validação de conteúdo, por meio da análise de um grupo de especialistas, o IBALEC foi aplicado individualmente em 825 alunos (439 do sexo masculino e 386 do sexo feminino) do 1º ao 5º ano do ensino fundamental em duas escolas públicas, a fim de realizar a análise de sua estrutura interna. As análises fatoriais efetuadas demonstraram bom ajustamento do instrumento a um modelo de estrutura interna composto por cinco fatores correlacionados, correspondentes aos construtos teóricos que subsidiaram a sua construção: leitura de palavras, escrita de palavras, escrita de frases, leitura/compreensão de frases e, leitura/compreensão de texto. Esses resultados constituem forte evidência da validade de construto do IBALEC, para avaliar as habilidades a que se propõe. Abstract The Instrument for Brief Assessment of Reading, Writing, and Comprehension (IBALEC) aims to assess the performance of public school students in the mastery of basic literacy skills. After content validation, based on the analysis of a group of specialists, the IBALEC was applied individually to 825 students (439 boys and 386 girls) from the 1st to the 5th year of Elementary Education in two public schools, to analyze its internal structure. The factorial analyses performed demonstrated a good fit of the instrument to an internal structure model composed of five correlated factors, corresponding to the theoretical constructs that subsidized its construction: word reading, word writing, sentence writing, sentence reading comprehension, and reading/understanding text. These results are strong evidence of the construct validity of IBALEC, to assess the proposed skills. Resumen El Instrumento de Evaluación Breve de Lectura, Escritura y Comprensión (IBALEC) tiene como objetivo evaluar el desempeño de los estudiantes de escuelas públicas en las competencias básicas de alfabetización. Después de la validación del contenido, mediante el análisis de un grupo de especialistas, el IBALEC se aplicó de forma individual a 825 alumnos (439 niños y 386 niñas) de 1º a 5º año de primaria de dos centros públicos, con el fin de realizar el análisis de su estructura interna. Los análisis factoriales ejecutados demostraron un buen ajuste del instrumento a un modelo de estructura interna compuesto por cinco factores correlacionados, correspondientes a los constructos teóricos que subsidiaban su construcción: lectura de palabras, escrita de palabras, escrita de oraciones, lectura/comprensión de oraciones, y lectura/comprensión de texto. Estos resultados constituyen una fuerte evidencia de la validez de constructo del IBALEC para evaluar las habilidades propuestas.

ある研究においては，1人の文筆家の文章を対象に視写の学習方法を行うことによって学習者の作文力が高まることや学習者の書く文章の文体が変容するということが明らかにされている。本研究では，1人の大学院生が複数の文筆家の文章を対象に視写の学習方法を10ヶ月間行った場合，事前から事後にかけて当該院生の書く文章の文体が変容するのか，また，作文力が高まるのかについて調査を行った。結果，当該院生の書く文章の文体は変容し，作文力は高まっていた。以上のことから，複数の文筆家の文章を対象に視写の学習方法を行っても，1人の文筆家の文章を対象に視写の学習方法を行った場合と同様の効果のあることが分かった。, One study has shown that copying one famous authorʼs works improves a learnersʼ writing ability, and how his literary style was changed by copying one famous authorʼs works. In this study, a graduate student had copied the works of multiple famous authors for ten months and the changes in his literary style were then examined. His writing ability was also examined to determine whether it had improved. The results indicated that his literary style had changed, and his writing ability had improved. This study showed that copying the works of multiple famous authors improves learnersʼ writing ability and literary style.

Resumen: Las prácticas letradas están en constante transformación en la era digital. Por lo tanto, los docentes requieren de constante actualización para responder a nuevos retos y escenarios al enseñar y convivir con una competencia básica y transversal como es la lectoescritura. Este trabajo presenta una revisión sistemática que analiza el estado de investigación en los últimos once años (2010-2021) en Iberoamérica y Norteamérica en cuestión a la formación docente en lectoescritura en el nivel de Educación Media Superior (EMS). Se siguió el protocolo PRISMA y se establecieron criterios de inclusión y exclusión, así como se hizo una búsqueda en bases de datos tanto cerradas como abiertas tales como ERIC, Academic Search, Dialnet, entre otras. Los resultados demuestran que entre las necesidades de formación de los docentes de EMS se encuentra un énfasis en el desarrollo de competencias docentes genéricas como lo es la habilidad comunicativa y el uso de las Tecnologías de la Información y Comunicación (TIC). En los cursos de formación, sobresale el uso de la promoción de la lectura personal como un acto de autorreflexión y construcción de identidades lectoras; con igual importancia se detectaron los espacios de diálogo para promover trabajo colaborativo entre docentes que supere una visión individualista en la docencia. Se concluye que es importante considerar en el área de formación las plataformas emergentes y los nuevos formatos de las prácticas de lectura y escritura propias del siglo XXI para integrarlas dentro del ámbito de la escuela y motivar el desarrollo de esta competencia en el nivel de EMS. Abstract:Literacy practices are constantly changing in the digital era. This paper presents a systematic review that analyzes the state of research in the last eleven years (2010-2021) in Latin America and North America regarding teacher training in literacy at a Higher Secondary Education (HSE) level. The PRISMA protocol was followed, and inclusion and exclusion criteria were established, along with research in both closed and open databases such as ERIC, Academic Search, Dialnet, among others. Results show that among the training needs of HSE teachers, there should be an emphasis on developing generic teaching skills such as communication skills and the use of Information and Communication Technologies (ICT). In training courses, promoting personal reading stands out as an act of self-reflection and for building reading identities; with equal importance, spaces for dialogue were detected to promote collaborative work between teachers that overcomes an individualistic vision in teaching. It is concluded that it is essential to consider in the area of training the emerging platforms and the new formats of the reading and writing practices of the 21st century to integrate them within the scope of the school and motivate the development of this competence at the HSE level. Resumo: As práticas de alfabetização estão em constante transformação na era digital. Portanto, os professores exigem constante atualização a fim de responder a novos desafios e cenários ao ensinar e viver com uma competência básica e transversal, como é a alfabetização. Este documento apresenta uma revisão sistemática que analisa o estado da pesquisa nos últimos onze anos (2010-2021) na Ibero-América e América do Norte sobre a formação de professores em alfabetização no nível do Educação Média Superior (EMS). O protocolo PRISMA foi seguido e critérios de inclusão e exclusão foram estabelecidos, assim como uma busca em bancos de dados fechados e abertos, tais como ERIC, Academic Search, Dialnet, entre outros. Os resultados mostram que entre as necessidades de formação dos professores de EMS, há uma ênfase no desenvolvimento de competências pedagógicas genéricas, tais como habilidades de comunicação e o uso de Tecnologias de Informação e Comunicação (TIC). Nos cursos de formação, se destaca o uso da promoção da leitura pessoal como um ato de autorreflexão e construção de identidades de leitura; igualmente importantes são os espaços de diálogo para promover o trabalho colaborativo entre professores para superar uma visão individualista do ensino. Conclui-se que é importante considerar na área de formação as plataformas emergentes e novos formatos de práticas de leitura e escrita típicas do século XXI, a fim de integrá-las ao ambiente escolar e motivar o desenvolvimento desta competência no nível do SEM.

