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comprehension</title> <meta name="description" content="Search results for: reading comprehension"> <meta name="keywords" content="reading comprehension"> <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 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reading comprehension"> <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> 192</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reading comprehension</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">192</span> Integrated Models of Reading Comprehension: Understanding to Impact Teaching: The Teacher鈥檚 Central Role</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sally%20A.%20Brown">Sally A. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Over the last 30 years, researchers have developed models or frameworks to provide a more structured understanding of the reading comprehension process. Cognitive information processing models and social cognitive theories both provide frameworks to inform reading comprehension instruction. The purpose of this paper is to (a) provide an overview of the historical development of reading comprehension theory, (b) review the literature framed by cognitive information processing, social cognitive, and integrated reading comprehension theories, and (c) demonstrate how these frameworks inform instruction. As integrated models of reading can guide the interpretation of various factors related to student learning, an integrated framework designed by the researcher will be presented. Results indicated that features of cognitive processing and social cognitivism theory鈥攔epresented in the integrated framework鈥攈ighlight the importance of the role of the teacher. This model can aide teachers in not only improving reading comprehension instruction but in identifying areas of challenge for students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Explicit%20instruction" title="Explicit instruction">Explicit instruction</a>, <a href="https://publications.waset.org/search?q=integrated%20models%20of%20reading%20comprehension" title=" integrated models of reading comprehension"> integrated models of reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=teacher%E2%80%99s%20role." title=" teacher鈥檚 role."> teacher鈥檚 role.</a> </p> <a href="https://publications.waset.org/10013471/integrated-models-of-reading-comprehension-understanding-to-impact-teaching-the-teachers-central-role" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013471/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013471/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013471/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013471/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013471/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013471/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013471/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013471/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013471/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013471/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013471.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">190</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">191</span> Learning Bridge: A Reading Comprehension Platform with Rich Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yu-Chin%20Kuo">Yu-Chin Kuo</a>, <a href="https://publications.waset.org/search?q=Szu-Wei%20Yang"> Szu-Wei Yang</a>, <a href="https://publications.waset.org/search?q=Hsin-Hung%20Kuo"> Hsin-Hung Kuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Reading Comprehend (RC) Platform has been constructed and developed to facilitate children-s English reading comprehension. Like a learning bridge, the RC Platform focuses on the integration of rich media and picture-book texts. The study is to examine the effects of the project within the RC Platform for children. Two classes of fourth graders were selected from a public elementary school in an urban area of central Taiwan. The findings taken from the survey showed that the students demonstrated high interest in the RC Platform. The students benefited greatly and enjoyed reading via the technology-enhanced project within the RC Platform. This Platform is a good reading bridge to enrich students- learning experiences and enhance their performance in English reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20Teaching" title="English Teaching">English Teaching</a>, <a href="https://publications.waset.org/search?q=Multimedia-based%20Learning" title=" Multimedia-based Learning"> Multimedia-based Learning</a>, <a href="https://publications.waset.org/search?q=Learning%20Platform" title="Learning Platform">Learning Platform</a>, <a href="https://publications.waset.org/search?q=Reading%20Comprehension" title=" Reading Comprehension"> Reading Comprehension</a>, <a href="https://publications.waset.org/search?q=Technology%20EnhancedLearning." title=" Technology EnhancedLearning."> Technology EnhancedLearning.</a> </p> <a href="https://publications.waset.org/15174/learning-bridge-a-reading-comprehension-platform-with-rich-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15174/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15174/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15174/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15174/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15174/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15174/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15174/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15174/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15174/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15174/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15174.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">1672</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">190</span> Teachers and Learners Perceptions on the Impact of Different Test Procedures on Reading: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main aim of this research was to investigate the perspectives of English language teachers and learners on the effect of test techniques on reading comprehension, test performance and assessment. The research has also aimed at finding the differences between teacher and learner perspectives, specifying the test techniques which have the highest effect, investigating the other factors affecting reading comprehension, and comparing the results with the similar studies. In order to achieve these objectives, perspectives and findings of different researchers were reviewed, two different questionnaires were prepared to collect data for the perspectives of teachers and learners, the questionnaires were applied to 26 learners and 8 teachers from the University of Batna (Algeria), and quantitative and qualitative data analysis of the results were done. The results and analysis of the results show that different test techniques affect reading comprehension, test performance and assessment at different percentages rates.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reading%20Comprehension" title="Reading Comprehension">Reading Comprehension</a>, <a href="https://publications.waset.org/search?q=Reading%20Assessment" title=" Reading Assessment"> Reading Assessment</a>, <a href="https://publications.waset.org/search?q=Test%0D%0APerformance" title=" Test Performance"> Test Performance</a>, <a href="https://publications.waset.org/search?q=Test%20Techniques." title=" Test Techniques."