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reading</title> <meta name="description" content="Search results for: reading"> <meta name="keywords" content="reading"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reading"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 880</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reading</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">820</span> Teaching Reading in English: The Neglect of Phonics in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulkabir%20Abdullahi">Abdulkabir Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigeria has not yet welcomed phonics into its primary schools. In government-owned primary schools teachers are functionally ignorant of the stories of the reading wars amongst international scholars. There are few or no Nigerian-authored phonics textbooks, and there has been no government-owned phonics curriculum either. There are few or no academic journal articles on phonics in the country and there is, in fact, a certain danger of confusion between phonics and phonetics among Nigerian publishers, authors, writers and academics as if Nigerian teachers of English and the educational policy makers of the country were unaware of reading failures/problems amongst Nigerian children, or had never heard of phonics or read of the stories of the reading wars or the annual phonics test in the United Kingdom, the United States of America and other parts of the world. It is on this note that this article reviews and examines, in the style of a qualitative inquiry, the body of arguments on phonics, and explores the effectiveness of phonics teaching, particularly, in a second-language learning contexts. While the merit of the paper is, perhaps, situated in its supreme effort to draw global attention to reading failures/problems in Nigeria and the ways the situation may affect English language learning, international academic relations and the educational future of the country, it leaves any quantitative verification of its claims to interested quantitative researchers in the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphemes" title="graphemes">graphemes</a>, <a href="https://publications.waset.org/abstracts/search?q=phonics" title=" phonics"> phonics</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20wars" title=" reading wars"> reading wars</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20theories" title=" reading theories"> reading theories</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemic%20awareness" title=" phonemic awareness"> phonemic awareness</a> </p> <a href="https://publications.waset.org/abstracts/11647/teaching-reading-in-english-the-neglect-of-phonics-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">819</span> The Social Media, Reading Culture and Vocabulary Expansion: Three Universities from Northern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Umar%20Abdullahi">Nasir Umar Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social media profoundly causes the reading culture to decline in Nigeria, where the English language is a second language (SL), a language of instruction (LI), as well as the target language (TL). This is because the university students have, over the years, failed to make extensive reading their closest companion, with much emphasis on reading the European novels, newspapers, magazines, etc., so as to learn language from its original or native speakers for linguistic competence. Instead, they squander the most part of their day and nocturnal hours, sending and receiving messages through social media. The end result is their vocabulary become stagnant or ebbs, and that they cannot acquire the Cox head’s 570 vocabulary, let alone the Nation’s 2000 vocabulary to use the language fluently in writing, reading, listening, and speaking and to further compete with the native speaker in varying degrees of language usages. Be that as it may, if the social media is a monster in worsening the decline in reading culture, which degenerates in the Northern part of the country in contradistinction to the Southern part, it boosts it as well, for aside the social media language, slangs, cliché, for instance, students improve their vocabulary power, and at the same time it allows the students to privately and leisurely put the language into use, by using practically some of the vocabulary they have acquired to chart, to comment, socialize to adjudge, etc. This is what this paper tries to explore in Umaru Musa Yar’adua University Al-qalam University and the Federal University Dutin-ma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/131886/the-social-media-reading-culture-and-vocabulary-expansion-three-universities-from-northern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">818</span> Teachers’ and Students’ Reactions to a Guided Reading Program Designed by a Teachers’ Professional Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yea-Mei%20Leou">Yea-Mei Leou</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiu-Hsung%20Huang"> Shiu-Hsung Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20C.%20Shen"> T. C. Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Ya%20Fang"> Chin-Ya Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were to explore how to establish a professional learning community for English teachers at a junior high school, and to explore how teachers and students think about the guided reading program. The participants were three experienced English teachers and their ESL seventh-grade students from three classes in a junior high school. Leveled picture books and worksheets were used in the program. Questionnaires and interviews were used for gathering information. The findings were as follows: First, most students enjoyed this guided reading program. Second, the teachers thought the guided reading program was helpful to students’ learning and the discussions in the professional learning community refreshed their ideas, but the preparation for the teaching was time-consuming. Suggestions based on the findings were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20students" title="ESL students">ESL students</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20reading" title=" guided reading"> guided reading</a>, <a href="https://publications.waset.org/abstracts/search?q=leveled%20books" title=" leveled books"> leveled books</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20community" title=" professional learning community"> professional learning community</a> </p> <a href="https://publications.waset.org/abstracts/6750/teachers-and-students-reactions-to-a-guided-reading-program-designed-by-a-teachers-professional-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">817</span> A Study of Flipped Classroom’s Influence on Classroom Environment of College English Reading, Writing and Translating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xian%20Xie">Xian Xie</a>, <a href="https://publications.waset.org/abstracts/search?q=Qinghua%20Fang"> Qinghua Fang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study used quantitative and qualitative methods to explore the characteristics of flipped classroom’s influence on classroom environment of college English reading, writing, and translating, and to summarize and reflect on the teaching characteristics of college English Reading, writing, and translating. The results of the study indicated that after the flipped classroom applied to reading, writing, and translating, students’ performance was improved to a certain extent, the classroom environment was improved to some extent, students of the flipped classroom are generally satisfied with the classroom environment; students showed a certain degree of individual differences to the degree of cooperation, participation, self-responsibility, task-orientation, and the teacher leadership and innovation. The study indicated that the implementation of flipped classroom teaching mode can optimize College English reading, writing, and translating classroom environment and realize target－learner as the center in foreign language teaching and learning, but bring a greater challenge to teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20environment" title="classroom environment">classroom environment</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English%20reading" title=" college English reading"> college English reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20and%20translating" title=" writing and translating"> writing and translating</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a> </p> <a href="https://publications.waset.org/abstracts/56637/a-study-of-flipped-classrooms-influence-on-classroom-environment-of-college-english-reading-writing-and-translating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56637.