Reading comprehension in primary school: textbooks, curriculum and assessment

This study describes the reading comprehension processes present in the most widely sold textbooks at the fourth grade level in Portugal and discusses how they compare to international assessments of reading literacy. We adopted the Progress of International Reading Literacy Study framework to categorize the questions in the textbooks. Our analyses revealed that they focus heavily on the retrieval of explicitly stated information to the detriment of higher level comprehension skills. Portuguese fourth grade textbooks rarely challenge students to make connections between their knowledge and the ideas in the texts and to adopt a critical and evaluative reading stance. This is in sharp contrast to what students are asked to do in the Progress of International Reading Literacy Study, conducted every five years since 2001, and it may help explain the poor results Portuguese students have in national assessment and in PISA. The findings are discussed in light of the curriculum frameworks currently adopted in Portugal and suggestions are made as to how we can improve reading literacy achievement.

Enhancing comprehension in low achievement 9th grades: a quasi-experiment study

This article describes the application of a Comprehension Strategies Programme (CSP) designed to improve the reading comprehension of students with learning difficulties. The programme was implemented with 102 ninth grade students from Portuguese public schools with low achievement on a particular subject: Portuguese. An evaluation was done on the effects of the programme on reading comprehension and on school achievement. The Experimental Group presented significant improvements when compared to the Control Group (n=108) on the dimensions considered. This indicates that the CSP an bring benefits to low achieving students who have Portuguese as a mother tongue.

The reactivity of oytho-methoxy-substituted catechol radicals with sulfhydryl groups: Contribution for the comprehension of the mechanism of inhibition of NADPH oxidase by apocynin

Redox processes are involved in the mechanism of action of NADPH oxidase inhibitors such as diphenyleneiodonium and apocynin. Here, we studied the structure-activity relationship for apocynin and analogous ortho-methoxy-substituted catechols as inhibitors of the NADPH oxidase in neutrophils and their reactivity with peroxidase. Aiming to alter the reduction potential, the ortho-methoxy-catechol moiety was kept constant and the substituents at para position related to the hydroxyl group were varied. Two series of compounds were employed: methoxy-catechols bearing electron-withdrawing groups (MC-W) such as apocynin, vanillin, 4-nitroguaiacol, 4-cyanoguaiacol, and methoxy-catechol bearing electron-donating groups (MC-D) such as 4-methylguaiacol and 4-ethylguaiacol. We found that MC-D were weaker inhibitors compared to MD-W. Furthermore, the radicals generated by oxidation of MC-W via MPO/H(2)O(2), but not for MC-D, were able to oxidize glutathione (GSH) as verified by the formation of thiyl radicals, depletion of GSH, and recycling of the ortho-methoxy-catechols during their oxidations. The capacity of oxidizing sulfhydryl (SH) groups was also verified when ovalbumin was incubated with MC-W, but not for MC-D. Since the effect of apocynin has been correlated with inactivation of the cytosolic fractions of the NADPH oxidase complex and its oxidation during the inhibitory process develops a special role in this process, we suggest that the close relationship between the reactivity of the radicals of MC-W compounds with thiol groups and their efficacy as NADPH oxidase inhibitor could be the chemical pathway behind the mechanism of action of apocynin and should be taken into account in the design of new and specific NADPH oxidase inhibitors. (c) 2007 Elsevier B.V. All rights reserved.

Dialogic reading of a novel for children: effects on text comprehension

Estudos experimentais têm demonstrado efeitos positivos da leitura dialógica de livros ilustrados (leitura em voz alta intercalada com prompts e feedback para verbalizações por parte do ouvinte) sobre o vocabulário e a expressão verbal de crianças pequenas. Este estudo verificou o efeito da leitura dialógica sobre a compreensão textual de um romance infanto-juvenil por três crianças de 7-8 anos, utilizando um delineamento de sujeito único. Na Condição A, o texto era lido sem intervenções. Na Condição B, a leitura era intercalada com intervenções dialógicas baseadas nas funções narrativas presentes no texto. As medidas de compreensão mostraram um desempenho superior na Condição B para os dois participantes submetidos ao delineamento B-A-B, mas não para o participante submetido ao delineamento A-B-A. São discutidas possíveis interações da leitura dialógica com características do gênero textual e a necessidade de replicações sistemáticas com um maior número de sessões e reversões das condições.

Construction and validation of an instrument to assess the reading comprehension of students from the third to the fifth grades of elementary school

Objetivo:Este estudo teve como objetivo construir e validar um instrumento de avaliação da compreensão de leitura a fim de caracterizar o perfil de leitura e detectar dificuldades de compreensão em escolares do terceiro ao quinto ano do Ensino Fundamental.Métodos:Participaram 378 escolares divididos em trés grupos para avaliação da compreensão de proposições literais e inferenciais de micro e macroestruturas de dois textos expositivos e dois textos narrativos por meio de questões de múltipla escolha.Resultados:Os dados analisados estatisticamente indicaram valores do teste alfa de Cronbach apresentando consisténcia interna nos quatros textos aplicados para os trés grupos.Conclusão:Foi possível constatar que os escolares apresentaram menor número de erros com o aumento da escolarização e que cada tipo de texto apresentou uma dificuldade específica para os escolares.