> Test Techniques.</a> </p> <a href="https://publications.waset.org/9999757/teachers-and-learners-perceptions-on-the-impact-of-different-test-procedures-on-reading-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999757/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999757/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999757/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999757/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999757/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999757/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999757/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999757/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999757/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999757/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999757.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">1873</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">189</span> The Investigation of 5th Grade Turkish Students- Comprehension Scores According to Different Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Omer%20Kutlu">Omer Kutlu</a>, <a href="https://publications.waset.org/search?q=Ozen%20Yildirim"> Ozen Yildirim</a>, <a href="https://publications.waset.org/search?q=Safiye%20Bilican"> Safiye Bilican</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the reading comprehension scores of Turkish 5th grade students according to the variables given in the student questionnaire. In this descriptive survey study research participated 279 5th grade students, who studied at 10 different primary schools in four provinces of Ankara in 2008-2009 academic year. Two different data collection tools were made use of in the study: 鈥淩eading Comprehension Test" and 鈥淪tudent Information Questionnaire". Independent sample t-test, oneway Anova and two-way Anova tests were used in the analyses of the gathered data. The results of the study indicate that the reading comprehension scores of the students differ significantly according to sex of the students, the number of books in their houses, the frequency of summarizing activities on the reading text of free and the frequency reading hours provided by their teachers; but, differ not significantly according to educational level of their mothers and fathers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Primary%20School%20Education" title="Primary School Education">Primary School Education</a>, <a href="https://publications.waset.org/search?q=Reading" title=" Reading"> Reading</a>, <a href="https://publications.waset.org/search?q=ReadingComprehension." title=" ReadingComprehension."> ReadingComprehension.</a> </p> <a href="https://publications.waset.org/8732/the-investigation-of-5th-grade-turkish-students-comprehension-scores-according-to-different-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8732/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8732/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8732/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8732/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8732/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8732/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8732/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8732/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8732/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8732/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8732.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">1400</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">188</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Ko拧ek Barto拧ov谩</a>, <a href="https://publications.waset.org/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Joke拧ov谩</a>, <a href="https://publications.waset.org/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlov谩</a>, <a href="https://publications.waset.org/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Mat臎jov谩</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analytic-synthetic%20method%20of%20reading" title="Analytic-synthetic method of reading">Analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/search?q=reading%20speed." title=" reading speed."> reading speed.</a> </p> <a href="https://publications.waset.org/10005205/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005205/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005205/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005205/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005205/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005205/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005205/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005205/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005205/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005205/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005205/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005205.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">1042</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">187</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/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/search?q=metacognitive%20strategies." title=" metacognitive strategies."> metacognitive strategies.</a> </p> <a href="https://publications.waset.org/10004206/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004206/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004206/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004206/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004206/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004206/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004206/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004206/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004206/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004206/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004206/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004206.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">1584</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">186</span> Digital Hypertexts vs. Traditional Books: An Inquiry into Non-Linearity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Federica%20Fornaciari">Federica Fornaciari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study begins with an awareness that today-s media environment is characterized by technological development and a new way of reading caused by the introduction of the Internet. The researcher conducted a meta analysis framed within Technological Determinism to investigate the process of hypertext reading, its differences from linear reading and the effects such differences can have on people-s ways of mentally structuring their world. The relationship between literacy and the comprehension achieved by reading hypertexts is also investigated. The results show hypertexts are not always user friendly. People experience hyperlinks as interruptions that distract their attention generating comprehension and disorientation. On one hand hypertextual jumping reading generates interruptions that finally make people lose their concentration. On the other hand hypertexts fascinate people who would rather read a document in such a format even though the outcome is often frustrating and affects their ability to elaborate and retain information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hypertext%20reading" title="Hypertext reading">Hypertext reading</a>, <a href="https://publications.waset.org/search?q=Internet" title=" Internet"> Internet</a>, <a href="https://publications.waset.org/search?q=non-linearity." title=" non-linearity."