This article aims to analyze the difficulties and possibilities of teaching Biology, in times of the Covid-19 pandemic, through the production and use of Comics. For data collection, students produced Comics (HQ) about the Covid-19 pandemic and answered a questionnaire with open and closed questions. We adopted Discourse Analysis as a theoretical and methodological framework, mobilizing analytical devices such as reading, interdiscourse and anticipation mechanism. The results demonstrate that it is possible to teach and learn knowledge related to biological sciences using comics. Based on the fact that remote classes have generally presented themselves in a very boring and uninteresting way, we consider that the comics, produced by Pixton, were a possible alternative for the teaching of scientific concepts connected with the everyday situations that students experience., Este artigo tem como objetivo analisar as dificuldades e possibilidades do ensino de Biologia, em tempos de pandemia da Covid-19, por meio da produção e utilização das Histórias em Quadrinhos. Para coleta de dados, os estudantes produziram História em Quadrinhos (HQ) sobre a pandemia da Covid-19 e, responderam questionário com questões abertas e fechadas. Adotamos como referencial teórico e metodológico a Análise de discurso, mobilizando dispositivos analíticos como leitura, interdiscurso e mecanismo da antecipação. Os resultados demonstram que é possível ensinar e aprender conhecimentos relativos às ciências biológicas utilizando HQs. Partindo de que as aulas remotas têm se apresentado geralmente de forma bastante enfadonha e desinteressante, consideramos que as HQ, produzidas pelo Pixton, foi uma alternativa possível para o ensino de conceitos científicos conectados com as situações cotidianas que os educandos vivenciam.

This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, and draw conclusions, but they also generate complexities concerning how to ‘read’ multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students’ attention, while written text often becomes subordinate and sometimes even ‘invisible’. Hence, this paper argues that it is vital for teachers to didactically support students’ visual reading skills.

RESUMO Este artigo apresenta os resultados de uma pesquisa de natureza quantitativa acerca da proficiência em leitura e compreensão oral em língua inglesa de alunos de cursos de Letras (Inglês) de uma universidade pública brasileira. Os objetivos do estudo foram mapear o nível de proficiência dos alunos do início até a metade do curso e identificar se há progressão de nível conforme avançam nas cadeias de disciplinas específicas para as habilidades escritas e para as orais. Um questionário sobre o perfil acadêmico e simulados das provas de leitura e de compreensão oral do International English Language Testing System (IELTS) foram aplicados a 385 alunos, dos quais 243 fizeram a prova de leitura e 198, a prova de compreensão oral. Ainda, destes, 32 refizeram a prova de compreensão oral, e 15, a de leitura. Os dados foram analisados com estatística descritiva e inferencial não paramétrica. Os resultados revelam progressão de nível de proficiência, tanto em leitura quanto em compreensão oral, do início do curso para o final das cadeias de habilidades. ABSTRACT This article presents the results of a quantitative research on the English reading and listening proficiency of students of English Language and Literature undergraduate degrees in a Brazilian public university. The objectives of the study were to map students’ proficiency level from beginning to mid-course semesters and to identify if there is level progression as students advance in the sequence of specific written-skills and oral-skills courses. A questionnaire about their academic profile and simulated reading and listening tests of the International English Language Testing System (IELTS) were administered to a total of 385 students, of which 243 took the reading test and 198 took the listening test. Besides, out of those, 32 retook the listening test, and 15 the reading test. Data were analyzed with descriptive and non-parametric inferential statistics. Results reveal a progression of proficiency level both in reading and listening from the beginning of the undergraduate course to the end of the specific skills course sequences.

Cilj je rada dati početne uvide u koherentnost hrvatskih javnih politika eksplorativnom analizom triju strateških dokumenata: Nove boje znanja – Strategija obrazovanja, znanosti i tehnologije, Nacionalni program za mlade za razdoblje od 2014. do 2017. godine i Nacionalna strategija poticanja čitanja za razdoblje od 2017. do 2022. godine. Analizom je utvrđeno da je tematska srodnost pojedinih dokumenata snažna podloga za postizanje širokog opsega koherentnosti, da usmjerenost na bliske ciljane skupine doprinosi koherentnosti te da usmjerenost dokumenta na specifičan problem rezultira manjim opsegom koherentnosti. Temeljni je nalaz da se koherentnost očituje u potkategorijama sektorski orijentiranih i vrijednosno orijentiranih ciljeva gdje se ostvaruje većina podudarnosti triju dokumenata. Moguće je zaključiti da je za uočavanje svih nijansi koherentnosti važno koristiti se kvalitativnom i kvantitativnom analizom. Na konceptualnoj razini pokazalo se da je koherentnost višedimenzijska te se njezino nijansiranje najbolje može predočiti kontinuumom koji pokazuje kako koherentnost varira od faze formulacije do faze implementacije., The goal of the paper is to provide initial insights into the coherence of Croatian public policies through an exploratory analysis of three strategic documents: New Colours of Knowledge – Strategy of Education, Science and Technology, the National Youth Programme for the Period 2014–2017, and the National Reading Support Strategy for the Period 2017–2022. First of all, in order to select goal subcategories, the frequency of goals within these subcategories in each of the documents is used. Next, a qualitative comparison of the meaning of individual goals in the selected strategies provides an insight into the coherence of their content. The analysis has determined that the thematic affinity of individual strategic documents represents a strong basis for achieving a wide scope of coherence, that focus on similar and overlapping target groups contributes to coherence, and that the focus of a strategic document on a specific problem results in a smaller scope of coherence. The main finding of the paper is that coherence is observed in sector-oriented and value-oriented goals. In these subcategories, there is coherence among goals from all three strategic documents. Based on this insight, it is possible to conclude that it is important to use both qualitative and quantitative analysis in order to observe all facets of coherence. At the conceptual level, research has shown that coherence is multidimensional, and the best way to cover all its nuances is on a continuum that shows how coherence varies from the formulation phase to the implementation phase.

