The value of tablets as reading aids for individuals with central visual field loss:an evaluation of eccentric reading with static and scrolling text

Purpose: Technological devices such as smartphones and tablets are widely available and increasingly used as visual aids. This study evaluated the use of a novel app for tablets (MD_evReader) developed as a reading aid for individuals with a central field loss resulting from macular degeneration. The MD_evReader app scrolls text as single lines (similar to a news ticker) and is intended to enhance reading performance using the eccentric viewing technique by both reducing the demands on the eye movement system and minimising the deleterious effects of perceptual crowding. Reading performance with scrolling text was compared with reading static sentences, also presented on a tablet computer. Methods: Twenty-six people with low vision (diagnosis of macular degeneration) read static or dynamic text (scrolled from right to left), presented as a single line at high contrast on a tablet device. Reading error rates and comprehension were recorded for both text formats, and the participant’s subjective experience of reading with the app was assessed using a simple questionnaire. Results: The average reading speed for static and dynamic text was not significantly different and equal to or greater than 85 words per minute. The comprehension scores for both text formats were also similar, equal to approximately 95% correct. However, reading error rates were significantly (p=0.02) less for dynamic text than for static text. The participants’ questionnaire ratings of their reading experience with the MD_evReader were highly positive and indicated a preference for reading with this app compared with their usual method. Conclusions: Our data show that reading performance with scrolling text is at least equal to that achieved with static text and in some respects (reading error rate) is better than static text. Bespoke apps informed by an understanding of the underlying sensorimotor processes involved in a cognitive task such as reading have excellent potential as aids for people with visual impairments.

Costs and benefits of orthographic inconsistency in reading:evidence from a cross-linguistic comparison

We compared reading acquisition in English and Italian children up to late primary school analyzing RTs and errors as a function of various psycholinguistic variables and changes due to experience. Our results show that reading becomes progressively more reliant on larger processing units with age, but that this is modulated by consistency of the language. In English, an inconsistent orthography, reliance on larger units occurs earlier on and it is demonstrated by faster RTs, a stronger effect of lexical variables and lack of length effect (by fifth grade). However, not all English children are able to master this mode of processing yielding larger inter-individual variability. In Italian, a consistent orthography, reliance on larger units occurs later and it is less pronounced. This is demonstrated by larger length effects which remain significant even in older children and by larger effects of a global factor (related to speed of orthographic decoding) explaining changes of performance across ages. Our results show the importance of considering not only overall performance, but inter-individual variability and variability between conditions when interpreting cross-linguistic differences.

The effect of direct instruction in story grammar using deep processing on the reading and writing achievement of second-graders

The purpose of this study was to investigate the effects of direct instruction in story grammar on the reading and writing achievement of second graders. Three aspects of story grammar (character, setting, and plot) were taught with direct instruction using the concept development technique of deep processing. Deep processing which included (a) visualization (the drawing of pictures), (b) verbalization (the writing of sentences), (c) the attachment of physical sensations, and (d) the attachment of emotions to concepts was used to help students make mental connections necessary for recall and application of character, setting, and plot when constructing meaning in reading and writing.^ Four existing classrooms consisting of seventy-seven second-grade students were randomly assigned to two treatments, experimental and comparison. Both groups were pretested and posttested for reading achievement using the Gates-MacGinitie Reading Tests. Pretest and posttest writing samples were collected and evaluated. Writing achievement was measured using (a) a primary trait scoring scale (an adapted version of the Glazer Narrative Composition Scale) and (b) an holistic scoring scale by R. J. Pritchard. ANCOVAs were performed on the posttests adjusted for the pretests to determine whether or not the methods differed. There was no significant improvement in reading after the eleven-day experimental period for either group; nor did the two groups differ. There was significant improvement in writing for the experimental group over the comparison group. Pretreatment and posttreatment interviews were selectively collected to evaluate qualitatively if the students were able to identify and manipulate elements of story grammar and to determine patterns in metacognitive processing. Interviews provided evidence that most students in the experimental group gained while most students in the comparison group did not gain in their ability to manipulate, with understanding, the concepts of character, setting, and plot. ^

The effects of writing process instruction on the writing and reading performance of students with learning disabilities