> non-linearity.</a> </p> <a href="https://publications.waset.org/11674/digital-hypertexts-vs-traditional-books-an-inquiry-into-non-linearity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11674/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11674/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11674/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11674/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11674/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11674/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11674/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11674/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11674/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11674/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11674.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">1492</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">185</span> Online Metacognitive Reading Strategies Use by Postgraduate Libyan EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Najwa%20Alsayed%20Omar">Najwa Alsayed Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the increasing popularity of the Internet, online reading has become an essential source for EFL readers. Using strategies to comprehend information on online reading texts play a crucial role in students’ academic success. Metacognitive reading strategies are effective factors that enhance EFL learners reading comprehension. This study aimed at exploring the use of online metacognitive reading strategies by postgraduate Libyan EFL students. Quantitative data was collected using the Survey of Online Reading Strategies (OSORS). The findings revealed that the participants were moderate users of metacognitive online reading strategies. Problem solving strategies were the most frequently reported used strategies, while support reading strategies were the least. The five most and least frequently reported strategies were identified. Based on the findings, some future research recommendations were presented.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Metacognitive%20strategies" title="Metacognitive strategies">Metacognitive strategies</a>, <a href="https://publications.waset.org/search?q=Online%20reading" title=" Online reading"> Online reading</a>, <a href="https://publications.waset.org/search?q=Online%20reading%20strategies" title=" Online reading strategies"> Online reading strategies</a>, <a href="https://publications.waset.org/search?q=Postgraduate%20students." title=" Postgraduate students."> Postgraduate students.</a> </p> <a href="https://publications.waset.org/9998887/online-metacognitive-reading-strategies-use-by-postgraduate-libyan-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998887/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998887/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998887/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998887/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998887/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998887/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998887/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998887/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998887/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998887/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998887.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">3104</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">184</span> Narrative and Expository Text Reading Comprehension by Fourth Grade Spanish-Speaking Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mariela%20V.%20De%20Mier">Mariela V. De Mier</a>, <a href="https://publications.waset.org/search?q=Veronica%20S.%20Sanchez%20Abchi"> Veronica S. Sanchez Abchi</a>, <a href="https://publications.waset.org/search?q=Ana%20M.%20Borzone"> Ana M. Borzone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This work aims to explore the factors that have an incidence in reading comprehension process, with different type of texts. In a recent study with 2nd, 3rd and 4th grade children, it was observed that reading comprehension of narrative texts was better than comprehension of expository texts. Nevertheless it seems that not only the type of text but also other textual factors would account for comprehension depending on the cognitive processing demands posed by the text. In order to explore this assumption, three narrative and three expository texts were elaborated with different degree of complexity. A group of 40 fourth grade Spanish-speaking children took part in the study. Children were asked to read the texts and answer orally three literal and three inferential questions for each text. The quantitative and qualitative analysis of children responses showed that children had difficulties in both, narrative and expository texts. The problem was to answer those questions that involved establishing complex relationships among information units that were present in the text or that should be activated from children’s previous knowledge to make an inference. Considering the data analysis, it could be concluded that there is some interaction between the type of text and the cognitive processing load of a specific text.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=comprehension" title="comprehension">comprehension</a>, <a href="https://publications.waset.org/search?q=textual%20factors" title=" textual factors"> textual factors</a>, <a href="https://publications.waset.org/search?q=type%20of%20text" title=" type of text"> type of text</a>, <a href="https://publications.waset.org/search?q=processing%20demands." title=" processing demands."> processing demands.</a> </p> <a href="https://publications.waset.org/14393/narrative-and-expository-text-reading-comprehension-by-fourth-grade-spanish-speaking-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14393/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14393/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14393/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14393/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14393/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14393/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14393/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14393/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14393/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14393/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14393.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">1408</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">183</span> The Effect of Repeated Reading on Student Fluency: Does Practice Always Make Perfect?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Angela%20R.%20Roundy">Angela R. Roundy</a>, <a href="https://publications.waset.org/search?q=Philip%20T.