[EN] Literary analysis can be done from a great multiplicity of theoretical and methodological platforms that have enriched, with diverse perspectives, the 20th and 21st centuries. This work intends to share a path of literary reading that has been fruitful and that consists of starting from the lexical reality of the work to interpret it, discovering unexpected angles and deepening the pleasure of the text. The dimension of the lexico in the literary work will be analyzed, as well as five possible ways of reading it: the word as a palimpsest, the symbolic-mythical side of the lexicon, the iconicity of the literary word, the lexicon as a world view and the word in the digital metaverse., [ES] El análisis literario puede hacerse desde una gran multiplicidad de plataformas teóricas y metodológicas que han enriquecido, con perspectivas diversas, el siglo xx y xxi. Este trabajo se propone compartir una vía de lectura literaria que ha resultado fecunda y que consiste en partir de la realidad lexical de la obra para interpretarla, descubriendo ángulos insospechados y ahondando el placer del texto. Se analizará la dimensión del léxico en la obra literaria, así como cinco posibles modos de leerlo: la palabra como palimpsesto, el lado simbólico-mítico del léxico, la iconicidad de la palabra literaria, el léxico como visión de mundo y la palabra en el metaverso digital.

Književna su djela, između ostaloga, i proizvodi koji različitim kanalima nalaze svoj put do svojih konzumenata, a povijest se književnosti ogleda u povijesti njezine recepcije. Da bi neko književno djelo imalo utjecaja na užu ili širu zajednicu, mora postojati određeni broj ljudi koji imaju potrebu za tim djelom. U ovome se radu, koji je dio opsežnijeg istraživanja o prijevodima i recepciji talijanske književnosti u Hrvatskoj od 1991. do 2020., istražuje čitanost talijanske književnosti u razdoblju od 2012. do 2020. godine na temelju lektirnih naslova, podataka o posuđivanosti knjiga u 20 najvećih domaćih knjižnica te anketa upućenih knjižničarima i hrvatskim autorima., According to Hans Robert Jauss, the history of literature is viewed as "a process of aesthetic reception and production that is reflected in the realization of literary texts by participants of the literary scene such as receptive readers, reflexive critics and authors in their continuous productivity" (Jauss 1982: 21). This means that literary works influence the community if the members of that community have a need for them and consume them. The reception of Italian literature in Croatia should be observed through strong cultural and historical ties, bearing in mind the cultural globalization that has occurred in the last three decades. In this paper, which is a part of a larger study of translation and reception of Italian literature in Croatia, we focus on readership as one of the parameters of reception. For this purpose, we investigated the most borrowed Italian authors in the twenty largest Croatian libraries and which authors and titles the required reading lists include. We surveyed librarians and Croatian writers about the readership of Italian literature. Despite the existence of a large Italian community in Croatia, Italian literature in Croatia is mostly read in translation, and some of the most widely read authors are Elena Ferrante, Andrea Camilleri, Federico Moccia and Alessandro Baricco, in addition to canonical authors represented in reading materials for primary and secondary schools, namely Carlo Collodi, Dante Alighieri, Giovanni Boccaccio, Francesco Petrarca and Umberto Eco. The results of the research highlight the fact that, apart from the reading lists, no significant correlation can be established between the canonical status and readership, so Italo Calvino or Claudio Magris, who, despite the many published translations and the great reputation they have among Croatian writers, do not rank highly on the most borrowed book list. It can also be concluded that it is increasingly difficult for Italian writers to find their way to Croatian audience., Secondo Hans Robert Jauss, la storia della letteratura è vista come "un processo di ricezione e produzione estetica che si compie nell’attualizzazione di testi letterari ad opera del lettore che li conosce, dello scrittore che si trasforma a sua volta in produttore e del critico che vi ragiona su" (Jauss 1982: 21, trad. italiana 1977: 50-51). Ciò significa che le opere letterarie influenzano la comunità se i suoi membri ne hanno bisogno e le consumano. La ricezione della letteratura italiana in Croazia va osservata attraverso forti legami culturali e storici, tenendo conto della globalizzazione culturale che si è verificata negli ultimi tre decenni. In questo lavoro di ricerca, che fa parte di uno studio più ampio sulla traduzione e la ricezione della letteratura italiana in Croazia, ci focalizziamo sui lettori come uno dei parametri della ricezione. A tal fine, abbiamo indagato quali autori italiani figurano tra i più presi in prestito nelle 20 maggiori biblioteche croate dal 2012 al 2020, e quali autori e titoli compaiono nelle liste di letture obbligatorie. Abbiamo anche intervistato bibliotecari e scrittori croati a proposito della lettura di autori italiani. Nonostante l’esistenza di una grande comunità italiana in Croazia, la letteratura italiana in Croazia viene letta soprattutto in traduzione, e tra gli autori più letti figurano Elena Ferrante, Andrea Camilleri, Federico Moccia e Alessandro Baricco, oltre agli autori canonici inclusi nelle letture obbligatorie per le scuole primarie e secondarie, ovvero Carlo Collodi, Dante Alighieri, Giovanni Boccaccio, Francesco Petrarca e Umberto Eco. I risultati della ricerca mettono in evidenza il fatto che, a parte le sopramenzionate letture scolastiche, non è possibile stabilire una correlazione significativa tra lo status di canone e il numero di lettori, per cui un Italo Calvino o un Claudio Magris, che hanno molte traduzioni pubblicate in Croazia e godono di grande reputazione tra gli scrittori croati, non occupano una posizione elevata quando si tratta di prestiti. Emerge inoltre dall’analisi la crescente difficoltà degli scrittori italiani nel raggiungere il pubblico croato.