The purpose of this study was to determine the efficacy of a writing process approach for the instruction of language arts with learning disabled elementary students. A nonequivalent control group design was used. The sample included 24 students with learning disabilities who were in second and third grade. All students were instructed in resource room settings for ninety minutes per day in language arts. The students in the treatment group received instruction using the writing process steps to create complete meaningful compositions on self-chosen topics. A literature-based reading program accompanied instruction in writing to provide examples of good writing and to provide a basis for topic selection. The students in the control group received instruction through the use of the county-adopted textbooks and accompanying worksheets. The teacher followed basic textbook and curriculum guide suggestions which consisted mainly of fill in the blank and matching type exercises. The treatment group consisted of 12 students: five second-graders and seven third-graders. The control group consisted of 12 students: four second-graders and eight third-graders. All students were pretested and posttested using the Woodcock-Johnson Tests of Achievement-Revised (WJ-R ACH) for writing samples and the Woodcock Reading Mastery Test (WRMT) for reading achievement. T-tests were also done to investigate the gain from pre to post for each reading or writing variable for each group separately. The results showed a highly significant difference from pretest to posttest for all writing and reading variables for both groups. Analysis of Covariance showed that the population mean posttest achievement scores for all variables adjusted for the pretest were higher for the treatment group than those for the control group.

The effect of bilingual representation in prose reading on explicit and implicit memory

Chinese-English bilingual students were randomly assigned to three reading conditions: In the English-English (E-E) condition (n = 44), a text in English was read twice; in the English-Chinese (E-C) condition (n = 30), the English text was read first and its Chinese translation was read second; in the Chinese-English (C-E) condition (n = 30), the Chinese text was read first and English second. An expected explicit memory test on propositions in the format of sentence verification was given followed by an unexpected implicit memory test on unfamiliar word-forms.^ Analyses of covariance were conducted with explicit and implicit memory scores as the dependent variables, reading condition (bilingual versus monolingual) as the independent variable, and TOEFL reading score as the covariate.^ The results showed that the bilingual reading groups outperformed the monolingual reading group on explicit memory tested by sentence-verification but not on implicit memory tested by forced-choice word-identification, implying that bilingual representation facilitates explicit memory of propositional information but not implicit memory of lexical forms. The findings were interpreted as consistent with separate bilingual memory-storage models and the implications of such models in the study of cognitive structures were discussed in relationship to issues of dual coding theory, multiple memory systems, and the linguistic relativity philosophy. ^

The effects of bilingual and monolingual reading videos on story recall with students who are deaf and hard of hearing

The purpose of this study is to investigate the effects of bilingual and monolingual videos on the reading comprehension of students with significant hearing impairments and/or deafness. Children with and without hearing losses need reading programs in which comprehension of meaning is the primary goal. This can occur only when print is represented in meaningful context, allowing children to create meaning from their own experience, background, and knowledge of language.^ Investigated in this study was whether students with significant hearing losses comprehended more information in a bilingual or monolingual instructional video format. There were three instructional videos produced: (a) the bilingual video which incorporated American Sign Language (ASL) with standard English captions, (b) a monolingual English video with standard English captions only, and (c) a monolingual ASL-only video. It was hypothesized that the effects of English captioning with ASL might serve as a bridge during instruction, increasing reading comprehension and written English for students. It was further hypothesized that this would allow students to integrate their own ASL knowledge to the printed text to construct meaning.^ Four separate analyses were conducted to see if the hypothesis was supported by the findings. However, all results indicated that there were no significant differences in students' written measures of reading comprehension recall across any of the three presentations of information (two monolingual and one bilingual condition). There were seven variables (word identification, word recall, sentence recall, story recall, written passage theme, written passage word count, and number of mature words) used to evaluate reading comprehension recall. No variable, either individually or grouped, demonstrated a significant difference between monolingual or bilingual instruction. ^

Constructing literacy: Disadvantaged Irish mothers' attempts at developing literacy with their preschool children during storybook reading and jigsaw puzzle building