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">816</span> Students’ Attitudes towards Reading as a Determinant of Performance in O’ Level English in Oyo State Secondary Schools, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adebimpe%20Olubunmi%20Adebanjo">Adebimpe Olubunmi Adebanjo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study observed students’ attitudes towards reading as a determinant of performance in O’ Level English in Oyo state secondary schools. Random sampling technique was used to select two schools from each of the five geo-political zones of the state while stratified sampling technique was used to select twenty students from each of the ten schools. A researcher designed questionnaire was used to gather information on students’ attitudes while a prepared test based on O’ Level syllabus was stapled to each of the questionnaire to ascertain their level of achievement in O’ Level English. The Percentage, Mean, Standard Deviation, Chi-square and Pearson Contingency Coefficient were used to answer and test the research questions and hypotheses raised. The findings showed that the general attitude of students towards reading was ambivalent; the general level of achievement was also low. The findings also revealed that there was a significant difference in the attitudes of students to reading on the basis of gender and home background. Students from educated homes also had better attitudes towards reading than their counterparts from illiterate homes. The findings also showed that there was a significant relationship between students’ attitudes to reading and their performance in O’ Level English. Students with positive attitude to reading had better grades in O’ Level English than students with ambivalent and negative attitudes. Based on the findings, it was recommended that students should change their attitudes to reading; the school and the home were also advised to always encourage students to read. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive" title="positive">positive</a>, <a href="https://publications.waset.org/abstracts/search?q=ambivalent" title=" ambivalent"> ambivalent</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20attitudes" title=" negative attitudes"> negative attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=o%27%20level%20English" title=" o' level English"> o' level English</a> </p> <a href="https://publications.waset.org/abstracts/57755/students-attitudes-towards-reading-as-a-determinant-of-performance-in-o-level-english-in-oyo-state-secondary-schools-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">815</span> Effects of Computer-Mediated Dictionaries on Reading Comprehension and Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Amin%20Mekheimer">Mohamed Amin Mekheimer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effects of paper-based monolingual, pop-up and type-in electronic dictionaries on improving reading comprehension and incidental vocabulary acquisition and retention in an EFL context. It tapped into how computer-mediated dictionaries may have facilitated/impeded reading comprehension and vocabulary acquisition. Findings showed differential effects produced by the three treatments compared with the control group. Specifically, it revealed that the pop-up dictionary condition had the shortest average vocabulary searching time, vocabulary and text reading time, yet with less than the type-in dictionary group but more than the book dictionary group in terms of frequent dictionary 'look-ups' (p<.0001). In addition, ANOVA analyses also showed that text reading time differed significantly across all four treatments, and so did reading comprehension. Vocabulary acquisition was reported as enhanced in the three treatments rather than in the control group, but still with insignificant differences across the three treatments, yet with more differential effects in favour of the pop-up condition. Data also assert that participants preferred the pop-up e-dictionary more than the type-in and paper-based groups. Explanations of the findings vis-à-vis the cognitive load theory were presented. Pedagogical implications and suggestions for further research were forwarded at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-mediated%20dictionaries" title="computer-mediated dictionaries">computer-mediated dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=type-in%20dictionaries" title=" type-in dictionaries"> type-in dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=pop-up%20dictionaries" title=" pop-up dictionaries"> pop-up dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/15403/effects-of-computer-mediated-dictionaries-on-reading-comprehension-and-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">814</span> Transitivity Analysis in Reading Passage of English Text Book for Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elitaria%20Bestri%20Agustina%20Siregar">Elitaria Bestri Agustina Siregar</a>, <a href="https://publications.waset.org/abstracts/search?q=Boni%20Fasius%20Siregar"> Boni Fasius Siregar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper concerned with the transitivity in the reading passage of English textbook for Senior High School. The six types of process were occurred in the passages with percentage as follows: Material Process is 166 (42%), Relational Process is 155 (39%), Mental Process is 39 (10%), Verbal Process is 21 (5%), Existential Process is 13 (3), and Behavioral Process is 5 (1%). The material processes were found to be the most frequently used process type in the samples in our corpus (41,60 %). This indicates that the twenty reading passages are centrally concerned with action and events. Related to developmental psychology theory, this book fits the needs of students of this age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transitivity" title="transitivity">transitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=types%20of%20processes" title=" types of processes"> types of processes</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20passages" title=" reading passages"> reading passages</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psycholoy" title=" developmental psycholoy"> developmental psycholoy</a> </p> <a href="https://publications.waset.org/abstracts/50606/transitivity-analysis-in-reading-passage-of-english-text-book-for-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">813</span> Using Eye-Tracking to Investigate TEM Validity and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cao%20Xi">Cao Xi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports a study which used eye-tracking to examine the cognitive validity of TEM 8(Test for English Majors, Band 8). The study investigated test takers' reading patterns on four -item types using eye-tracking, and interviews. Thirty participants completed 22 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Eleven students further participated in a recall interview while viewing video footage of their gaze patterns on the test. The findings will indicate that first, different reading item types will employ different cognitive processes; then different reading patterns for stronger and weaker test takers’on each item types. The implication of this study is to provide recommendations for the use of eye tracking technology in language research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20patterns" title=" reading patterns"> reading patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20for%20english%20majors" title=" test for english majors"> test for english majors</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20validity" title=" cognitive validity"> cognitive validity</a> </p> <a href="https://publications.waset.org/abstracts/145848/using-eye-tracking-to-investigate-tem-validity-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">812</span> Hong Kong Chinese-Speaking Adolescents Diagnosed with Dyslexia: What Is and Is Not Improved?