The Role of Teachers in Developing Reading Habits for Class 1 Students at SDN Karawaci Baru 4 Tangerang City". Thesis. Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Muhammadiyah University Tangerang 2018. The role of schools and parents is very important in supporting children's activities to improve reading habits. Improving reading habits, the most strategic way to form students' reading habits in the school environment and in the community. This study aims to determine the teacher's role in growing the reading habits of grade 1 students at SDN Karawaci Baru 4 Tangerang City. The research method used is descriptive qualitative with data collection techniques used include observation, interviews and documentation. Based on the five teacher roles, it can be concluded that two roles have been carried out well, namely the teacher's role as a motivator and the teacher's role as a facilitator. Meanwhile, the three roles cannot be carried out optimally, namely the role of the teacher as an innovator, the role of the teacher as an inspiration and the role of the teacher as a mediator. The teacher's role as a motivator and facilitator is considered good because it is proven that the teacher provides verbal encouragement in the form of words of encouragement for students, reminds the importance of reading, provides additional value for students, there is a reading corner provided for students, freedom in borrowing books. in the library, habituation of reading activities 15 minutes before the learning process, as well as providing good reading techniques. This is inversely proportional to the teacher's role as an innovator, inspiration and mediator which is still lacking in helping students grow students' reading habits, Peranan Guru Dalam Menumbuhkan Kebiasaan Membaca Siswa Kelas 1 Di SDN Karawaci Baru 4 Kota Tangerang “. Skripsi. Jurusan Pendidikan guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Tangerang 2018. Peran sekolah dan orang tua sangat penting dalam mendukung kegiatan anak untuk meningkatkan kebiasaan membaca. Meningkatkan kebiasaan membaca, cara paling strategis untuk membentuk kebiasaan membaca peserta didik di lingkungan sekolah maupun di lingkungan masyarakat. Penelitian ini bertujuan untuk mengetahui peran guru dalam menumbuhkan kebiasaan membaca siswa kelas 1 di SDN Karawaci Baru 4 Kota Tangerang. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data yang digunakan meliputi observasi , wawancara dan dokumentasi. Berdasarkan kelima peran guru dapat disimpulkan bahwa dua peran sudah di jalankan dengan baik yaitu peran guru sebagai motivator dan peran guru sebagai fasilitator. Sementara tiga peran belum dapat dijalankan secara optimal yaitu peran guru sebagai inovator, peran guru sebagai inspirator dan peran guru sebagai mediator. Peran guru sebagai motivator dan fasilitator di nilai sudah baik karena terbukti guru memberikan dorongan verbal berupa kata – kata penyemangat bagi peserta didik, mengingatkan pentingnya membaca, memberikan tambahan nilai bagi peserta didik, adanya sudut baca yang di sediakan bagi peserta didik, kebebasan dalam meminjam buku di perpustakaan, pembiasaan kegiatan membaca 15 menit sebelum proses KBM, serta memberikan teknik membaca yang baik. Hal tersebut berbanding terbalik dengan peran guru sebagai inovator, inspirator dan mediator yang masih kurang dalam membantu siswa menumbuhkan kebiasaan membaca peserta didik.

This paper investigates the determinants of school acquisition at the end of primary school in Cameroon. To do so, we use a two-level hierarchical linear modeling on data from the 2014 survey of the “Programme d'Analyse des Systèmes Éducatifs” of CONFEMEN (PASEC). We found that the socio-economic level of the student's families, the language spoken at home, the size of the school, the gender of the teachers, and the legal nature of the school explain significantly and positively the level of students' academic achievements. Recommendations for households and education stakeholders to improve the quality of primary education are discussed.

It is an undeniable fact that reading books is beneficial in many ways. However, a great number of potential benefits are likely to be observed when these readings are realized primarily for pleasure. This article reveals some of these benefits which were identified through a qualitative case study conducted with the voluntary participation of 37 pre-service English language teachers studying at a state university in Türkiye. The study aimed to investigate the pre-service teachers' language- and culture-related gains as well as the gains regarding personal growth from a pleasure reading experience. Qualitative data were collected through written reports that students filled out after reading the books they chose based on their individual preferences. The content analysis of the reported answers revealed that pleasure reading was most beneficial for vocabulary development regarding students' language-related gains. On the other hand, they stated that their biggest culture-related gain was obtaining the ability to understand people living in a specific time period. The students also noted that the most significant contribution of their reading experience to their personal growth was to give them a new perspective.

Known primarily as the architect of the constitution of India, Babasaheb Ambedkar was also a human rights lawyer, an economist, a social justice advocate, and a polymath. Yet his story is often overlooked in favor of national leaders such as Gandhi. This study highlights Ambedkar as a visionary who called for a radical and new psychology of self that was anchored in ideas of social justice, equity and full participation. Furthermore this study fills the gap in the field of psychobiography which rarely reflects the cultural lives and experiences of the Global South.This study follows the psychobiographical method and uses memoirs, essays, speeches, and biographies as data.Three "turning points" in Ambedkar's life are examined: (1) Early childhood experiences of being an "untouchable"; (2) Returning to India for employment after completing his doctorate in the U.S.; (3) Converting to Buddhism in later life. Using a decolonial theoretical lens, we analyze the multiple ways that he experienced being colonized and dehumanized.As he defied the caste structures within his own culture and resisted colonialism, Ambedkar developed a syncretic politics of resistance that emphasized the creation of a decolonized Dalit self and community.

This article explores the intersection of place-based reading practices of rural working-class males and reading practices in school. Life story interviews have been conducted with six men in different ages (age 19-63) living in a rural region in Sweden, focusing on their reflections on their own relation to reading across a life span from the standpoint of the present. The analysis shows that there is a unique combination of factors at work when rural working-class men culturally re-appropriate written culture in ways that are sympathetic, and socially acceptable to a manual working-class culture. These factors include the processes of oralising and manualising and are often related to things learned in specific ancestral heartlands.

Lors d’une enquête menée en Belgique, nous avons recueilli les commentaires de deux classes sur une œuvre intégrale, dont dix élèves honorablement notés ont déclaré ne pas avoir lu l’œuvre. Nous cherchons dans les copies des élèves qui se disent explicitement non-lecteurs, ce que l’enseignante expérimentée a valorisé. Nous espérons déterminer, en excluant les compétences explicitement visées (la capacité à développer un discours sur une œuvre lue), les compétences implicites valorisées dans les commentaires d’une œuvre. In a survey conducted in Belgium, we collected comments about a complete book from two classes, in which ten students with good marks said that they had not read the work. We look for what the experienced teacher appreciated in the scripts of the pupils who explicitly said they were non-readers. We hope to determine, by excluding the explicitly targeted competences (the ability to develop a discourse on a book read), the implicit competences appreciated in comments on a work.

