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In Senegal, the introduction of national languages into education dates back to 1962. But it was with the Ten-Year Education and Training Program that they were integrated into elementary school, with a transition to French. This is how this study aims to analyze the use of the Wolof language as a means of learning to read French among pupils in the final primary school class, supervised by The Associates in Research & Education for Development of the Education and Training Inspectorate (IEF) of Grand-Dakar (Senegal). To achieve this objective, a theoretical framework based on Cardinal's (2008) model of the laws or “regularities” of bilingualism was used. Regarding the choice of subjects, quota sampling made it possible to submit the tests to 140 students including 70 bilinguals distributed in 06 schools of the IEF of Grand-Dakar. As for the test results, they show that the use of the Wolof language as a teaching medium facilitates mastery of reading in French in terms of fluency and comprehension.

This study aims to develop digital-based learning media instruments for first graders on beginner reading materials. This method of research used research and development that uses the ASSURE model. The instrument used questionnaire and validation sheet. Data analysis techniques are performed by calculating the value of the validity test results. The results showed that; 1) A digital-based learning media in the form of audio-visual has been developed using the kinemaster application for beginning reading material for grade I elementary schools which uses 3 stages of the model, namely: Analyze Learning; State Standards and Objectives; Select Strategic Technology, Media and Materials; 2) The results of the validity test on digital-based beginning reading learning media products that have been developed, as a whole are assessed by the material validator and media design. The results of the score by material experts are 89% in the "Very Valid" category, for media design experts it is obtained with 94% in the "Very Valid" category. Thus, it can be concluded that digital-based early reading learning media in Indonesian lessons for grade I elementary schools is very valid to be used as one of the media in Indonesian subjects.

Being a proficient reader in a digital world requires a strong reading foundation, but also the ability to think critically, which is a challenge for many students in Spain. Computerized adaptive tests and process data (information about students’ actions when responding to the test) are especially important when assessing skills such as reading. This work aims to analyze how the use of technology is changing the concept of reading and the ways to evaluate it. This has implications for Spanish students and any professional in charge of interpreting and designing educational assessments. The researcher must ensure that the use of data and technology is adequate for the purposes of the assessment and that it works in a reliable, valid, and fair way for the people involved, but also the user must know when, how, and for what purposes to use the data

Using the example of “Hajduci” by Branislav Nušić, as school extensive reading for the fifth grade of primary school, this paper analyzes the compliance of ten selected editions of this work with the orthographic norm that was current at the time when these editions were published. Ten editions of this work were selected, starting from the first edition (1933/34), to the most recent one (2018), aiming to cover both periods of Serbian orthographic norm – the first, Belić’s period, with the editions from 1923, 1930, 1934, 1950, and the second period, of Matica Srpska orthographic norm, with the editions from 1960 (together with Matica hrvatska), and in 1993 and 2010 whose authors are M. Pešikan, М. Pižurica and J. Jerković. In order to emphasize the importance of this analysis for teaching practice, it also includes the textbooks (readers) containing the excerpts from the novel “Hajduci”. Bearing in mind that the students’ language competencies in the field of grammar and orthographic norms are also developed by reading the works included in the reading lists, such as Nušić’s “Hajduci”, the aim of this paper is to determine to what extent, and according to which orthographic rules, the publishers of the later editions of this novel harmonised it with the current ortographic norm.

Resumo: O propósito principal deste artigo é apresentar resultados de pesquisas que mostram a relevância de um treinamento da memória de trabalho em crianças sem diagnóstico de déficit de atenção ou outras complicações cognitivas. São crianças estudantes do segundo ano do Ensino Fundamental em processo inicial de aprendizagem de leitura e escrita. Participaram do estudo 165 sujeitos. Todos os participantes foram submetidos a pré e pós testes que avaliaram índices de memória de trabalho e desempenho em leitura silenciosa de palavras e pseudopalavras. Além da apresentação dos resultados objetivamos discutir questões referentes a estudos da memória de trabalho (MT) e suas implicações nos processos de aprendizagem de leitura. Os resultados das pesquisas indicam que crianças com maior capacidade de memória de trabalho apresentam melhor desempenho em tarefas de leitura que crianças com menor capacidade nessa memória, tais resultados são consonantes a outros estudos na área. Palavras-chave: memória de trabalho; efeito de treinamento; leitura. Abstract: This study aims to present research results that show the relevance of work memory training in children without a diagnosis of attention deficit or other cognitive complications. They are children of the second year of the Elementary School in the initial process of learning to read and write. 165 subjects participated in the study. All participants were submitted to pre and post tests that evaluated work memory indices and performance in silent word and pseudoword reading. In addition to the presentation of the results, we aimed to discuss issues related to working memory (TM) studies and their implications for reading learning processes. The results of research indicate that children with higher working memory capacity perform better on reading tasks than children with lower memory capacity, such results are consonant with other studies in the area. Keywords: working memory; training effect; reading.