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Kien%20Hoa%20Chung">Kevin Kien Hoa Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was to investigate cognitive-linguistic skills that might distinguish the improved dyslexics from the non-improved dyslexics. Twenty-eight improved dyslexics and 28 non-improved dyslexics were selected from a pool of 254 students diagnosed as dyslexics in Grade 1 to 2. These students were administered measures: morphological skills, visual-orthographic skills, rapid naming skills, working memory, reading comprehension, writing, word reading, word dictation, and one-minute word reading. Findings showed that the improved dyslexics performed better than the non-improved dyslexics in visual-orthographic skills, word reading, one-minute reading, writing, and reading comprehension. Furthermore, the improved dyslexics showed fewer cognitive-linguistic deficits compared with the non-improved dyslexics. Among the 4 cognitive-linguistic measures, morphological skills and visual-orthographic skills showed the greatest power in discriminating the improved and non-improved dyslexics. Results underscore the importance of cognitive-linguistic skills underlying the manifestations of the improved and non-improved dyslexia in Chinese adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=chinese%20language" title=" chinese language"> chinese language</a>, <a href="https://publications.waset.org/abstracts/search?q=improved%20dyslexics" title=" improved dyslexics"> improved dyslexics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-improved%20dyslexics" title=" non-improved dyslexics"> non-improved dyslexics</a> </p> <a href="https://publications.waset.org/abstracts/36331/hong-kong-chinese-speaking-adolescents-diagnosed-with-dyslexia-what-is-and-is-not-improved" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">811</span> An Examination of Self-Mentions and Engagement Markers on the Academic IELTS Reading Exam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hilda%20Freimuth">Hilda Freimuth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the interactional resources of self-mentions and engagement markers in twenty official IELTS reading exam passages to determine the passages’ similarity to academic research papers. Although the findings revealed a variation ranging from zero to 22 instances for any given passage, the study found the average number of markers (5.5) per passage in line with those found on research papers. This finding confirms that the IELTS exam’s reading passages mirror the academic nature of research papers in this regard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IELTS%20exam" title="IELTS exam">IELTS exam</a>, <a href="https://publications.waset.org/abstracts/search?q=IELTS%20reading" title=" IELTS reading"> IELTS reading</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20resources" title=" interpersonal resources"> interpersonal resources</a>, <a href="https://publications.waset.org/abstracts/search?q=self-mentions" title=" self-mentions"> self-mentions</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20markers" title=" engagement markers"> engagement markers</a> </p> <a href="https://publications.waset.org/abstracts/148522/an-examination-of-self-mentions-and-engagement-markers-on-the-academic-ielts-reading-exam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">810</span> The Appropriate Number of Test Items That a Classroom-Based Reading Assessment Should Include: A Generalizability Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jui-Teng%20Liao">Jui-Teng Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The selected-response (SR) format has been commonly adopted to assess academic reading in both formal and informal testing (i.e., standardized assessment and classroom assessment) because of its strengths in content validity, construct validity, as well as scoring objectivity and efficiency. When developing a second language (L2) reading test, researchers indicate that the longer the test (e.g., more test items) is, the higher reliability and validity the test is likely to produce. However, previous studies have not provided specific guidelines regarding the optimal length of a test or the most suitable number of test items or reading passages. Additionally, reading tests often include different question types (e.g., factual, vocabulary, inferential) that require varying degrees of reading comprehension and cognitive processes. Therefore, it is important to investigate the impact of question types on the number of items in relation to the score reliability of L2 reading tests. Given the popularity of the SR question format and its impact on assessment results on teaching and learning, it is necessary to investigate the degree to which such a question format can reliably measure learners’ L2 reading comprehension. The present study, therefore, adopted the generalizability (G) theory to investigate the score reliability of the SR format in L2 reading tests focusing on how many test items a reading test should include. Specifically, this study aimed to investigate the interaction between question types and the number of items, providing insights into the appropriate item count for different types of questions. G theory is a comprehensive statistical framework used for estimating the score reliability of tests and validating their results. Data were collected from 108 English as a second language student who completed an English reading test comprising factual, vocabulary, and inferential questions in the SR format. The computer program mGENOVA was utilized to analyze the data using multivariate designs (i.e., scenarios). Based on the results of G theory analyses, the findings indicated that the number of test items had a critical impact on the score reliability of an L2 reading test. Furthermore, the findings revealed that different types of reading questions required varying numbers of test items for reliable assessment of learners’ L2 reading proficiency. Further implications for teaching practice and classroom-based assessments are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20reading%20assessment" title="second language reading assessment">second language reading assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=validity%20and%20reliability" title=" validity and reliability"> validity and reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=Generalizability%20theory" title=" Generalizability theory"> Generalizability theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Academic%20reading" title=" Academic reading"> Academic reading</a>, <a href="https://publications.waset.org/abstracts/search?q=Question%20format" title=" Question format"> Question format</a> </p> <a href="https://publications.waset.org/abstracts/168914/the-appropriate-number-of-test-items-that-a-classroom-based-reading-assessment-should-include-a-generalizability-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">809</span> Application of Natural Language Processing in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20M.%20Alhawiti">Khaled M. Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading capability is a major segment of language competency. On the other hand, discovering topical writings at a fitting level for outside and second language learners is a test for educators. We address this issue utilizing natural language preparing innovation to survey reading level and streamline content. In the connection of outside and second-language learning, existing measures of reading level are not appropriate to this errand. Related work has demonstrated the profit of utilizing measurable language preparing procedures; we expand these thoughts and incorporate other potential peculiarities to measure intelligibility. In the first piece of this examination, we join characteristics from measurable language models, customary reading level measures and other language preparing apparatuses to deliver a finer technique for recognizing reading level. We examine the execution of human annotators and assess results for our finders concerning human appraisals. A key commitment is that our identifiers are trainable; with preparing and test information from the same space, our finders beat more general reading level instruments (Flesch-Kincaid and Lexile). Trainability will permit execution to be tuned to address the needs of specific gatherings or understudies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=trainability" title=" trainability"> trainability</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20simplification%20tools" title=" syntactic simplification tools"> syntactic simplification tools</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/21289/application-of-natural-language-processing-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">808</span> The Comparative Effect of Neuro-Linguistic Programming (NLP), Critical Thinking and a Combination of Both On EFL Learners' Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Khabiri">Mona Khabiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahimeh%20Farahani"> Fahimeh Farahani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was an attempt to investigate the comparative effect of teaching NLP, critical thinking, and a combination of NLP and critical thinking on EFL learners' reading comprehension. To fulfill the purpose of this study, a group of 82 female and male intermediate EFL learners at a Language School in Iran took a piloted sample PET as a proficiency test and 63 of them were selected as homogenous learners and were randomly assigned to