Early childhood research beginning in the 1960s has focused on the literacy experiences of preschool children in the home and the contribution of those experiences to later school success. Decades of research since then have investigated learning experiences of preschool children as they interacted with caregivers, siblings or peers prior to formal schooling (Durkin, 1966; Heath, 1983). ^ In this qualitative investigation into early literacy events that occur between disadvantaged Irish mothers and their children, four research questions were investigated. (1) How do disadvantaged Irish mothers engage their preschool children in literacy events such as storybook reading and jigsaw puzzle building? (2) How does the mother's previous school experience affect her role as the child's first teacher? (3) How does the culture of the neighborhood affect the child's developing literacy? (4) What risk factors inhibit literacy development in these Irish children? ^ This study examined the conversational exchanges between three disadvantaged Irish mothers and their preschool children living near Dublin, Ireland, as the mothers read a storybook to their children and assisted them in jigsaw puzzle building. Conversations were recorded, transcribed and analyzed into reading skill and teaching strategy categories for the purpose of determining the mothers' literacy intent during her turn. Journal notes, field notes and interviews with the mothers recorded other information and allowed for triangulation of data. ^ The results of this investigation indicated four findings. The first finding was that these disadvantaged mothers employed many of the same techniques that classroom teachers use during the reading lesson. They attempted high-level and low-level questions, teaching strategies, and other interactions that are so familiar in the classroom. The second finding was that jigsaw puzzle building produced a richer literacy interaction than storybook reading. The third finding was that the environment of the disadvantaged neighborhood posed many risks to children's literacy development. A final finding was that the mothers used thinking out loud behavior to vocalize their inner thoughts during literacy interactions. ^ Future research suggests studying mother/child dyads in other socio-economic environments and cultures to determine if other mothers practice the same skills and strategies as these mothers. ^

Reading comprehension and mathematical concept acquisition through the use of math stories with bilingual children

Math storybooks are picture books in which the understanding of mathematical concepts is central to the comprehension of the story. Math stories have provided useful opportunities for children to expand their skills in the language arts area and to talk about mathematical factors that are related to their real lives. The purpose of this study was to examine bilingual children's reading and math comprehension of the math storybooks. ^ The participants were randomly selected from two Korean schools and two public elementary schools in Miami, Florida. The sample consisted of 63 Hispanic American and 43 Korean American children from ages five to seven. A 2 x 3 x (2) mixed-model design with two between- and one within-subjects variable was used to conduct this study. The two between-subjects variables were ethnicity and age, and the within-subjects variable was the subject area of comprehension. Subjects were read the three math stories individually, and then they were asked questions related to reading and math comprehension. ^ The overall ANOVA using multivariate tests was conducted to evaluate the factor of subject area for age and ethnicity. As follow-up tests for a significant main effect and a significant interaction effect, pairwise comparisons and simple main effect tests were conducted, respectively. ^ The results showed that there were significant ethnicity and age differences in total comprehension scores. There were also age differences in reading and math comprehension, but no significant differences were found in reading and math by ethnicity. Korean American children had higher scores in total comprehension than those of Hispanic American children, and they showed greater changes in their comprehension skills at the younger ages, from five to six, whereas Hispanic American children showed greater changes at the older ages, from six to seven. Children at ages five and six showed higher scores in reading than in math, but no significant differences between math and reading comprehension scores were found at age seven. ^ Through schooling with integrated instruction, young bilingual children can move into higher levels of abstraction and concepts. This study highlighted bilingual children's general nature of thinking and showed how they developed reading and mathematics comprehension in an integrated process. ^

Comparison of repeated and two non-repeated readings conditions on reading abilities of students with emotional and/or behavioral disabilities

Students with emotional and/or behavioral disorders (EBD)present considerable academic challenges along with emotional and/or behavioral problems. In terms of reading, these students typically perform one-to-two years below grade level (Kauffman, 2001). Given the strong correlation between reading failure and school failure and overall success (Scott & Shearer-Lingo, 2002), finding effective approaches to reading instruction is imperative for these students (Staubitz, Cartledge, Yurick, & Lo, 2005). This study used an alternating treatments design to comparethe effects of three conditions on the reading fluency, errors, and comprehension of four, sixth-grade students with EBD who were struggling readers. Specifically, the following were compared: (a) Repeated readings in which participants repeatedly read a passage of about 100-150 words, three times, (b) Non-repeated readings in which participants sequentially read an original passage of about 100-150 words once, and (c) Equivalent non-repeated readings in which participants sequentially read a passage of about 300-450 words, equivalent to the number of words in the repeated readings condition. Also examined were the effects of the three repeated readings practice trials per sessions on reading fluency and errors. The reading passage difficulty and length established prior to commencing were used for all participants throughout the standard phase. During the enhanced phase, the reading levels were increased 6 months for all participants, and for two (the advanced readers), the length of the reading passages was increased by 50%, allowing for comparisons under more rigorous conditions. The results indicate that overall repeated readings had the best outcome across the standard and enhanced phases for increasing readers’ fluency, reducing their errors per minute, and supporting fluency answers to literal comprehension questions correctly as compared to non-repeated and equivalent non-repeated conditions. When comparing nonrepeated and equivalent non-repeated readings,there were mixed results. Under the enhanced phases, the positive effects of repeated readings were more demonstrative. Additional research is needed to compare the effects of repeated and equivalent non-repeated readings across other populations of students with disabilities or varying learning styles. This research should include collecting repeated readings practice trial data for fluency and errors to further analyze the immediate effects of repeatedly reading a passage.

