Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

An exploratory study of cultural understanding in English as a Foreign Language (EFL) reading in Argentina

Fil: Porto, Melina. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

An exploratory study of cultural understanding in English as a Foreign Language (EFL) reading in Argentina

Fil: Porto, Melina. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

Comparing the effectiveness of equivalence partitioning, branch testing and code reading by stepwise abstraction applied by subjects

Some verification and validation techniques have been evaluated both theoretically and empirically. Most empirical studies have been conducted without subjects, passing over any effect testers have when they apply the techniques. We have run an experiment with students to evaluate the effectiveness of three verification and validation techniques (equivalence partitioning, branch testing and code reading by stepwise abstraction). We have studied how well able the techniques are to reveal defects in three programs. We have replicated the experiment eight times at different sites. Our results show that equivalence partitioning and branch testing are equally effective and better than code reading by stepwise abstraction. The effectiveness of code reading by stepwise abstraction varies significantly from program to program. Finally, we have identified project contextual variables that should be considered when applying any verification and validation technique or to choose one particular technique.

Teaching writing through reading: a text-centred approach

Se comparan y contrastan las destrezas requeridas para la comprensión lectora con aquellas que se necesitan para la producción de escritos correctos, en inglés, coherentes y bien cohesionados. Se comentan las actividades didácticas relacionadas con ello.The aim of this article is to establish the relevance of teaching reading and writing skills to students at Madrid Polytechnic University, and to show the relationship and interdependence of these activities in EAP courses. The skills involved in reading and writing processes for academic purposes for L2 students are compared and commented on from a rhetorical point of view. Learning tasks based on text-type analysis are recommended as adequate activities to build schemata for writing and represent a synthesis of the teaching objectives proposed for reading and writing English courses.

Community Literary Reading Symposium & Book Signing with Author

Admission: Free Open to General Public

University Breakfast Reading Soiree Meet & Greet with Author

Admission: $5.00 Per Guest at Door. Open to University Only

Harmonic Monads : Reading Contemporary Scottish Fiction through the Enlightenment

Peer reviewed

Brain activity in visual cortex predicts individual differences in reading performance

The relationship between brain activity and reading performance was examined to test the hypothesis that dyslexia involves a deficit in a specific visual pathway known as the magnocellular (M) pathway. Functional magnetic resonance imaging was used to measure brain activity in dyslexic and control subjects in conditions designed to preferentially stimulate the M pathway. Dyslexics showed reduced activity compared with controls both in the primary visual cortex and in a secondary cortical visual area (MT+) that is believed to receive a strong M pathway input. Most importantly, significant correlations were found between individual differences in reading rate and brain activity. These results support the hypothesis for an M pathway abnormality in dyslexia and imply a strong relationship between the integrity of the M pathway and reading ability.

VIDA: a virus database system for the organization of animal virus genome open reading frames

VIDA is a new virus database that organizes open reading frames (ORFs) from partial and complete genomic sequences from animal viruses. Currently VIDA includes all sequences from GenBank for Herpesviridae, Coronaviridae and Arteriviridae. The ORFs are organized into homologous protein families, which are identified on the basis of sequence similarity relationships. Conserved sequence regions of potential functional importance are identified and can be retrieved as sequence alignments. We use a controlled taxonomical and functional classification for all the proteins and protein families in the database. When available, protein structures that are related to the families have also been included. The database is available for online search and sequence information retrieval at http://www.biochem.ucl.ac.uk/bsm/virus_database/VIDA.html.

Neuroimaging studies of word reading

This review discusses how neuroimaging can contribute to our understanding of a fundamental aspect of skilled reading: the ability to pronounce a visually presented word. One contribution of neuroimaging is that it provides a tool for localizing brain regions that are active during word reading. To assess the extent to which similar results are obtained across studies, a quantitative review of nine neuroimaging investigations of word reading was conducted. Across these studies, the results converge to reveal a set of areas active during word reading, including left-lateralized regions in occipital and occipitotemporal cortex, the left frontal operculum, bilateral regions within the cerebellum, primary motor cortex, and the superior and middle temporal cortex, and medial regions in the supplementary motor area and anterior cingulate. Beyond localization, the challenge is to use neuroimaging as a tool for understanding how reading is accomplished. Central to this challenge will be the integration of neuroimaging results with information from other methodologies. To illustrate this point, this review will highlight the importance of spelling-to-sound consistency in the transformation from orthographic (word form) to phonological (word sound) representations, and then explore results from three neuroimaging studies in which the spelling-to-sound consistency of the stimuli was deliberately varied. Emphasis is placed on the pattern of activation observed within the left frontal cortex, because the results provide an example of the issues and benefits involved in relating neuroimaging results to behavioral results in normal and brain damaged subjects, and to theoretical models of reading.

Open reading frame P--a herpes simplex virus gene repressed during productive infection encodes a protein that binds a splicing factor and reduces synthesis of viral proteins made from spliced mRNA.

The open reading frame P (ORF P) is located in the domain and on the DNA strand of the herpes simplex virus 1 transcribed during latent infection. ORF P is not expressed in productively infected cells as a consequence of repression by the binding of the major viral regulatory protein to its high-affinity binding site. In cells infected with a mutant virus carrying a derepressed gene, ORF P protein is extensively posttranslationally processed. We report that ORF P interacts with a component of the splicing factor SF2/ASF, pulls down a component of the SM antigens, and colocalizes with splicing factors in nuclei of infected cells. The hypothesis that ORF P protein may act to regulate viral gene expression, particularly in situations such as latently infected sensory neurons in which the major regulatory protein is not expressed, is supported by the evidence that in cells infected with a mutant in which the ORF P gene was derepressed, the products of the regulatory genes alpha 0 and alpha 22 are reduced in amounts early in infection but recover late in infection. The proteins encoded by these genes are made from spliced mRNAs, and the extent of recovery of these proteins late in infection correlates with the extent of accumulation of post-translationally processed forms of ORF P protein.

The virion glycoproteins of Ebola viruses are encoded in two reading frames and are expressed through transcriptional editing.

In late 1994 and early 1995, Ebola (EBO) virus dramatically reemerged in Africa, causing human disease in the Ivory Coast and Zaire. Analysis of the entire glycoprotein genes of these viruses and those of other EBO virus subtypes has shown that the virion glycoprotein (130 kDa) is encoded in two reading frames, which are linked by transcriptional editing. This editing results in the addition of an extra nontemplated adenosine within a run of seven adenosines near the middle of the coding region. The primary gene product is a smaller (50-70 kDa), nonstructural, secreted glycoprotein, which is produced in large amounts and has an unknown function. Phylogenetic analysis indicates that EBO virus subtypes are genetically diverse and that the recent Ivory Coast isolate represents a new (fourth) subtype of EBO virus. In contrast, the EBO virus isolate from the 1995 outbreak in Kikwit, Zaire, is virtually identical to the virus that caused a similar epidemic in Yambuku, Zaire, almost 20 years earlier. This genetic stability may indicate that EBO viruses have coevolved with their natural reservoirs and do not change appreciably in the wild.