three experimental groups. Within a treatment process of 10 sessions the teacher/researcher provided the participants of each group with handouts, explanations, practices, homework, and questionnaires on techniques of NLP, critical thinking, and a combination of both. During these 10 sessions, 10 same reading comprehension texts extracted from the multi-skill course book suggested by the language school where thought to the participants of each experimental group using skills and strategies of NLP, critical thinking, and a combination of both. On the eleventh session, the participants sat for a reading posttest. The results of one-way ANOVA showed no significant difference among the three groups in terms of reading comprehension. Justifications and implications for the findings of the study and suggestions for further research are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuro-linguistic%20programming%20%28NLP%29" title="neuro-linguistic programming (NLP)">neuro-linguistic programming (NLP)</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension "> reading comprehension </a> </p> <a href="https://publications.waset.org/abstracts/22530/the-comparative-effect-of-neuro-linguistic-programming-nlp-critical-thinking-and-a-combination-of-both-on-efl-learners-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">807</span> Inculcating the Reading and Writing Approaches through Community-Based Teacher Workshops: A Case of Primary Schools in Limpopo Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsebe%20Wilfred%20Molotja">Tsebe Wilfred Molotja</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahlapahlapane%20Themane"> Mahlapahlapane Themane</a>, <a href="https://publications.waset.org/abstracts/search?q=Kgetja%20Maruma"> Kgetja Maruma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is globally accepted that reading in the primary schools serves as a foundational basis for good reading skills. This is evident in the students’ academic success throughout their studying life. However, the PIRLS (2016) report on Literacy performance found that primary school learners are not able to read as fluently as expected. The results from ANA (2012) also indicated that South African learners achieved the lowest as compared to other global ones. The purpose of this study is to investigate the approaches employed by educators in developing learners’ reading and writing skills and to workshop them on the best reading and writing approaches to be implemented. The study adopted an explorative qualitative design where 27 educators from primary schools around the University of Limpopo were purposefully sampled to participate in this study. Data was collected through interviews and classroom observation during class visits facilitated by research assistants. The study found that teachers are aware of different approaches to developing learners’ reading and writing skills even thou these are not aligned with the curriculum. However, the problem is with implementation, as the conditions in the classrooms are not conducive for such. The study recommends that more workshops on capacitating teachers with the pedagogical approaches to teaching reading be held. The appeal is also made to the Department of Basic Education that it makes the classrooms to be conducive for teaching and learning to take place. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20based" title=" community based"> community based</a>, <a href="https://publications.waset.org/abstracts/search?q=approaches" title=" approaches"> approaches</a> </p> <a href="https://publications.waset.org/abstracts/154915/inculcating-the-reading-and-writing-approaches-through-community-based-teacher-workshops-a-case-of-primary-schools-in-limpopo-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">806</span> Foreign Language Reading Comprehenmsion and the Linguistic Intervention Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Hvozd%C3%ADkov%C3%A1">Silvia Hvozdíková</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Stranovsk%C3%A1"> Eva Stranovská</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intervention%20program" title=" linguistic intervention program"> linguistic intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/122732/foreign-language-reading-comprehenmsion-and-the-linguistic-intervention-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">805</span> Working within the Zone of Proximal Development: Does It Help for Reading Strategy?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Dehqan">Mahmood Dehqan</a>, <a href="https://publications.waset.org/abstracts/search?q=Peyman%20Peyvasteh"> Peyman Peyvasteh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years there has been a growing interest in issues concerning the impact of sociocultural theory (SCT) of learning on different aspects of second/foreign language learning. This study aimed to find the possible effects of sociocultural teaching techniques on reading strategy of EFL learners. Indeed, the present research compared the impact of peer and teacher scaffolding on EFL learners’ reading strategy use across two proficiency levels. To this end, a pre-test post-test quasi-experimental research design was used and two instruments were utilized to collect the data: Nelson English language test and reading strategy questionnaire. Ninety five university students participated in this study were divided into two groups of teacher and peer scaffolding. Teacher scaffolding group received scaffolded help from the teacher based on three mechanisms of effective help within ZPD: graduated, contingent, dialogic. In contrast, learners of peer scaffolding group were unleashed from the teacher-fronted classroom as they were asked to carry out the reading comprehension tasks with the feedback they provided for each other. Results obtained from ANOVA revealed that teacher scaffolding group outperformed the peer scaffolding group in terms of reading strategy use. It means teacher’s scaffolded help provided within the learners’ ZPD led to better reading strategy improvement compared with the peer scaffolded help. However, the interaction effect between proficiency factor and teaching technique was non-significant, leading to the conclusion that strategy use of the learners was not affected by their proficiency level in either teacher or peer scaffolding groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20scaffolding" title="peer scaffolding">peer scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20strategy" title=" reading strategy"> reading strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20scaffolding" title=" teacher scaffolding"> teacher scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/39184/working-within-the-zone-of-proximal-development-does-it-help-for-reading-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">804</span> Reading Strategy Awareness of English Major Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsin-Yi%20Lien">Hsin-Yi Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20strategy" title="cognitive strategy">cognitive strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategy" title=" metacognitive strategy"> metacognitive strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20strategy" title=" support strategy"> support strategy</a> </p> <a href="https://publications.waset.org/abstracts/11924/reading-strategy-awareness-of-english-major-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">803</span> Anthropomorphism in the Primate Mind-Reading Debate: A Critique of Sober's Justification Argument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boyun%20Lee">Boyun Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to discuss whether anthropomorphism some scientists tend to use in cross-species comparison can be justified epistemologically, especially in the primate mind-reading debate. Concretely, this study critically analyzes Elliott Sober’s argument about mind-reading hypothesis (MRH), an anthropomorphic hypothesis which states that nonhuman primates (e.g., chimpanzee) are mind-readers like humans. Although many scientists consider anthropomorphism as an error and choosing anthropomorphic hypothesis like MRH without any definite evidence invalid, Sober advocates that anthropomorphism is supported by cladistic parsimony that suggests choosing the simplest hypothesis postulating the minimum number of evolutionary changes, which can be justified epistemologically in the mind-reading debate. However, his argument has several problems. First, Reichenbach’s theorem which Sober uses in process of showing that MRH has the higher likelihood than its competing hypothesis, behavior-reading hypothesis (BRH), does not fit in the context of inferring the evolutionary relationship. Second, the phylogenetic tree Sober supports is one