An examination of the effects of a summer book-reading program on the language and early literacy outcomes of toddlers from high risk environments

The current study examined the impact of an early summer literacy program and the mediating effects of the home literacy environment on the language and literacy outcomes of a group of children at-risk for long-term developmental and academic delays. Participating children (n=54) were exposed to an intensive book-reading intervention each summer (June through mid August) over a 3-year period. The current study implemented an ex post facto, quasi-experimental design. This nonequivalent group design involved a pretest and posttest over three time points for a non-randomized treatment group and a matched non-treatment comparison group. Results indicated that literacy scores did improve for the children over the 3-year period; however, language scores did not experience the same rate of change over time. Receptive language was significantly impacted by attendance, and race/ethnicity. Expressive language was impacted significantly by gestational age and attendance. Results also indicated that language outcomes for young children who are exposed to a literacy program were higher than those who did not participate; however, only receptive language yielded significance at the p<.05 level. These study results also found that activities in the home that support literacy and learning do indeed impact language and literacy outcomes for these children, specifically, the age at which a child is read to, the number of books in the home, a child’s enjoyment of reading, and whether a child looks at books on his or her own impact language scores. This study concluded that at-risk young children do benefit from center-based literacy intervention. This literacy experience, however, is also driven by the children's home environment, their attendance to the program, whether they were premature or not and the type of caregiver.

The Effect of Parent Volunteers on Reading Scores and Attitudes

The purpose of this study is to investigate the relationship between student reading achievement and family involvement in urban schools. In this action research project, family members will be invited to participate as reading mentors during class time. In this study, the mentors will have the chance to impact the students by reading aloud to them in small groups. It is hypothesized that this will increase the student's reading scores and motivate students to read for enjoyment.

Content and Methods of Teaching Literacy: The Effect of One-on-One Tutoring in Preservice Clinical Education in Two Low-Performing, Diverse School Settings on the Effectiveness of Preservice Teachers’ Reading Instruction

This is a study of preservice teachers’ ability to teach reading to struggling, diverse students, after participating in a school-embedded course incorporating a one-on-one tutorial directly supervised by reading experts. Changes in reading performance as well as plans to analyze changes in the preservice teachers will be discussed.

Do Syllable Count and Word Frequency Differ Significantly in Easy and Difficult Reading Comprehension Items?

This study investigated the effect of the number of syllables and the word frequency of the words in the reading passages, the question stems, and the answer options of easy and difficult reading comprehension items. Significant differences were found for the easy and difficult items.

Secondary Teachers’ Knowledge, Beliefs, and Self-Efficacy to Teach Reading in the Content Areas: Voices Following Professional Development

This study explored 24 content area teachers’ knowledge, beliefs, and self-efficacy about teaching reading in the content areas at the end of a state-wide professional development experience. The findings suggest that the participating teachers held positive beliefs, gained valuable knowledge, and were confident about teaching reading in their content areas.

Pairing Repeated Reading and Systematic Error Correction: Impact on Fluency of 18 Year Old Students on a Small Caribbean Island

This study investigates the impact of a combined treatment of Systematic Error Correction and Repeated Reading on reading rate and errors for 18 year olds with undiagnosed reading difficulties on a Caribbean Island. In addition to direct daily measures of reading accuracy, the Reading Self Perception Scale was administered to determine whether the intervention was associated with changes in the way the student perceives himself as a reader.