%20Roundy"> Philip T. Roundy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fluency is a skill that, unfortunately, many students lack. This deficiency causes students to be frustrated with, and overwhelmed by, the act of reading. However, research suggests that the repeated reading method may help students to improve their fluency. This study examines the effects of repeated readings on student fluency. The study-s overarching question is: What effect do increases in repeated reading have on reading fluency among middle school students from diverse backgrounds? More specifically, the authors examine whether repeated reading improves the fluency, reading speed, reading-oriented self-esteem, and confidence of students of diverse academic abilities, socio-economics statuses, and racial and ethnic backgrounds. To examine these questions the authors conducted a study using repeated reading strategies with a sample of students from an urban, middle school in the southeastern United States. We found that, on average, the use of repeated reading strategies increased students- fluency, words per minute (wpm) reading score, reading-oriented self-esteem, and confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehension" title="Comprehension">Comprehension</a>, <a href="https://publications.waset.org/search?q=Diverse%20Learners" title=" Diverse Learners"> Diverse Learners</a>, <a href="https://publications.waset.org/search?q=Reading%20Fluency" title=" Reading Fluency"> Reading Fluency</a>, <a href="https://publications.waset.org/search?q=Repeated%20Reading." title=" Repeated Reading."> Repeated Reading.</a> </p> <a href="https://publications.waset.org/15850/the-effect-of-repeated-reading-on-student-fluency-does-practice-always-make-perfect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15850/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15850/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15850/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15850/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15850/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15850/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15850/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15850/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15850/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15850/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15850.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">5930</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">182</span> Development of Elementary Literacy in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Ko拧ek Barto拧ov谩</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There is great attention being paid in the field of development of first reading, thus early literacy skills in the Czech Republic. Yet inconclusive results of PISA and PIRLS force us to think over the teacher´s work, his/her roles in the education process and methods and forms used in lessons. There is also a significant importance to monitor the family environment and the pupil, themselves. The aim of the publishing output is to focus on one side dealing with methods of practicing reading technique and their results in the process of comprehension. In the first part of the contribution there are the goals of development of reading literacy and the methods used in reading practice in some EU countries and a follow-up comparison of research implemented by the help of modern technology of an eye tracker device in the year 2015 and a research conducted at the Institute of Education and Psychological Counselling of the Czech Republic in the year 2011/12. These are the results of a diagnostic test of reading in first classes of primary schools, taught by the genetic method and analytic-synthetic method. The results show that in the first stage of practice there are no statistically significant differences between any researched subjects taught by different methods of reading practice (with the use of several diagnostic texts focused on reading technique and its comprehension). Different results are shown at the end of Grade One and during Grade Two of primary school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20literacy" title="Elementary literacy">Elementary literacy</a>, <a href="https://publications.waset.org/search?q=eye%20tracker%20device" title=" eye tracker device"> eye tracker device</a>, <a href="https://publications.waset.org/search?q=diagnostic%20reading%20tests" title=" diagnostic reading tests"> diagnostic reading tests</a>, <a href="https://publications.waset.org/search?q=reading%20teaching%20method." title=" reading teaching method."> reading teaching method.</a> </p> <a href="https://publications.waset.org/10005214/development-of-elementary-literacy-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005214/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005214/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005214/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005214/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005214/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005214/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005214/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005214/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005214/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005214/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005214.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">1081</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">181</span> The Comparative Analysis of Micro-reading and Traditional Reading Based On Schema Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Micro-reading is a new way of reading depended on short messages of mobile phones, network articles and short literary forms, which impacts greatly on traditional way of reading. The effect of "micro-reading" is deeper especially for those growing middle school students and college students. Aiming at the problem with the development of college students' micro-reading and based on the influence of schema theory on the research of cognition of reading, this paper is to analyze the comparison between micro-reading and traditional reading and explore reading strategies in micro-era based on the negative and positive effect which schema theory has on micro-reading.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Schema%20theory" title="Schema theory">Schema theory</a>, <a href="https://publications.waset.org/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a>, <a href="https://publications.waset.org/search?q=micro-reading" title=" micro-reading"> micro-reading</a>, <a href="https://publications.waset.org/search?q=traditional%20reading" title=" traditional reading"> traditional reading</a> </p> <a href="https://publications.waset.org/9998731/the-comparative-analysis-of-micro-reading-and-traditional-reading-based-on-schema-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998731/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998731/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998731/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998731/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998731/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998731/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998731/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998731/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998731/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998731/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998731.