of the possible scenarios of MRH, and even without this problem, it is difficult to prove that the possibility nonhuman primate species and human share mind-reading ability is higher than the possibility of the other case, considering how evolution occurs. Consequently, it seems hard to justify anthropomorphism of MRH under Sober’s argument. Some scientists and philosophers say that anthropomorphism sometimes helps observe interesting phenomena or make hypotheses in comparative biology. Nonetheless, we cannot determine that it provides answers about why and how the interesting phenomena appear or which of the hypotheses is better, at least the mind-reading debate, under the current state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anthropomorphism" title="anthropomorphism">anthropomorphism</a>, <a href="https://publications.waset.org/abstracts/search?q=cladistic%20parsimony" title=" cladistic parsimony"> cladistic parsimony</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20biology" title=" comparative biology"> comparative biology</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-reading%20debate" title=" mind-reading debate"> mind-reading debate</a> </p> <a href="https://publications.waset.org/abstracts/89524/anthropomorphism-in-the-primate-mind-reading-debate-a-critique-of-sobers-justification-argument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89524.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">802</span> Effectiveness of Visual Auditory Kinesthetic Tactile Technique on Reading Level among Dyslexic Children in Helikx Open School and Learning Centre, Salem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Mano%20Ranjini">J. Mano Ranjini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Each and every child is special, born with a unique talent to explore this world. The word Dyslexia is derived from the Greek language in which “dys” meaning poor or inadequate and “lexis” meaning words or language. Dyslexia describes about a different kind of mind, which is often gifted and productive, that learns the concept differently. The main aim of the study is to bring the positive outcome of the reading level by examining the effectiveness of Visual Auditory Kinesthetic Tactile technique on Reading Level among Dyslexic Children at Helikx Open School and Learning Centre. A Quasi experimental one group pretest post test design was adopted for this study. The Reading Level was assessed by using the Schonell Graded Word Reading Test. Thirty subjects were drawn by using purposive sampling technique and the intervention Visual Auditory Kinesthetic Tactile technique was implemented to the Dyslexic Children for 30 consecutive days followed by the post Reading Level assessment revealed the improvement in the mean score value of reading level by 12%. Multi-sensory (VAKT) teaching uses all learning pathways in the brain (visual, auditory, kinesthetic-tactile) in order to enhance memory and learning and the ability in uplifting emotional, physical and societal dimensions. VAKT is an effective method to improve the reading skill of the Dyslexic Children that ensures the enormous significance of learning thereby influencing the wholesome of the child’s life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20auditory%20kinesthetic%20tactile%20technique" title="visual auditory kinesthetic tactile technique">visual auditory kinesthetic tactile technique</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20level" title=" reading level"> reading level</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexic%20children" title=" dyslexic children"> dyslexic children</a>, <a href="https://publications.waset.org/abstracts/search?q=Helikx%20Open%20School" title=" Helikx Open School"> Helikx Open School</a> </p> <a href="https://publications.waset.org/abstracts/20348/effectiveness-of-visual-auditory-kinesthetic-tactile-technique-on-reading-level-among-dyslexic-children-in-helikx-open-school-and-learning-centre-salem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">600</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">801</span> Critical Reading Achievement of Rural Migrant Children in China: The Roles of Educational Expectation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liman%20Zhao">Liman Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianlong%20Zhang"> Jianlong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingman%20Ren"> Mingman Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Chuang%20Wang"> Chuang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jian%20Liu"> Jian Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas in the context of urbanization. In China, the socioeconomic status of migrant children is relatively low in comparison to non-migrant children. Parents of migrant children often work in occupations with long working hours, high labor intensity, and low pay due to their poor academic qualifications. Most migrant children's parents have not received higher education and have no time to read with their children. The family of migrant children usually does not have a good collection of books either, which leads to these children’s insufficient reading and low reading levels. Moreover, migrant children frequently relocate with their parents, and their needs for knowledge and reading are often neglected by schools, which puts migrant children at risk of academic failure in China. Therefore, the academic achievement of rural migrant children has become a focus of education in China. This study explores the relationship between the educational expectation of rural migrant children and their critical reading competence in general and the moderating effect of the difference between parental educational expectation to their children and the children’s own educational expectation. The responses to a survey from 5113 seventh-grade children in a district of the capital city in China revealed that children who moved to cities in grades 4-6 of primary school performed the best in critical reading, and children who moved to cities after middle school showed the worst performance in critical reading. In addition, parents’ educational expectations of their children and their own educational expectations were both significant predictors of rural migrant children’s reading competence. The higher a child's expectations of a degree and the smaller the gap between parents' expectations of a child's education and the child's own education expectations, the better the child's performance in critical reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20expectation" title="educational expectation">educational expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20competence" title=" critical reading competence"> critical reading competence</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20migrant%20children" title=" rural migrant children"> rural migrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=moderating%20effect" title=" moderating effect"> moderating effect</a> </p> <a href="https://publications.waset.org/abstracts/97944/critical-reading-achievement-of-rural-migrant-children-in-china-the-roles-of-educational-expectation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">800</span> Analysis of Digitized Stories Authored by a Struggling Grade 1 Reader</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daphne%20Dean%20C.%20Arenos">Daphne Dean C. Arenos</a>, <a href="https://publications.waset.org/abstracts/search?q=Glorificacion%20L.