FINITE ELEMENT SIMULATIONS FOR THE COMPREHENSION OF PHYSICAL PHENOMENA INVOLVED IN ELECTRIC IMPEDANCE TOMOGRAPHY OF MASONRY STRUCTURES

The paper describes the preliminary studies of University of Minho on the use of Electric Impedance/Resistance Tomography to assess masonry structures. The study is focused on the analysis of values of current and voltage resulting from the use of an electrical source with voltage and frequency values from a distribution network. The analysis is made from results obtained through computer simulations, using a three-dimensional model of the idealized masonry structures. A finite element program was used for the simulations. Three types of electrodes were used in simulations, and the analysis of the results led to significant conclusions. Later masonry specimens were built and a series of preliminary tests were carried out in the laboratory. The comparative analysis of simulated and experimental results allowed identifying the factors that have influence on the physical results.

Two-Item Sentence Comprehension by a Dog (Canis familiaris)

Syntax use by non-human animals remains a controversial issue. We present here evidence that a dog may respond to verbal requests composed of two independent terms, one referring to an object and the other to an action to be performed relative to the object. A female mongrel dog, Sofia, was initially trained to respond to action (point and fetch) and object (ball, key, stick, bottle and bear) terms which were then presented as simultaneous, combinatorial requests (e. g. ball fetch, stick point). Sofia successfully responded to object-action requests presented as single sentences, and was able to flexibly generalize her performance across different contexts. These results provide empirical evidence that dogs are able to extract the information contained in complex messages and to integrate it in directed performance, an ability which is shared with other linguistically trained animals and may represent a forerunner of syntactic functioning.

Outlining new frontiers for the comprehension of obsessive-compulsive disorder: a review of its relationship with fear and anxiety

Anxiety is an important component of the psychopathology of the obsessive-compulsive disorder (OCD). So far, most interventions that have proven to be effective for treating OCD are similar to those developed for other anxiety disorders. However, neurobiological studies of OCD came to conclusions that are not always compatible with those previously associated with other anxiety disorders. OBJECTIVES: The aim of this study is to review the degree of overlap between OCD and other anxiety disorders phenomenology and pathophysiology to support the rationale that guides research in this field. RESULTS: Clues about the neurocircuits involved in the manifestation of anxiety disorders have been obtained through the study of animal anxiety models, and structural and functional neuroimaging in humans. These investigations suggest that in OCD, in addition to dysfunction in cortico-striatal pathways, the functioning of an alternative neurocircuitry, which involves amygdalo-cortical interactions and participates in fear conditioning and extinction processes, may be impaired. CONCLUSION: It is likely that anxiety is a relevant dimension of OCD that impacts on other features of this disorder. Therefore, future studies may benefit from the investigation of the expression of fear and anxiety by OCD patients according to their type of obsessions and compulsions, age of OCD onset, comorbidities, and patterns of treatment response.

Language and Embodiment: sensory-motor and linguistic-social experience. Evidence on sentence comprehension

In this work I address the study of language comprehension in an “embodied” framework. Firstly I show behavioral evidence supporting the idea that language modulates the motor system in a specific way, both at a proximal level (sensibility to the effectors) and at the distal level (sensibility to the goal of the action in which the single motor acts are inserted). I will present two studies in which the method is basically the same: we manipulated the linguistic stimuli (the kind of sentence: hand action vs. foot action vs. mouth action) and the effector by which participants had to respond (hand vs. foot vs. mouth; dominant hand vs. non-dominant hand). Response times analyses showed a specific modulation depending on the kind of sentence: participants were facilitated in the task execution (sentence sensibility judgment) when the effector they had to use to respond was the same to which the sentences referred. Namely, during language comprehension a pre-activation of the motor system seems to take place. This activation is analogous (even if less intense) to the one detectable when we practically execute the action described by the sentence. Beyond this effector specific modulation, we also found an effect of the goal suggested by the sentence. That is, the hand effector was pre-activated not only by hand-action-related sentences, but also by sentences describing mouth actions, consistently with the fact that to execute an action on an object with the mouth we firstly have to bring it to the mouth with the hand. After reviewing the evidence on simulation specificity directly referring to the body (for instance, the kind of the effector activated by the language), I focus on the specific properties of the object to which the words refer, particularly on the weight. In this case the hypothesis to test was if both lifting movement perception and lifting movement execution are modulated by language comprehension. We used behavioral and kinematics methods, and we manipulated the linguistic stimuli (the kind of sentence: the lifting of heavy objects vs. the lifting of light objects). To study the movement perception we measured the correlations between the weight of the objects lifted by an actor (heavy objects vs. light objects) and the esteems provided by the participants. To study the movement execution we measured kinematics parameters variance (velocity, acceleration, time to the first peak of velocity) during the actual lifting of objects (heavy objects vs. light objects). Both kinds of measures revealed that language had a specific effect on the motor system, both at a perceptive and at a motoric level. Finally, I address the issue of the abstract words. Different studies in the “embodied” framework tried to explain the meaning of abstract words The limit of these works is that they account only for subsets of phenomena, so results are difficult to generalize. We tried to circumvent this problem by contrasting transitive verbs (abstract and concrete) and nouns (abstract and concrete) in different combinations. The behavioral study was conducted both with German and Italian participants, as the two languages are syntactically different. We found that response times were faster for both the compatible pairs (concrete verb + concrete noun; abstract verb + abstract noun) than for the mixed ones. Interestingly, for the mixed combinations analyses showed a modulation due to the specific language (German vs. Italian): when the concrete word precedes the abstract one responses were faster, regardless of the word grammatical class. Results are discussed in the framework of current views on abstract words. They highlight the important role of developmental and social aspects of language use, and confirm theories assigning a crucial role to both sensorimotor and linguistic experience for abstract words.