In this investigation, the reading is characterized as a discursive process that considers the individual reader as a producer of meaning. It considering all the socio-historical-ideological situation in which the reader and author are inserted. From this perspective, we intend to discuss some actual concepts in the academic debate on the teaching of reading, the external evaluation and its relation to public policy. Specifically, it discussing the conceptions of reading and analyzing the reading issues in the exam of the last year of High School. The focus is to verify that these issues are in line with current conceptions of reading. Therefore, we conclude that the reading questions of this external evaluation SAEMS – system of external evaluation of Mato Grosso do Sul, seeks an interpretation with a single answer. It leaving no margin for polyphony, assuming that there is always a single response. The meaning is ready and finished, so these issues do not cause the student/reader interacts with the text. He/she can not be consider as a responsive active subject.

The purpose of this qualitative study was to describe the reading volume and book choices of fourth-grade students and how they identified as readers. Students were encouraged to read 50 books independently. The results showed that students read throughout the year. Grade-level readers described themselves as being a part of the book, while above- and below-grade-level readers identified by their rate of reading. All students increased in reading achievement as measured through assessments. [ABSTRACT FROM AUTHOR]

Quality incorporation of children’s literature has long been supported to help students learn. The purpose of this study was to examine the 79 fiction selections of our state’s sponsored reading list for grades K-2. The list was examined for original publication date, selections recognized as award winners, sex of authors, sex of protagonist, race of protagonists, and the presence of gender or racial bias. Results indicate the sponsored reading list is out of date, needs to contain more award winning selections, and fails to represent a balance of women authors and selections containing female protagonists. Gender bias was minimal and no presence of racial bias was observed.

The article suggests the need for a shift in the historian's traditional outlook on literature, according to which the latter is a provider of «useful knowledge and information.» This point of view is based on the conception of the literary work—the novel, in particular— as a faithful representación of reality. Nevertheless, a critique of this mimetic ability of the novel is perceived as early as the mid-nineteenth century. The article explores how several canonical nineteenth-century authors began to question the mimetic capacity of the novel. It also discusses later developments in literary theory concomitant with Modernism's break with realism. Beginning with the Avant-garde, the novel demanded a different kind of reader, one able to perceive and interrógate those unresolved textual processes and problems that the novel itself evidences and therefore demand from the historian an opening to new forms of reading.

We report a detailed and extensive single-case study of an acquired dyslexic patient, L.H.D., who suffered a left-hemisphere lesion as a result of a ruptured aneurysm. We present evidence that L.H.D.’s reading errors stem from a deficit in visual letter identification, and we use her deficit as a basis for exploring a variety of issues concerning prelexical representations and processes in reading. First, building on the work of other researchers, we present evidence that the prelexical reading system includes an allograph level of representation that represents each distinct visual shape of a letter (e.g., a, A, etc., for the letter A). We extend a theory proposed by Caramazza and Hillis [Caramazza, A., & Hillis, A. (1990a). Spatial representation of words in the brain implied by studies of a unilateral neglect patient.Nature,346, 267–269] to include an allograph level, and we probe the nature of the allograph representations in some detail. Next, we explore the implications of visual similarity effects and letter perseverations in L.H.D.’s reading performance, arguing that these effects shed light on activation dynamics in the prelexical reading system and on the genesis of L.H.D.’s errors. We also probe the processing of letter case in the visual letter identification process, proposing that separate abstract letter identity and case representations are computed. Finally, we present evidence that the allograph level as well as the abstract letter identity level implement a word-based frame of reference. [ABSTRACT FROM AUTHOR]