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">3716</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">180</span> Awareness of Reading Strategies among EFL Learners at Bangkok University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nuttanuch%20Munsakorn">Nuttanuch Munsakorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This questionnaire-based study, aimed to measure and compare the awareness of English reading strategies among EFL learners at Bangkok University (BU) classified by their gender, field of study, and English learning experience. Proportional stratified random sampling was employed to formulate a sample of 380 BU students. The data were statistically analyzed in terms of the mean and standard deviation. t-Test analysis was used to find differences in awareness of reading strategies between two groups (-male and female- /-science and social-science students). In addition, one-way analysis of variance (ANOVA) was used to compare reading strategy awareness among BU students with different lengths of English learning experience. The results of this study indicated that the overall awareness of reading strategies of EFL learners at BU was at a high level (冒脩 = 3.60) and that there was no statistically significant difference between males and females, and among students who have different lengths of English learning experience at the significance level of 0.05. However, significant differences among students coming from different fields of study were found at the same level of significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=reading%0Acomprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20strategies" title=" reading strategies"> reading strategies</a> </p> <a href="https://publications.waset.org/7021/awareness-of-reading-strategies-among-efl-learners-at-bangkok-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7021/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7021/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7021/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7021/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7021/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7021/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7021/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7021/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7021/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7021/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7021.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">3938</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">179</span> On the Constructivist Teaching of Extensive Reading for English Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Constructivism, the latest teaching and learning theory in western countries which is based on the premise that cognition (learning) is the result of "mental construction", lays emphasis on the learner's active learning. Guided by constructivism, this thesis discusses the teaching plan and its application in extensive reading course. In extensive reading classroom, emphasis should be laid on the activation of students' prior knowledge, grasping the skills of fast reading and the combination of reading and writing to check extracurricular reading. With three factors supplementing each other, students' English reading ability can be improved effectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=extensive%20reading" title=" extensive reading"> extensive reading</a>, <a href="https://publications.waset.org/search?q=constructivist%20teaching." title=" constructivist teaching."> constructivist teaching.</a> </p> <a href="https://publications.waset.org/9997857/on-the-constructivist-teaching-of-extensive-reading-for-english-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997857/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997857/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997857/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997857/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997857/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997857/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997857/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997857/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997857/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997857/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997857.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">3609</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">178</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/search?q=Ora%20Geiger">Ora Geiger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the question whether a person diagnosed with dyslexia will necessarily have difficulty in reading musical notes. The author specifies the characteristics of alphabet reading in comparison to musical notation reading, and 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 a long term case study and relies 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 a multi-sensory activity that combines sight, hearing, touch, and movement. The paper describes music reading teaching procedures, using soprano recorders, 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/search?q=Alphabet%20reading" title="Alphabet reading">Alphabet reading</a>, <a href="https://publications.waset.org/search?q=music%20reading" title=" music reading"> music reading</a>, <a href="https://publications.waset.org/search?q=multisensory%0D%0Ateaching%20method" title=" multisensory teaching method"> multisensory teaching method</a>, <a href="https://publications.waset.org/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/search?q=recorder%20playing." title=" recorder playing."> recorder playing.</a> </p> <a href="https://publications.waset.org/10002467/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/10002467/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002467/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002467/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002467/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002467/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002467/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002467/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002467/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002467/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002467/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002467.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">2129</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">177</span> The Efficacy of Neurological Impress Method and Repeated Reading on Reading Fluency of Children with Learning Disabilities in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20O.