%20Quinopez"> Glorificacion L. Quinopez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been conducted to describe the digitized stories authored by a Grade 1 pupil struggling in reading. The main goal was to find out the effect of authoring digital stories on the reading skill of a grade 1 pupil in terms of vocabulary and sequencing skills. To be able to explicate the data collected, a case study approach has been chosen. This case study focused on a 6 years old Filipino child born and raised in Spain and has just transferred to a private school a year ago. The pupil’s struggles in reading, as well as her experiences with digitized stories, were further described. The findings revealed that authoring digital stories facilitate the reading progress of a struggling pupil. The presence of literary elements in the pupil’s stories built her vocabulary and sequencing skills. Hence, authoring digital stories serve as an appropriate and effective scaffold for struggling readers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literary%20elements" title="literary elements">literary elements</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skill" title=" reading skill"> reading skill</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffold" title=" scaffold"> scaffold</a>, <a href="https://publications.waset.org/abstracts/search?q=sequencing%20skill" title=" sequencing skill"> sequencing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/124820/analysis-of-digitized-stories-authored-by-a-struggling-grade-1-reader" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">799</span> The Impact of Animal Assisted Interventions in Primary Schools: A Mixed Method Intervention Study Examining the Influence of Reading to Dogs on Children's Reading Outcomes and Emotional Wellbeing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jill%20Steel">Jill Steel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interlinked issues of emotional wellbeing and attainment continue to dominate international educational discourse. Reading skills are particularly important to attainment in all areas of the curriculum, and illiteracy is associated with reduced wellbeing and life prospects, with serious ramifications for the wider economy and society. Research shows that reading attainment is influenced by reading motivation and frequency. Reading to Dogs (RTD) is increasingly applied to promote reading motivation and frequency in schools despite a paucity of empirical evidence, specifically examining the influence of RTD on emotional wellbeing and engagement with reading. This research aims to examine whether RTD is effective in promoting these positive outcomes among children aged eight to nine years. This study also aims to inform much needed regulation of the field and standards of practice, including both child and dog welfare. Therefore, ethical matters such as children’s inclusion and safety, as well as the rights and wellbeing of dogs infuse the study throughout. The methodological design is a mixed method longitudinal study. A UK wide questionnaire will be distributed to teachers between January and June 2020 to understand their perceptions of RTD. Following this, a randomised controlled trial (N = 100) will begin in August 2020 in two schools of a comparable demographic, with N= 50 in the intervention school, and N= 50 in a waiting list control school. Reading and wellbeing assessments will be conducted prior to and immediately post RTD, and four weeks after RTD to measure sustained changes. The reading assessments include New Group Reading Test, Motivation to Read Profile (Gambrell et al., 1995), as well as reading frequency and reading anxiety assessments specifically designed for the study. Wellbeing assessments include Goodman’s SDQ, (1997) and pupil self-reporting questionnaires specifically designed for the study. Child, class teacher, and parent questionnaires and interviews prior to, during and post RTD will be conducted to measure perceptions of the impact of RTD on mood and motivation towards reading. This study will make a substantial contribution to our understanding of the effectiveness of RTD and thus have consequences for the fields of education and anthrozoology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20assisted%20intervention" title="animal assisted intervention">animal assisted intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20to%20dogs" title=" reading to dogs"> reading to dogs</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare" title=" welfare"> welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing "> wellbeing </a> </p> <a href="https://publications.waset.org/abstracts/119621/the-impact-of-animal-assisted-interventions-in-primary-schools-a-mixed-method-intervention-study-examining-the-influence-of-reading-to-dogs-on-childrens-reading-outcomes-and-emotional-wellbeing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">798</span> Contribution of Word Decoding and Reading Fluency on Reading Comprehension in Young Typical Readers of Kannada Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vangmayee%20V.%20Subban">Vangmayee V. Subban</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzan%20Deelan.%20Pinto"> Suzan Deelan. Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Somashekara%20Haralakatta%20Shivananjappa"> Somashekara Haralakatta Shivananjappa</a>, <a href="https://publications.waset.org/abstracts/search?q=Shwetha%20Prabhu"> Shwetha Prabhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20S.%20Bhat"> Jayashree S. Bhat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction and Need: During early years of schooling, the instruction in the schools mainly focus on children’s word decoding abilities. However, the skilled readers should master all the components of reading such as word decoding, reading fluency and comprehension. Nevertheless, the relationship between each component during the process of learning to read is less clear. The studies conducted in alphabetical languages have mixed opinion on relative contribution of word decoding and reading fluency on reading comprehension. However, the scenarios in alphasyllabary languages are unexplored. Aim and Objectives: The aim of the study was to explore the role of word decoding, reading fluency on reading comprehension abilities in children learning to read Kannada between the age ranges of 5.6 to 8.6 years. Method: In this cross sectional study, a total of 60 typically developing children, 20 each from Grade I, Grade II, Grade III maintaining equal gender ratio between the age range of 5.6 to 6.6 years, 6.7 to 7.6 years and 7.7 to 8.6 years respectively were selected from Kannada medium schools. The reading fluency and reading comprehension abilities of the children were assessed using Grade level passages selected from the Kannada text book of children core curriculum. All the passages consist of five questions to assess reading comprehension. The pseudoword decoding skills were assessed using 40 pseudowords with varying syllable length and their Akshara composition. Pseudowords are formed by interchanging the syllables within the meaningful word while maintaining the phonotactic constraints of Kannada language. The assessment material was subjected to content validation and reliability measures before collecting the data on the study samples. The data were collected individually, and reading fluency was assessed for words correctly read per minute. Pseudoword decoding was scored for the accuracy of reading. Results: The descriptive statistics indicated that the mean pseudoword reading, reading comprehension, words accurately read per minute increased with the Grades. The performance of Grade III children found to be higher, Grade I lower and Grade II remained intermediate of Grade III and Grade I. The trend indicated that reading skills gradually improve with the Grades. Pearson’s correlation co-efficient showed moderate and highly significant (p=0.00) positive co-relation between the variables, indicating the interdependency of all the three components required for reading. The hierarchical regression analysis revealed 37% variance in reading comprehension was explained by pseudoword decoding and was highly significant. Subsequent entry of reading fluency measure, there was no significant change in R-square and was only change 3%. Therefore, pseudoword-decoding evolved as a single most significant predictor of reading comprehension during early Grades of reading acquisition. Conclusion: The present study concludes that the pseudoword decoding skills contribute significantly to reading comprehension than reading fluency during initial years of schooling in children learning to read Kannada language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alphasyllabary" title="alphasyllabary">alphasyllabary</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo-word%20decoding" title=" pseudo-word decoding"> pseudo-word decoding</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20fluency" title=" reading fluency"> reading fluency</a> </p> <a href="https://publications.waset.org/abstracts/101467/contribution-of-word-decoding-and-reading-fluency-on-reading-comprehension-in-young-typical-readers-of-kannada-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">797</span> The Effects of Three Pre-Reading Activities (Text Summary, Vocabulary Definition, and Pre-Passage Questions) on the Reading Comprehension of Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Anjomshoa">Leila Anjomshoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Firooz%20Sadighi"> Firooz Sadighi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of three types of pre-reading activities (vocabulary definitions, text summary and pre-passage questions) on EFL learners’ English reading comprehension. On the basis of the results of a placement test administered to two hundred and thirty English students at Kerman Azad University, 200 subjects (one hundred intermediate and one hundred advanced) were selected.Four texts, two of them at intermediate level and two of them at advanced level were chosen. The data gathered