With support, young adolescents crave the challenge of learning about serious ideas through serious literature. Middle-level learners also enjoy opportunities to become immersed in activities that foster a deeper understanding of serious ideas. After discussing the value of using serious narrative literature, a rationale is provided for supporting its relevance to young adolescents. Then, pertinent materials and activities are presented for helping middle school students to be successful with serious narrative literature. [ABSTRACT FROM PUBLISHER]

Objective To examine reading and related skills in children with and without orofacial clefts. Methods Forty-two children with orofacial clefts were recruited from an urban craniofacial center. A demographically similar sample of 43 children without clefts was recruited using community advertisements and a research registry. Participants completed assessments of basic reading, phonological awareness, phonological memory, reading fluency, and rapid naming. Parents completed a semi-structured interview regarding educational and medical history. Results Children with clefts scored significantly lower than controls on measures of basic reading, phonological memory, and reading fluency. Conclusions This is one of the first studies of reading in children with orofacial clefts to include a control sample. The findings suggest that children with clefts are less adept readers than demographically matched peers without clefts, supporting the need to monitor academic achievement in this population. [ABSTRACT FROM PUBLISHER]

To characterize the spatial relationship between activations related to language-induced seizure activity, language processing, and motor control in patients with reading epilepsy. We recorded and simultaneously monitored several physiological parameters [voice-recording, electromyography (EMG), electrocardiography (ECG), electroencephalography (EEG)] during blood oxygen level-dependent (BOLD) functional magnetic resonance imaging (fMRI) in nine patients with reading epilepsy. Individually tailored language paradigms were used to induce and record habitual seizures inside the MRI scanner. Voxel-based morphometry (VBM) was used for structural brain analysis. Reading-induced seizures occurred in six out of nine patients. One patient experienced abundant orofacial reflex myocloni during silent reading in association with bilateral frontal or generalized epileptiform discharges. In a further five patients, symptoms were only elicited while reading aloud with self-indicated events. Consistent activation patterns in response to reading-induced myoclonic seizures were observed within left motor and premotor areas in five of these six patients, in the left striatum (n = 4), in mesiotemporal/limbic areas (n = 4), in Brodmann area 47 (n = 3), and thalamus (n = 2). These BOLD activations were overlapping or adjacent to areas physiologically activated during language and facial motor tasks. No subtle structural abnormalities common to all patients were identified using VBM, but one patient had a left temporal ischemic lesion. Based on the findings, we hypothesize that reflex seizures occur in reading epilepsy when a critical mass of neurons are activated through a provoking stimulus within corticoreticular and corticocortical circuitry subserving normal functions. [ABSTRACT FROM AUTHOR]

Clinical neuropsychology relies on the use of appropriate test norms. Normative studies frequently stratify based on age, education, sex, and race. None to date has reported norms based on literacy, despite the substantial evidence that literacy impacts cognitive functioning. Some researchers have suggested that literacy is a more accurate reflection of academic achievement and quality of education than years of education, particularly for African Americans. The current study provides literacy-based normative data for multiple neuropsychological measures based on a sample of predominantly low socioeconomic status African Americans. These normative data should improve the diagnostic accuracy of performances by African-American clients with similar demographic backgrounds. [ABSTRACT FROM AUTHOR]

This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries-hiragana and katakana (collectively termed "kana")-and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and practice are discussed. [ABSTRACT FROM AUTHOR]

This review discusses recent cognitive neuroscience investigations into the biological bases of developmental dyslexia, a common disorder impacting approximately 5 to 17 percent of the population [Stanovich, 1986, Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21: 360–407]. Our aim is to summarize central findings from several lines of evidence that converge on pivotal aspects of the brain bases of developmental dyslexia. We highlight ways in which the approaches and methodologies of developmental cognitive neuroscience that are addressed in this special issue—including neuroimaging, human genetics, refinement of cognitive and biological phenotypes, neural plasticity and computational models—can be employed in uncovering the biological bases of this disorder. Taking a developmental perspective on the biological bases of dyslexia, we propose a simple cascading model for the developmental progression of this disorder, in which individual differences in brain areas associated with phonological processing influence the specialization of visual areas involved in the rapid processing of written words. We also discuss recent efforts to understand the impact of successful reading interventions in terms of changes within cortical circuits associated with reading ability. MRDD Research Reviews 2003;9:196–205. © 2003 Wiley-Liss, Inc. [ABSTRACT FROM AUTHOR]