%20Oladele">A. O. Oladele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to find out the effectiveness of neurological impress method and repeated reading technique on reading fluency of children with learning disabilities. Thirty primary four pupils in three public primary schools participated in the study. There were two experimental groups and a control. This research employed a 3 by 2 factorial matrix and the participants were taught for one session. Two hypotheses were formulated to guide the research. T-test was used to analyse the data gathered, and data analysis revealed that pupils exposed to the two treatment strategies had improvement in their reading fluency. It was recommended that the two strategies used in the study can be used to intervene in reading fluency problems in children with learning disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20disabilities" title="Learning disabilities">Learning disabilities</a>, <a href="https://publications.waset.org/search?q=neurological%20impress%20method" title=" neurological impress method"> neurological impress method</a>, <a href="https://publications.waset.org/search?q=repeated%20reading" title=" repeated reading"> repeated reading</a>, <a href="https://publications.waset.org/search?q=reading%20fluency." title=" reading fluency."> reading fluency.</a> </p> <a href="https://publications.waset.org/13616/the-efficacy-of-neurological-impress-method-and-repeated-reading-on-reading-fluency-of-children-with-learning-disabilities-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13616/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13616/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13616/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13616/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13616/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13616/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13616/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13616/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13616/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13616/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13616.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">3801</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">176</span> Impact of Four Reading and Library Factors on the Grade Average of Ugandan Secondary School Students: A Quantitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Valeda%20Dent">Valeda Dent</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores reading and library factors related to secondary school student academic outcomes in rural areas in Uganda. This mixed methods study utilized quantitative data collected as part of a more extensive project to explore six student factors in relation to students’ school, library, and home environments. The Kitengesa Community Library in Uganda (www.kitengesalibrary.org) served as the site for this study. The factors explored for this study include reading frequency, library use frequency, library access, overall grade average (OGA), and presence and type of reading materials in the home. Results indicated that both reading frequency and certain types of reading materials read for recreational purposes are correlated with higher OGA. Reading frequency was positively correlated with student OGA for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Rural%20village%20libraries" title="Rural village libraries">Rural village libraries</a>, <a href="https://publications.waset.org/search?q=secondary%20school%20students" title=" secondary school students"> secondary school students</a>, <a href="https://publications.waset.org/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/search?q=academic%20achievement." title=" academic achievement."> academic achievement.</a> </p> <a href="https://publications.waset.org/10005410/impact-of-four-reading-and-library-factors-on-the-grade-average-of-ugandan-secondary-school-students-a-quantitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005410/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005410/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005410/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005410/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005410/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005410/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005410/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005410/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005410/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005410/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005410.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">1334</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">175</span> Inductive Grammar, Student-Centered Reading, and Interactive Poetry: The Effects of Teaching English with Fun in Schools of Two Villages in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Talar%20Agopian">Talar Agopian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teaching English as a Second Language (ESL) is a common practice in many Lebanese schools. However, ESL teaching is done in traditional ways. Methods such as constructivism are seldom used, especially in villages. Here lies the significance of this research which joins constructivism and Piaget’s theory of cognitive development in ESL classes in Lebanese villages. The purpose of the present study is to explore the effects of applying constructivist student-centered strategies in teaching grammar, reading comprehension, and poetry on students in elementary ESL classes in two villages in Lebanon, Zefta in South Lebanon and Boqaata in Mount Lebanon. 20 English teachers participated in a training titled “Teaching English with Fun”, which focused on strategies that create a student-centered class where active learning takes place and there is increased learner engagement and autonomy. The training covered three main areas in teaching English: grammar, reading comprehension, and poetry. After participating in the training, the teachers applied the new strategies and methods in their ESL classes. The methodology comprised two phases: in phase one, practice-based research was conducted as the teachers attended the training and applied the constructivist strategies in their respective ESL classes. Phase two included the reflections of the teachers on the effects of the application of constructivist strategies. The results revealed the educational benefits of constructivist student-centered strategies; the students of teachers who applied these strategies showed improved engagement, positive attitudes towards poetry, increased motivation, and a better sense of autonomy. Future research is required in applying constructivist methods in the areas of writing, spelling, and vocabulary in ESL classrooms of Lebanese villages.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/search?q=student-centered%20strategies." title=" student-centered strategies."> student-centered strategies.</a> </p> <a href="https://publications.waset.org/10010170/inductive-grammar-student-centered-reading-and-interactive-poetry-the-effects-of-teaching-english-with-fun-in-schools-of-two-villages-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010170/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010170/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010170/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010170/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010170/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010170/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010170/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010170/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010170/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010170/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010170.