In four experiments, we investigated the impact of letter case (lower case vs. UPPER CASE) on the processing of sequences of written words. Experiment 1 used the rapid parallel visual presentation (RPVP) paradigm with postcued identification of one word in a five-word sequence. The sequence could be grammatically correct (e.g., "the boy likes his bike") or be an ungrammatical reordering of the same words (e.g., "his boy the bike likes the"). We replicated the standard sentence superiority effect (more accurate identification of target words when embedded in a grammatically correct sequence compared with ungrammatical sequences), and also found that lowercase presentation led to higher word identification accuracy, but equally so for the grammatical and ungrammatical sequences. This pattern suggests that the lowercase advantage was mostly operating at the level of individual word identification. The following three experiments used the grammatical decision task to provide an examination of letter case effects on more global sentence processing measures. All these experiments revealed a significant lowercase advantage in grammatical decisions, independently of the nature of the ungrammatical sequence (Experiments 2 and 3) and independently of whether or not the letter case manipulation was blocked (Experiment 4). The size of the effects observed in grammatical decisions again points to individual word identification as the primary locus of the lowercase advantage. We conclude that letter case mainly affects early visuo-orthographic processing and access to case-independent letter and word identities. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Lateralized processing of orthographic information is a hallmark of proficient reading. However, how this finding obtained for fixed-gaze processing of orthographic stimuli translates to ecologically valid reading conditions remained to be clarified. To address this shortcoming, here we assessed the lateralization of early orthographic processing in fixed-gaze and natural reading conditions using concomitant eye-tracking and EEG data recorded from young adults without reading difficulties. Sensor-space analyses confirmed the well-known left-lateralized negative-going deflection of fixed-gaze EEG activity throughout the period of early orthographic processing. At the same time, fixation-related EEG activity exhibited left-lateralized followed by right-lateralized processing of text stimuli during natural reading. A strong positive relationship was found between the early leftward lateralization in fixed-gaze and natural reading conditions. Using source-space analyses, early left-lateralized brain activity was obtained in lateraloccipital and posterior ventral occipito-temporal cortices reflecting letter-level processing in both conditions. In addition, in the same time interval, left-lateralized source activity was found also in premotor and parietal brain regions during natural reading. While brain activity remained left-lateralized in later stages representing word-level processing in posterior and middle ventral temporal regions in the fixed-gaze condition, fixation-related source activity became stronger in the right hemisphere in medial and more anterior ventral temporal brain regions indicating higher-level processing of orthographic information. Although our results show a strong positive relationship between the lateralization of letter-level processing in the two conditions and suggest lateralized brain activity as a general marker for processing of orthographic information, they also clearly indicate the need for reading research in ecologically valid conditions to identify the neural basis of visuospatial attentional, oculomotor and higher-level processes specific for natural reading.

En 1999 parait un texte de Dominique Bucheton intitulé « Les Postures du lecteur ». L’avenir qui sera réservé à cette recherche est suffisamment remarquable pour que nous conduisions vingt ans plus tard une étude comparative, avec, à notre disposition, un nouveau corpus produit par une cohorte de plus de cent élèves de classe de troisième. En nous fondant sur la méthodologie originelle, nous nous sommes penchés sur la manière dont les sujets-lecteurs de 2020 appréhendent cette pratique scolaire du commentaire d’un texte de fiction, et ce que peuvent nous révéler les productions des postures dominantes contemporaines dans cette activité. La constitution de ce nouveau corpus comme l’attention aux apports théoriques introduits depuis les années 2000 pour décrire l’activité du lecteur ouvrent la voie à une réévaluation des catégories et des descriptions empiriques élaborées lors de la recherche originelle. 1999 saw the publication of a text by Dominique Bucheton, entitled “Les Postures du lecteur”. The future of this research has been sufficiently remarkable for us to conduct a comparative study 20 years later, with a new corpus produced by a cohort of more than 100 students in their final year of collège education (14/15 years old). Based on the original methodology, we investigated how the subject-readers of 2020 understand the educational exercise of commenting on fiction texts, and what the productions of the dominant contemporary stances in this activity can reveal to us. The compilation of this new corpus, as well as the attention paid to the theoretical contributions introduced since the 2000s to describe the activity of the reader, open the way to a re-evaluation of the categories and empirical descriptions developed in the original study.

Appuyé sur une enquête constituée d’entretiens avec des lycéens ayant passé l’épreuve de commentaire du baccalauréat, cet article se donne pour objet de rendre compte de quelques résultats de cette recherche mais aussi d’analyser la méthodologie utilisée, ce qu’elle permet de savoir et comment. Il s’appuie sur l’étude du cas d’Oxane, qui, en entretien, se conduit comme une lectrice impliquée et fait preuve de compétences interprétatives mais qui considère, compte tenu de ce qu’elle pense être les normes de l’exercice, que le devoir qu’elle a rendu était trop personnel pour être bien noté. Based on a survey consisting of interviews with high school students who took the commentary test for the baccalaureate, this article aims to report on some of the results of this study. It also analyses the methodology used, what it shows us and how. It is based on the case study of Oxane, who, in the interview, behaves as an engaged reader and demonstrates interpretative skills, but, given what she thinks are the norms of the exercise, believes that the paper she handed in was too personal to be awarded a high mark.

Many bidialectal children grow up speaking a variety (e.g., a regional dialect) that differs from the variety in which they subsequently acquire literacy. Previous computational simulations and artificial literacy learning experiments with adults have demonstrated lower accuracy in reading contrastive words for which dialect variants exist compared with noncontrastive words without dialect variants. At the same time, exposure to multiple varieties did not affect learners' ability to phonologically decode untrained words; in fact, longer literacy training resulted in a benefit from dialect exposure as competing variants in the input may have increased reliance on grapheme-phoneme conversion. However, these previous experiments interleaved word learning and reading/spelling training, yet children typically acquire substantial oral language knowledge prior to literacy training. Here we used artificial literacy learning with adults to examine whether the previous findings replicate in an ecologically more valid procedure where word learning precedes literacy training. We also manipulated training conditions to explore interventions thought to be beneficial for literacy acquisition, such as providing explicit social cues for variety use and literacy training in both varieties. Our findings replicated the reduced accuracy for reading contrastive words in those learners who had successfully acquired the dialect variants prior to literacy training. This effect was exacerbated when literacy training also included dialect variation. Crucially, although no benefits from the interventions were found, dialect exposure did not affect reading and spelling of untrained words suggesting that phonological decoding skills can remain unaffected by the existence of multiple word form variants in a learner's lexicon.