was subjected to the statistical procedures of ANOVA. A close examination of the results through Tukey’s HSD showed the fact that the experimental groups performed better than the control group, highlighting the effect of the treatment on them. Also, the experimental group C (text summary), performed remarkably better than the other three groups (both experimental & control). Group B subjects, vocabulary definitions, performed better than groups A and D. The pre-passage questions group’s (D) performance showed higher scores than the control condition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20activities" title="pre-reading activities">pre-reading activities</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20summary" title=" text summary"> text summary</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20definition" title=" vocabulary definition"> vocabulary definition</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20pre-passage%20questions" title=" and pre-passage questions"> and pre-passage questions</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/35417/the-effects-of-three-pre-reading-activities-text-summary-vocabulary-definition-and-pre-passage-questions-on-the-reading-comprehension-of-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">796</span> Improving English by Reading Local Literature: The Case for Thai Primary Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wipada%20Prasansaph">Wipada Prasansaph</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is twofold: to develop a local literature (simplified English translation version) reading booklet for Thai primary school children (the fourth graders) and to encourage the love of reading in English by reading local literature. An excerpt from Thai literature namely Phra-apaimani, the reading requirement for Primary 4 was selected to be translated into English in simplified language with cartoon pictures to illustrate the key happenings of the story. After the first draft of the booklet development, the samples of the booklets were distributed to 3 educator experts to call for validity and comments on 1) the appropriateness of the English language, 2) the organization of the booklet, 3) the comprehension of the story, and 4) the relevance to the core curriculum of Basic Education of Thailand (B.E.2551). The IOC (Index of Item – Objective Congruence) was 0.9 indicated that the material is applicable (with some comments and suggestions). After the first amendment, the booklets were distributed to 30 fourth graders (in 3 schools – 10 in each school), 10 English teachers of Primary 4, and 10 educational supervisors for English subjects (in primary level) to call for comments on 1) the comprehension of the story 2) the organization of the booklet, and 3) the encouragement for the love of reading in English. The English reading booklet on Phra-apaimani for Thai primary children, the IOC questionnaire (with the open-ended questions) for the educator experts, and the rating scales for the students, the teachers, and the educational supervisors were used as the instruments of the research. The findings revealed that most students rated ‘positive’ level for the comprehension of the story, while the teachers and the educational supervisors rated ‘highly positive’. The 3 groups rated ‘highly positive’ for both the organization of the booklet and for the encouragement for the love of reading in English. It is recommended that there should be more production of English reading texts for children, especially the texts that children already have some background knowledge. Moreover, illustration is the most crucial part for the children’s reading texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skill" title=" reading skill"> reading skill</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20children" title=" primary children"> primary children</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20literature" title=" Thai literature"> Thai literature</a> </p> <a href="https://publications.waset.org/abstracts/9771/improving-english-by-reading-local-literature-the-case-for-thai-primary-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9771.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">795</span> Investigating Reading Comprehension Proficiency and Self-Efficacy among Algerian EFL Students within Collaborative Strategic Reading Approach and Attributional Feedback Intervention </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nezha%20Badi">Nezha Badi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been shown in the literature that Algerian university students suffer from low levels of reading comprehension proficiency, which hinder their overall proficiency in English. This low level is mainly related to the methodology of teaching reading which is employed by the teacher in the classroom (a teacher-centered environment), as well as students’ poor sense of self-efficacy to undertake reading comprehension activities. Arguably, what is needed is an approach necessary for enhancing students’ self-beliefs about their abilities to deal with different reading comprehension activities. This can be done by providing them with opportunities to take responsibility for their own learning (learners’ autonomy). As a result of learning autonomy, learners’ beliefs about their abilities to deal with certain language tasks may increase, and hence, their language learning ability. Therefore, this experimental research study attempts to assess the extent to which an integrated approach combining one particular reading approach known as ‘collaborative strategic reading’ (CSR), and teacher’s attributional feedback (on students’ reading performance and strategy use) can improve the reading comprehension skill and the sense of self-efficacy of EFL Algerian university students. It also seeks to examine students’ main reasons for their successful or unsuccessful achievements in reading comprehension activities, and whether students’ attributions for their reading comprehension outcomes can be modified after exposure to the instruction. To obtain the data, different tools including a reading comprehension test, questionnaires, an observation, an interview, and learning logs were used with 105 second year Algerian EFL university students. The sample of the study was divided into three groups; one control group (with no treatment), one experimental group (CSR group) who received a CSR instruction, and a second intervention group (CSR Plus group) who received teacher’s attribution feedback in addition to the CSR intervention. Students in the CSR Plus group received the same experiment as the CSR group using the same tools, except that they were asked to keep learning logs, for which teacher’s feedback on reading performance and strategy use was provided. The results of this study indicate that the CSR and the attributional feedback intervention was effective in improving students’ reading comprehension proficiency and sense of self-efficacy. However, there was not a significant change in students’ adaptive and maladaptive attributions for their success and failure d from the pre-test to the post-test phase. Analysis of the perception questionnaire, the interview, and the learning logs shows that students have positive perceptions about the CSR and the attributional feedback instruction. Based on the findings, this study, therefore, seeks to provide EFL teachers in general and Algerian EFL university teachers in particular with pedagogical implications on how to teach reading comprehension to their students to help them achieve well and feel more self-efficacious in reading comprehension activities, and in English language learning more generally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attributions" title="attributions">attributions</a>, <a href="https://publications.waset.org/abstracts/search?q=attributional%20feedback" title=" attributional feedback"> attributional feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20strategic%20reading" title=" collaborative strategic reading"> collaborative strategic reading</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/97333/investigating-reading-comprehension-proficiency-and-self-efficacy-among-algerian-efl-students-within-collaborative-strategic-reading-approach-and-attributional-feedback-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">794</span> Noise of Aircraft Flyovers Affects Reading Saccades</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svea%20Missfeldt">Svea Missfeldt</a>, <a href="https://publications.waset.org/abstracts/search?q=Rainer%20H%C3%B6ger"> Rainer Höger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A number of studies show that aircraft noise around airports negatively affects the reading comprehension of children