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">770</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">174</span> Improving Listening Comprehension for EFL Pre-Intermediate Students through a Blended Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Heba%20Mustafa%20Abdullah">Heba Mustafa Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research aimed at examining the effect of using a suggested blended learning (BL) strategy on developing EFL pre- intermediate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of 26 EFL pre- intermediate students. Tools of the study included a listening comprehension checklist and a pre-post listening comprehension test. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating BL strategy with respect to language learning process in general and oral language learning in particular.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/search?q=oral%20language%20instruction." title=" oral language instruction."> oral language instruction.</a> </p> <a href="https://publications.waset.org/10004649/improving-listening-comprehension-for-efl-pre-intermediate-students-through-a-blended-learning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004649/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004649/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004649/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004649/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004649/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004649/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004649/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004649/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004649/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004649/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004649.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">2404</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">173</span> Evaluation Pattern of Cognitive Processes in Language in Written Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Agn%C3%A8s%20Garletti">Agn猫s Garletti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our research aims at helping the tutor on line to evaluate the student-s cognitive processes. The student is a learner in French as a Second Language who studies an on-line socio-cognitive scenario in written communication. In our method, these cognitive processes are defined. For that, the language abilities and learning tasks are associated to cognitive operation. Moreover, the found cognitive processes are named with specific terms. The result was to create an instrumental pattern to question the learner about the cognitive processes used to build an item of written comprehension. Our research follows the principles of the third historical generation of studies on the cognitive activity of the text comprehension. The strength of our instrumental pattern stands in the precision and the logical articulation of the questions to the learner. However, the learner-s answers can still be subjective but the precision of the instrument restricts it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20processes" title="Cognitive processes">Cognitive processes</a>, <a href="https://publications.waset.org/search?q=Evaluation%20pattern" title=" Evaluation pattern"> Evaluation pattern</a>, <a href="https://publications.waset.org/search?q=French%20as%20asecond%20language" title=" French as asecond language"> French as asecond language</a>, <a href="https://publications.waset.org/search?q=Socio-cognitive%20scenario" title=" Socio-cognitive scenario"> Socio-cognitive scenario</a>, <a href="https://publications.waset.org/search?q=Written%20comprehension." title=" Written comprehension."> Written comprehension.</a> </p> <a href="https://publications.waset.org/5518/evaluation-pattern-of-cognitive-processes-in-language-in-written-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5518/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5518/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5518/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5518/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5518/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5518/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5518/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5518/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5518/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5518/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5518.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">1491</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">172</span> Assessing Reading Habits of Future Classroom Teachers in the Context of Their Socio-Demographic Features</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Oguz">E. Oguz</a>, <a href="https://publications.waset.org/search?q=Y%C4%B1ld%C4%B1z"> Y谋ld谋z</a>, <a href="https://publications.waset.org/search?q=A."> A.</a>, <a href="https://publications.waset.org/search?q=Hay%C4%B1rsever"> Hay谋rsever</a>, <a href="https://publications.waset.org/search?q=F."> F.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the present study is to determine the level of reading habit of future classroom teachers, to discuss the obtained results according to their socio-demographic features and to define the factors which are influential on taking up reading in the context of future teachers experiences. The target population of the study consists of the fourth grade students at 62 faculties of education, department of classroom teaching from Turkish state universities. The sampling of the study consists of the fourth grade students from seven faculties of education, department of classroom teaching from each region. In the study, in the first and the second aspects, there will be a questionnaire to be developed concerning the measurement of future teachers level of reading habits and their socio-demographic features. The questionnaire was applied to all the students in the sample.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reading" title="Reading">Reading</a>, <a href="https://publications.waset.org/search?q=Reading%20Habits" title=" Reading Habits"> Reading Habits</a>, <a href="https://publications.waset.org/search?q=Teachers" title=" Teachers "> Teachers </a> </p> <a href="https://publications.waset.org/2801/assessing-reading-habits-of-future-classroom-teachers-in-the-context-of-their-socio-demographic-features" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2801/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2801/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2801/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2801/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2801/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2801/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2801/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2801/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2801/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2801/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2801.