The aim of this study is to determine the practices of middle school 8th grade Turkish teachers towards comprehension (reading) teaching in the process of learning-teaching Turkish lessons and how long they allocate for these practices. The model of the research is the case study model, which is one of the qualitative research methods. The participants of the study consist of five Turkish teachers who gave eighth grade Turkish lessons in the 2019-2020 academic year and participated in the study voluntarily. In the study, an "Observation Form" developed by the researcher was used as the data collection tools. Literature review was used in the development of measurement tools, expert opinion was obtained, and the level of harmony between coders was examined. Descriptive statistical techniques (frequency, percentage, average, etc.) were used to analyze the data. In the study, each of the teachers wrote five to the poem text "Kaldırımlar" (Sidewalks) in the theme "Individual and Society", the informative text "Gündelik Hayatımızda E-Hastalıklar" (E-Diseases in Our Daily Life) in the "Science and Technology" theme and the narrative text "Göç Destanı" (Epic of Migration) under the theme "Our National Culture" lesson time (600 minutes) had been allocated. Accordingly, 75 lesson hours (3000 minutes) of five Turkish teachers were observed in total. As a result, it was seen that 8th grade Turkish lesson teachers, whose teaching process was observed in our study, used only the texts and activities related to the texts while applying comprehension (reading) strategies in the Turkish lesson learning-teaching process.

Resumen Este artículo presenta resultados de una estrategia formativa de tipo colaborativo para el diseño de ambientes blended learning (BL) en competencias lectoras, dirigida a profesores en formación. Metodológicamente, se acude a la investigación basada en diseño (IBD), ya que esta reconoce el diseño en dos dimensiones: como objeto de estudio y como implementación didáctica para promover aprendizajes. Los datos obtenidos se analizaron mediante el uso del software Nvivo 11, con el fin de hallar y explicar las relaciones existentes entre las categorías propuestas en el estudio. El análisis de los resultados mostró que el trabajo colaborativo representa para los profesores en formación un reto complejo, pero de gran aporte en el diseño didáctico. Se concluye que trabajar colaborativamente requiere formación en interdependencia positiva, y simultáneamente fortalece competencias didácticas y tecnológicas implicadas en el diseño de experiencias de aprendizaje desde el modelo BL, importantes para el desempeño profesional docente. Abstract This article presents the results of a collaborative training strategy for designing blended learning (b-l) environments in reading skills aimed at teachers in training. Methodologically, a design-based research strategy is used since it allows approaching creation in two dimensions: an object of study and a didactic implementation to promote learning. The data obtained were analyzed using Nvivo 11 software to find and explain the relationships between the categories proposed in the study. The analysis of the results allowed us to establish that collaborative work represents a complex challenge for teachers in training, but a great contribution in the didactic design of b-l environments in reading skills. It was concluded that working collaboratively requires training that develops assertive communication processes and positive interdependence, important for professional performance. Likewise, the scope of the collaborative strategy in the strengthening of didactic and technological competencies involved in the blended learning model was evidenced.

Noncognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). The racial composition of the sample included 1.00% American Indian or Alaska Native, 2.25% Asian, 13.25% Black or African American, 22.63% Hispanic, 1.00% Native Hawaiian or Other Pacific Islander, 56.13% White, and 3.75% more than 1 race. The household income of the sample at time 1 was 16.15% below $25,000, 18.06% $25,000-49,999, 36.34% $50,000-99,999, and 29.45% $100,000 or more and closely align with the overall composition reported for the state of Florida (United States Census Bureau, 2021). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit and with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This essay seeks to set to work on the question of race and the futures of the postcolonial in post-apartheid South Africa through abiding by the site of the indeterminacy between problem and critique. Arguing that reading, in the robust sense offered by Gayatri Spivak and Stuart Hall, is a necessary and urgent response to the question, the paper examines the interventions of three key figures for thinking radical black thought in our time, namely Achille Mbembe's Critique of Black Reason, Nahum Chandler's X: The Problem of the negro as a Problem for Thought, and Qadri Ismail's Culture and Eurocentrism. Through abiding by the stakes of the work of reading in this conjuncture, I argue that it is through resisting the easy route of cultural and relativized difference that the pedagogical work of reading, and teaching reading, for the future, becomes possible.

With advances in technology, there are an increasing number of direct-reading instruments available to occupational health and safety professionals to evaluate occupational aerosol exposures. Despite the wide array of direct-reading instruments available to professionals, the adoption of direct-reading technology to monitor workplace exposures has been limited, partly due to a lack of knowledge on how the instruments operate, how to select an appropriate instrument, and challenges in data analysis techniques. This paper presents a review of direct-reading aerosol instruments available to occupational health and safety professionals, describes the principles of operation, guides instrument selection based on the workplace and exposure, and discusses data analysis techniques to overcome these barriers to adoption. This paper does not cover all direct-reading instruments for aerosols but only those that an occupational health and safety professional could use in a workplace to evaluate exposures. Therefore, this paper focuses on instruments that have the most potential for workplace use due to their robustness, past workplace use, and price with regard to return on investment. The instruments covered in this paper include those that measure aerosol number concentration, mass concentration, and aerosol size distributions.

This study examined the effect of explicit instruction of reading comprehension strategies, such as identification of unknown vocabulary and relating text to background knowledge, on four deaf and hard of hearing students’ use of strategies and reading comprehension performance pre- and post-intervention. Explicit instruction of strategies consisted of discussion of targeted strategies and think-aloud (verbalizing one’s thought processes while reading) to model strategies. The data presented is from a more in-depth study completed during the 2017–2018 academic year. Few studies have implemented think-aloud in evaluating deaf adolescents’ reading challenges and the efficacy of strategy use. This study provided insight into both of these issues. Results show an increase in the variety of strategies used by students and frequency of strategy use post-intervention. Results also indicate improved comprehension scores for two students. Close examination of the data, however, reveals ongoing metacognitive challenges (such as lack of consistent identification of key unknown words and lack of awareness of comprehension breakdowns) and inconsistency in the efficacious use of strategies. Findings indicate a need for ongoing assessment of the depth and efficacy of strategy use and individualized instruction.