The availability of text reading and editing software for Personal Digital Assistants (PDAs) makes it timely to consider whether PDAs are useful tools for reading learning materials. This paper describes a study that evaluated the use of PDAs for reading by students on a Masters course run by the UK Open University. The evaluation consisted of pre- and post-questionnaires, and follow-up interviews. In addition, students discussed their experiences in a computer-based conference. Findings show that while the portability of the device was welcomed by students, and the electronic format was advantageous, limitations such as the small screen size, navigation difficulties, and slow and error-prone methods for entering text, made it difficult to read and interact with documents on the PDA. The paper recommends that further research consider the value of PDAs as reading devices in the context of other potential ways that PDAs can be used as learning tools. [ABSTRACT FROM AUTHOR]

One hundred and thirty one years after its publication.María by J.Isaacs is still a novel open to multiple interpretations. The theoritical tools proposed in R.Barthes's text analysis provide new path to a significant production. The author of this article imforms us the reading herin carried out, is that of detail. How to reference this article: Vélez Upegui, M. (1998). Análisis Textual del Capítulo I de María. Íkala. 3(2), pp. 105 – 118.

Verbal tasks are typically assumed to be processed by the left cerebral hemisphere, but the right hemisphere may have some role in language. EEG alpha was recorded from homologous central and parietal scalp locations of 12 male subjects reading technical passages and stories. Reading stories engaged the central area of the right hemisphere more than reading technical material. There was no significant difference in reading speed. Thus, some aspects of reading differentially involve the right hemisphere. [ABSTRACT FROM AUTHOR]

Resumo O objetivo deste estudo foi investigar as práticas de leitura de jovens adolescentes e sua relação com o desempenho na compreensão de textos. Participaram 121 estudantes do 6º e 7º anos do ensino fundamental de escolas públicas, com idades variando entre 11 e 14 anos, de ambos os sexos. Foram aplicados três instrumentos: o Questionário de Compreensão de Texto Cloze, o Teste de Compreensão de Leitura e o Questionário sobre Home Literacy. A partir disso, constatou-se que a maioria dos estudantes leem um ou mais livros por ano e que usam bastante a Internet para discussão nas redes sociais. Quanto a associação entre as práticas de leitura e a compreensão textual verificou-se que a leitura prazerosa de gibis e mangás, por exemplo, se relaciona ao baixo desempenho na compreensão de textos, pois grupos que leram mais esse tipo de texto tiveram desempenho inferior na Análise de Variância (F(3, 120) = 2,91; p = 0,03). Além disso, verificou-se que alunos os quais leem as matérias escolares quando chegam em casa tem escores mais altos na interpretação textual (F(3, 120) = 2,92; p = 0,03).

Resumo: Analisamos o funcionamento de um texto de literatura infanto-juvenil, como mediador, no ensino de ciências naturais para crianças de nove a dez anos de idade numa classe de quarta série do ensino fundamental de uma escola pública na cidade de Campinas - SP. A leitura coletiva do texto narrativo foi proposta com o intuito de incentivar a curiosidade dos estudantes e contribuir para a construção de concepções pertinentes à área de Ciências de maneira prazerosa. A análise de falas das crianças ocorridas durante essa leitura e de textos por elas escritos após o término da atividade evidenciou mediações do texto, mediações criança-criança, e criança-professora pesquisadora. Pudemos notar que, além de prazerosa, a atividade desempenhou um papel significativo como instigadora de conhecimentos sistemáticos abstratos.

Resumo Este artigo relata, a partir de pesquisa empírica, como estudantes de 4° ano do Ensino Fundamental configuram o poético, por meio do estudo orientado de poemas veiculados em obras selecionadas pelo Programa Nacional Biblioteca da Escola (PNBE). Parte de investigação maior, o artigo propõe procedimentos mediadores para o poema "O eco", de Cecília Meireles, problematizando o letramento poético. A investigação apoia-se principalmente em Huizinga e Kirinus. O problema posto justifica-se em virtude de a formação de leitores ser um desafio para o âmbito educacional e para a criação e a manutenção de políticas públicas. O artigo contribui para apresentar possibilidade de inserção escolar do acervo do PNBE e aponta caminhos para o desenvolvimento do poético, que tende a ser pouco explorado na escola.