Proofreading Using an Assistive Software Homophone Tool Compensatory and Remedial Effects on the Literacy Skills of Students With Reading Difficulties

The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributions of each function of the homophone tool and suggest that with the proper training, assistive software can help not only students with diagnosed disabilities but also those with generally weak reading skills.

Noise resilience and entanglement evolution in two nonequivalent classes of quantum algorithms

The speedup provided by quantum algorithms with respect to their classical counterparts is at the origin of scientific interest in quantum computation. However, the fundamental reasons for such a speedup are not yet completely understood and deserve further attention. In this context, the classical simulation of quantum algorithms is a useful tool that can help us in gaining insight. Starting from the study of general conditions for classical simulation, we highlight several important differences between two nonequivalent classes of quantum algorithms. We investigate their performance under realistic conditions by quantitatively studying their resilience with respect to static noise. This latter refers to errors affecting the initial preparation of the register used to run an algorithm. We also compare the evolution of the entanglement involved in the different computational processes.

Boys Reading Boys’ Writing

In this study stories written by boys were commented on and assessed by other boys and also by both male and female teachers. The results reveal boys’ attitudes and preferences with regard to writing and also indicate some differences in the responses of male and female teachers. For boys, the performative aspect of narrative writing is important. While English teachers, who are predominantly female, can identify the weaknesses in boys’ writing, they less often note what boys attempt and may do well, for example, ambitious plots, and lack ways to acknowledge and reward such efforts. A number of recommendations are made on ways in which teachers can assist boys both to enjoy their writing but also to improve at it.