attending schools in the neighbourhood. Yet little is known about the underlying mechanisms. Explanatory approaches discuss the attention capturing effect of noise sources which occupy mental capacity. Research suggests that attentional capacities are especially demanded when different modalities are involved at the same time. To explore whether aircraft noise affects reading processes in specific manners, students read texts in variable sound conditions while their eye movements were recorded. Besides noise caused by aircraft flyovers, which represent moving sound sources, saccades were also recorded under the condition of white noise, a natural sound setting and silence for comparison. Data showed an increase in regressive saccades when the sound of moving sources was presented. Interestingly, this effect was significantly high when the aircrafts moved in the opposite of the reading direction. Especially the latter result is not compatible with the hypothesis of a general impairment of cognitive processes by noise where the direction of movement should not have an influence. Reading is assumed to be based on two different attentional mechanisms: overt and covert attention, where the latter supports control and pre-planning of eye movements during reading. We believe that covert attention is affected by moving sound sources, resulting in an enhanced number of backwardly directed saccades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aircraft%20noise" title="aircraft noise">aircraft noise</a>, <a href="https://publications.waset.org/abstracts/search?q=attentional%20processes" title=" attentional processes"> attentional processes</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20movements" title=" eye movements"> eye movements</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20saccades" title=" reading saccades"> reading saccades</a> </p> <a href="https://publications.waset.org/abstracts/41983/noise-of-aircraft-flyovers-affects-reading-saccades" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">793</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a> </p> <a href="https://publications.waset.org/abstracts/41179/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">792</span> Musical Notation Reading versus Alphabet Reading-Comparison and Implications for Teaching Music Reading to Students with Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ora%20Geiger">Ora Geiger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is a cognitive process of deciphering visual signs to produce meaning. During the reading process, written information of symbols and signs is received in the person’s eye and processed in the brain. This definition is relevant to both the reading of letters and the reading of musical notation. But while the letters of the alphabet are signs determined arbitrarily, notes are recorded systematically on a staff, with the location of each note on the staff indicating its relative pitch. In this paper, the researcher specifies the characteristics of alphabet reading in comparison to musical notation reading, and discusses the question whether a person diagnosed with dyslexia will necessarily have difficulty in reading musical notes. Dyslexia is a learning disorder that makes it difficult to acquire alphabet-reading skills due to difficulties expressed in the identification of letters, spelling, and other language deciphering skills. In order to read, one must be able to connect a symbol with a sound and to join the sounds into words. A person who has dyslexia finds it difficult to translate a graphic symbol into the sound that it represents. When teaching reading to children diagnosed with dyslexia, the multi-sensory approach, supporting the activation and involvement of most of the senses in the learning process, has been found to be particularly effective. According to this approach, when most senses participate in the reading learning process, it becomes more effective. During years of experience, the researcher, who is a music specialist, has been following the music reading learning process of elementary school age students, some of them diagnosed with Dyslexia, while studying to play soprano (descant) recorder. She argues that learning music reading while studying to play a musical instrument is a multi-sensory experience by its nature. The senses involved are: sight, hearing, touch, and the kinesthetic sense (motion), which provides the brain with information on the relative positions of the body. In this way, the learner experiences simultaneously visual, auditory, tactile, and kinesthetic impressions. The researcher concludes that there should be no contra-indication for teaching standard music reading to children with dyslexia if an appropriate process is offered. This conclusion is based on two main characteristics of music reading: (1) musical notation system is a systematic, logical, relative set of symbols written on a staff; and (2) music reading learning connected with playing a musical instrument is by its nature a multi-sensory activity since it combines sight, hearing, touch, and movement. This paper describes music reading teaching procedures and provides unique teaching methods that have been found to be effective for students who were diagnosed with Dyslexia. It provides theoretical explanations in addition to guidelines for music education practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alphabet%20reading" title="alphabet reading">alphabet reading</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=multisensory%20teaching%20method" title=" multisensory teaching method"> multisensory teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20reading" title=" music reading"> music reading</a>, <a href="https://publications.waset.org/abstracts/search?q=recorder%20playing" title=" recorder playing"> recorder playing</a> </p> <a href="https://publications.waset.org/abstracts/32691/musical-notation-reading-versus-alphabet-reading-comparison-and-implications-for-teaching-music-reading-to-students-with-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">791</span> Developing Second Language Learners’ Reading Comprehension through Content and Language Integrated Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaine%20Gulozer">Kaine Gulozer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A strong methodological conception in the practice of teaching, content, and language integrated learning (CLIL) is adapted to boost efficiency in the second language (L2) instruction with a range of proficiency levels. This study aims to investigate whether the incorporation of two different mediums of meaningful CLIL reading activities (in-school and out-of-school settings) influence L2 students’ development of comprehension skills differently. CLIL based instructional methodology was adopted and total of 50 preparatory year students (N=50, 25 students for each proficiency level) from two distinct language proficiency learners (elementary and intermediate) majoring in engineering faculties were recruited for the study. Both qualitative and quantitative methods through a post-test design were adopted. Data were collected through a questionnaire, a reading comprehension test and a semi-structured interview addressed to the two proficiency groups. The results show that both settings in relation to the development of reading comprehension are beneficial, whereas the impact of the reading activities conducted in school settings was higher at the elementary language level of students than that of the one conducted out-of-class settings based on the reported interview results. This study suggests that the incorporation of meaningful CLIL reading activities in both settings for both proficiency levels could create students’ self-awareness of their language learning process and the sense of ownership in successful improvements of field-specific reading comprehension. Further potential suggestions and implications of the study were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title="content and language integrated learning">content and language integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20setting" title=" in-school setting"> in-school setting</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=out-of-school%20setting" title=" out-of-school setting"> out-of-school setting</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/101657/developing-second-language-learners-reading-comprehension-through-content-and-language-integrated-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading&page=2" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading&page=2">2</a></li> <li class="page-item active"><span class="page-link">3</span></li> <li class="page-item"><a class="page-link" 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