Objective: Utilizing a multi-level meta-analytic approach, this review is the first to systematically quantify the efficacy of reading interventions for school-aged children with ADHD and identify potential factors that may increase the success of reading-related interventions for these children. Method: 18 studies (15 peer-reviewed articles, 3 dissertations) published from 1986 to 2020 ( N = 564) were meta-analyzed. Results: Findings revealed reading interventions are highly effective for improving reading skills based on both study-developed/curriculum-based measures ( g = 1.91) and standardized/norm-referenced achievement tests ( g = 1.11) in high-quality studies of children with rigorously-diagnosed ADHD. Reading interventions that include at least 30 hours of intervention targeting decoding/phonemic awareness meet all benchmarks to be considered a Level 1 (Well-Established) Evidence-Based Practice with Strong Research Support for children with ADHD based on clinical and special education criteria. Conclusions: Our findings collectively indicate that reading interventions should be the first-line treatment for reading difficulties among at-risk readers with ADHD.

International studies performed during the periods of social isolation highlighted the potential loss of student's learning skills. The present study fills a gap in Brazilian research on this topic and focuses on the development of reading fluency.To investigate the development of the reading fluency of students in the early years of elementary school during e-learning as a result of the social distancing measures put into effect due to the coronavirus disease 2019 (COVID-19) pandemic.Students from grades 2 to 5 were recorded. The number of words read per minute and of those read correctly per minute were analyzed. Descriptive statistical analysis was performed, using analysis of variance (ANOVA) for repeated measures with Bonferroni correction in the longitudinal study, and theIn the cross-sectional study, 162 students participated. Only the comparison between the 2nd grade classes of 2020 and 2021 showed a statistically significant difference. In the prepandemic classes, the students had better results in reading accuracy than the students assessed during the pandemic. The longitudinal study included 75 students, who improved in fluency rate and accuracy as expected between March and December 2020. In March 2021, the results showed a drop, which may be related to school closures during the Brazilian summer vacation.The present research demonstrates the results of Brazilian students in terms of the development of reading fluency during the pandemic. There was an expressive development in grades 2 and 3, with stability in the following grades. The 2nd grade class of 2021 suffered a major impact due to the pandemic.Estudos internacionais realizados durante os períodos de isolamento social destacaram a potencial perda das habilidades de aprendizagem dos alunos. O presente estudo preenche uma lacuna nas pesquisas brasileiras sobre este tema, e se centra no desenvolvimento da fluência de leitura.Investigar o desenvolvimento da fluência de leitura de alunos nos anos iniciais do Ensino Fundamental durante as aulas remotas ministradas em decorrência das medidas de distanciamento social postas em prática por conta da pandemia de doença do coronavírus 2019 (Ao todo, 162 estudantes participaram do estudo transversal. Apenas a comparação entre as turmas de 2

In this study, we investigated developmental aspects of eye movements during reading of three languages (English, German, and Finnish) that vary widely in their orthographic complexity and predictability. Grapheme-phoneme correspondence rules are rather complex in English and German but relatively simple in Finnish. Despite their differences in complexity, the rules in German and Finnish are highly predictable, whereas English has many exceptions. Comparing eye movement development in these three languages allows us to investigate whether orthographic complexity and predictability have separate effects on eye movement development. Three groups of children, matched on years of reading instruction, along with a group of proficient adult readers in each language were tested. All participants read stimulus materials that were carefully translated and back-translated across all three languages. The length and frequency of 48 target words were manipulated experimentally within the stimulus set. For children, word length effects were stronger in Finnish and German than in English. In addition, in English effects of word frequency were weaker and only present for short words. Generally, English children showed a qualitatively different reading pattern, while German and Finnish children's reading behavior was rather similar. These results indicate that the predictability of an orthographic system is more important than its complexity for children's reading development. Adults' reading behavior, in contrast, was remarkably similar across languages. Our results demonstrate that eye movements are sensitive to language-specific features in children's reading, but become more homogenous as reading skill matures. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The purpose of this study was to compare the diagnostic performance and the interpretation time of breast ultrasound examination between reading without and with the artificial intelligence (AI) system as a concurrent reading aid.A fully crossed multi-reader and multi-case (MRMC) reader study was conducted. Sixteen participating physicians were recruited and retrospectively interpreted 172 breast ultrasound cases in two reading scenarios, once without and once with the AI system (BU-CAD™, TaiHao Medical Inc.) assistance for concurrent reading. Interpretations of any given case set with and without the AI system were separated by at least 5 weeks. These reading results were compared to the reference standard and the area under the LROC curve (AUCLROC), sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV) were calculated for performance evaluations. The interpretation time was also compared between the unaided and aided scenarios.With the help of the AI system, the readers had higher diagnostic performance with an increase in the average AUCLROC from 0.7582 to 0.8294 with statistically significant. The sensitivity, specificity, PPV, and NPV were also improved from 95.77%, 24.07%, 44.18%, and 93.50%-98.17%, 30.67%, 46.91%, and 96.10%, respectively. Of these, the improvement in specificity reached statistical significance. The average interpretation time was significantly reduced by approximately 40% when the readers were assisted by the AI system.The concurrent-read AI system improves the diagnostic performance in detecting and diagnosing breast lesions on breast ultrasound images. In addition, the interpretation time is effectively reduced for the interpreting physicians.

Visual search is an active perceptual task influenced by objective factors and subjective factors such as task difficulty, distractors, attention and familiarity respectively. We studied the effect of different search directions, task medium and presence or absence of audio distractors on visual search time in young normal subjects METHODS: Twenty-four young (19-27 years) subjects with normal ocular health (except refractive error) participated in the study after obtaining informed consent. Subjects performed a word search task of ten 7-letter words of medium difficulty level. It was performed by each subject in Up-down, Down-Up, Left-Right, Right-Left, Diagonal and Random directions, with equal number of distractors. The task was performed in paper and digital medium, with or without audio distractors. The conditions were performed in random order by each subject and the time taken to accurately complete the word search was documented for each condition.The visual search time (VST) was significantly different with different search directions (ANOVA p0.0001, df=5), considering both digital and non-digital medium, with or without audio distractors. The average VST was the least for left-right search direction (100±7.2 s) and was highest for random search direction (291±19 s), on a digital medium (VSTThe visual search time is significantly delayed for search direction other than left-right direction and in presence of an audio distractor on a digital medium. These factors could play a significant role in visual orientation and specific tasks such as reading.

