Incidence of Meares-Irlen/visual stress syndrome in reading and learning disorders : Does fluorescent lighting in classrooms affect literacy and numeracy?

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Redes sociales en internet.

on muchas las utilidades de los wikis pero quizá uno de lo usos mas significativos de las redes en la educación son las múltiples posibilidades que ofertan para desarrollar propuestas de colaboración entre docentes que comparten un mismo proyecto de trabajo, en este caso la animación lectora. En esta misma línea, encontramos multitud de herramientas y aplicaciones de Internet que nos proporcionan diferentes ventajas como son espacios compartidos, toma de decisiones comunes, asignación de tareas y responsabilidades, votaciones, gestiones de grupo, entre otros. El objetivo de este artículo es exponer una experiencia de trabajo colaborativo mediante la animación a la lectura y mostrar las características principales de las aplicaciones para el trabajo colaborativo utilizando una red social Ning para los docentes, como complemento y ampliación al uso de las wikis, para el alumnado.

A predictive study of reading comprehension in third-grade Spanish students

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Validity of a reading comprehension test for Portuguese students

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Invariance levels across language versions of the PISA 2009 reading comprehension tests in Spain

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Impact of family language and testing language on reading performance in a bilingual educational context

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Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students

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Internal structure and standardized scores of the Spanish adaptation of the EGRA (Early Grade Reading Assessment) for early reading assessment

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The simple view of reading in elementary school : a systematic review

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How do Scrabble players encode letter position during reading?

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Intervention in reading processes in pupils with Specific Language Impairment (SLI)

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Applicability of dual-route reading models to Spanish

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Psychometric properties of the reading comprehension test ECOMPLEC.Sec

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Reading hybrid texts : remarks on text/image transitions

The reading of printed materials implies the visual processing of information originated in two distinct semiotic systems. The rapid identification of redundancy, complementation or contradiction rhetoric strategies between the two information types may be crucial for an adequate interpretation of bimodal materials. Hybrid texts (verbal and visual) are particular instances of bimodal materials, where the redundant information is often neglected while the complementary and the contradictory ones are essential.Studies using the 504 ASL eye-tracking system while reading either additive or exhibiting captions (Baptista, 2009) revealed fixations on the verbal material and transitions between the written and the pictorial in a much higher number and duration than the initially foreseen as necessary to read the verbal text. We therefore hypothesized that confirmation strategies of the written information are taking place, by using information available in the other semiotic system.Such eye-gaze patterns obtained from denotative texts and pictures seem to contradict some of the scarce existing data on visual processing of texts and images, namely cartoons (Carroll, Young and Guertain, 1992), descriptive captions (Hegarty, 1992 a and b), and advertising images with descriptive and explanatory texts (cf. Rayner and Rotello, 2001, who refer to a previous reading of the whole text before looking at the image, or even Rayner, Miller and Rotello, 2008 who refer to an earlier and longer look at the picture) and seem to consolidate findings of Radach et al. (2003) on systematic transitions between text and image.By framing interest areas in the printed pictorial material of non redundant hybrid texts, we have identified the specific areas where transitions take place after fixations in the verbal text. The way those transitions are processed brings a new interest to further research.

Using eye-tracking to detect reading difficulties

Taking into account the study of Luegi (2006), where eye movements of 20 Portuguese university students while reading text passages were analyzed, in this article we discuss some methodological issues concerning eye tracking measures to evaluate reading difficulties. Relating syntactic complexity, grammaticality and ambiguity to eye movements, we will discuss the use of many different dependent variables that indicate the immediate and delayed processes in text processing. We propose a new measure that we called Progression-Path which permits analyzing, in the critical region, what happens when the reader proceeds on the sentence instead of going backwards to solve a problem that s/he found (which is the most common expected behavior but not the only one, as is illustrated by some of our examples).