Most psycholinguistic models of reading aloud and of speech production do not include linguistic representations more fine-grained than the phoneme, despite the fact that the available empirical evidence suggests that feature-level representations are activated during reading aloud and speech production. In a series of masked-priming experiments that employed the reading aloud task, we investigated effects of phonological features, such as voicing, place of articulation, and constriction location, on response latencies in English and Russian. We propose a hypothesis that predicts greater likelihood of obtaining feature-priming effects when the onsets of the prime and the target share more feature values than when they share fewer. We found that prime-target pairs whose onsets differed only in voicing (e.g., /p/-/b/) primed each other consistently in Russian, as has already been found in English. Response latencies for prime-target pairs whose onsets differed in place of articulation (e.g., /b/-/d/) patterned differently in English and Russian. Prime-target pairs whose onsets differed in constriction location only (e.g., /s/ and /ʂ/) did not yield a priming effect in Russian. We conclude that feature-priming effects are modulated not only by the phonological similarity between the onsets of primes and targets but also by the dynamics of feature activation and by the language-specific relationship between orthography and phonology. Our findings suggest that feature-level representations need to be included in models of reading aloud and of speech production if we are to move forward with theorizing in these research domains. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The objective of this research is to know the effectiveness of Power Point to improve student reading English for 5th grade of elementary school. This research was conducted with an experimental method. In conducting the study, the researcher involved the English teacher, the school principal, and the student grade 5th. This research was conducted at SDN Karangtengah 04 Blitar City. The subject of this research contain of 23 students, 14 male and 9 female. The data were obtained a pre-test, giving treatment, and post-test. After analyzing the data, it was found that the use of power point can improve students' English reading. In particular, they showed an increase in their ability to read English vocabulary. In addition, the test shows several other benefits, such as students find the meaning of stories faster, the learning atmosphere is more fun, and it increases students' interest in reading. Suggestions for teaching teachers are to use power point to teach students because it can improve students' reading skills.

Si le jeu vidéo est entré dans les classes comme support d’apprentissage, peut-il être un support de lecture ? Lorsque le jeu vidéo se présente comme une adaptation d’une œuvre littéraire, il résulte alors à la fois d’un processus appropriatif et d’une créativité propre à ses concepteurs. Dans le cadre de la didactique de la lecture, nous nous sommes demandé si un jeu vidéo permettait à des élèves de s’immerger dans la fiction, en développant une « expérience de l’univers » ou « une expérience du récit » (Lemarchand-Thieurmel, 2017) et ainsi de les accompagner dans la lecture d’une œuvre littéraire patrimoniale complexe. Notre contribution observe, dans le cadre d’une recherche exploratoire, l’influence d’un jeu vidéo inspiré du roman La bête humaine de Zola, créé par des élèves de BTS, auprès d’une classe d’élèves de seconde. Cette recherche exploratoire a pour objectif de définir si le jeu a une influence évidente auprès des jeunes et s’il touche davantage certains profils d’élèves. If video games as serious game have entered classrooms as a learning medium, can it be a reading medium? When video game is presented as an adaptation of a literary work, then it results both from an appropriative process and from the creativity specific to its creators. In the context of the didactics of reading, we wondered if video game would allow pupils to immerse themselves in fiction in developing an « experience of the universe » or « an experience of the story » (Lemarchand-Thieurmel, 2017) and thus to accompany them in the reading of a complex literary heritage work. Our contribution observes, within the framework of an exploratory research, the influence of a video game inspired by the novel La bête humaine of Zola, created by students of BTS, with a class of second graders. This exploratory research aims to define if the game has an obvious influence on young people and if it affects certain student profiles more.

The Internet has revolutionized how people interact and communicate, leading to significant changes in the social order. Internet users, the netizens, now play multiple roles in using digital media in public spaces. In addition to being consumers of media texts, netizens have also become creators and publishers, actively involved in producing and disseminating news through digital media. However, the newfound freedom of netizens as readers, publishers, and producers can give rise to communication problems, particularly in interpreting texts, leading to social conflicts. As netizens exchange messages and information individually or within groups, symbolic interaction through language can sometimes result in misunderstandings and disputes due to the lack of shared understanding. This research aims to assess the digital literacy of netizens in their roles as readers, publishers, and producers on social media platforms. The research was performed to answer the following questions: (1) What are the digital citizenship skills and knowledge required to utilize digital media effectively? (2) How does the symbolic interaction among netizens as readers, producers, and publishers influence their communication on social media? (3) What challenges do netizens face in fulfilling their roles as readers, publishers, and producers? A qualitative descriptive method was employed to gain insights into these issues, providing a comprehensive overview. Data were collected through observation, field studies, and online questionnaires. A semiotic approach that specifically focused on symbolic interaction was used. The findings highlight the importance of netizens possessing four critical digital literacy skills: Digital Skills, Digital Ethics, Digital Culture, and Digital Safety, to effectively carry out their roles as readers, producers, and publishers of text on social media platforms. Moreover, the research developed a model that illustrated the symbolic interaction of netizens as they engaged in communication on social media platforms.

The primary objective of this study is to examine the frequency of metacognitive reading strategies (MRS) usage among international high school students and determine whether there are variations in the strategy usage based on their nationalities. To achieve this, the researcher used a literature-based questionnaire with specific reference to Tabaran et al. (2004). The metacognitive reading strategies questionnaire was administered to middle-aged, upper-intermediate-level students from five private international schools in Istanbul Turkey, with an average age of 17 years old. Surprisingly, the findings revealed a high awareness and implementation of MRS among the participants. However, the analysis of the independent sample t-test demonstrated no significant disparities in MRS usage between or within the groups based on the variable of nationality, indicating that students' cultural backgrounds had no discernible impact. Therefore, it can be concluded that exposing learners to the same curriculum may mitigate potential differences in the application of MRS. Keywords: Metacognitive strategies, Reading, International students, EFL. Title: The Employment of Metacognitive Reading Strategies by International High School EFL Learners Author: Nashia Najib Ghaleb ABDULLAH International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 10, Issue 3, July 2023 - September 2023 Page No: 35-43 Paper Publications Website: www.paperpublications.org Published Date: 15-July-2023 DOI: https://doi.org/10.5281/zenodo.8149544 Paper Download Link (Source) https://www.paperpublications.org/upload/book/The%20Employment%20of%20Metacognitive-15072023-3.pdf, International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, Paper Publications, Website: www.paperpublications.org