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">2050</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">171</span> The Use of Software and Internet Search Engines to Develop the Encoding and Decoding Skills of a Dyslexic Learner: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rabih%20Joseph%20Nabhan">Rabih Joseph Nabhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This case study explores the impact of two major computer software programs <em>Learn to Speak English</em> and <em>Learn English Spelling and Pronunciation</em>, and some Internet search engines such as Google on mending the decoding and spelling deficiency of Simon X, a dyslexic student. The improvement in decoding and spelling may result in better reading comprehension and composition writing. Some computer programs and Internet materials can help regain the missing awareness and consequently restore his self-confidence and self-esteem. In addition, this study provides a systematic plan comprising a set of activities (four computer programs and Internet materials) which address the problem from the lowest to the highest levels of phoneme and phonological awareness. Four methods of data collection (accounts, observations, published tests, and interviews) create the triangulation to validly and reliably collect data before the plan, during the plan, and after the plan. The data collected are analyzed quantitatively and qualitatively. Sometimes the analysis is either quantitative or qualitative, and some other times a combination of both. Tables and figures are utilized to provide a clear and uncomplicated illustration of some data. The improvement in the decoding, spelling, reading comprehension, and composition writing skills that occurred is proved through the use of authentic materials performed by the student under study. Such materials are a comparison between two sample passages written by the learner before and after the plan, a genuine computer chat conversation, and the scores of the academic year that followed the execution of the plan. Based on these results, the researcher recommends further studies on other Lebanese dyslexic learners using the computer to mend their language problem in order to design and make a most reliable software program that can address this disability more efficiently and successfully.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analysis" title="Analysis">Analysis</a>, <a href="https://publications.waset.org/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/search?q=dyslexic" title=" dyslexic"> dyslexic</a>, <a href="https://publications.waset.org/search?q=software." title=" software."> software.</a> </p> <a href="https://publications.waset.org/10009617/the-use-of-software-and-internet-search-engines-to-develop-the-encoding-and-decoding-skills-of-a-dyslexic-learner-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009617/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009617/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009617/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009617/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009617/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009617/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009617/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009617/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009617/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009617/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009617.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">645</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">170</span> Metaphor in Terminology: Visualization as a Way to Term Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Je%C4%BCena%20Tretjakova">Je募ena Tretjakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Metaphor has recently gained extensive interest most probably due to developments in cognitive sciences and the study of language as the reflection of humans- world perception. Metaphor is no longer reckoned as solely literary expressive means. Nowadays it is studied in a whole number of discourses, such as politics, law, medicine, sports, etc. with the purpose of the analysis and determining its role. The scientific language is not an exception. It might seem that metaphor cannot suit it; we would dare to draw a hypothesis that metaphor has indeed found its stable place in terminology. In comprehension of metaphorically represented terms the stage of visualization plays a significant role. We proceeded on the assumption that this stage is the main in provision of better term comprehension and would try to exemplify it with metaphoricallyoriented terms.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehension" title="Comprehension">Comprehension</a>, <a href="https://publications.waset.org/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/search?q=terminology" title=" terminology"> terminology</a>, <a href="https://publications.waset.org/search?q=visualization." title=" visualization."> visualization.</a> </p> <a href="https://publications.waset.org/3910/metaphor-in-terminology-visualization-as-a-way-to-term-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3910/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3910/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3910/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3910/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3910/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3910/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3910/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3910/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3910/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3910/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3910.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">1873</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">169</span> Object-Oriented Cognitive-Spatial Complexity Measures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Varun%20Gupta">Varun Gupta</a>, <a href="https://publications.waset.org/search?q=Jitender%20Kumar%20Chhabra"> Jitender Kumar Chhabra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software maintenance and mainly software comprehension pose the largest costs in the software lifecycle. In order to assess the cost of software comprehension, various complexity measures have been proposed in the literature. This paper proposes new cognitive-spatial complexity measures, which combine the impact of spatial as well as architectural aspect of the software to compute the software complexity. The spatial aspect of the software complexity is taken into account using the lexical distances (in number of lines of code) between different program elements and the architectural aspect of the software complexity is taken into consideration using the cognitive weights of control structures present in control flow of the program. The proposed measures are evaluated using standard axiomatic frameworks and then, the proposed measures are compared with the corresponding existing cognitive complexity measures as well as the spatial complexity measures for object-oriented software. This study establishes that the proposed measures are better indicators of the cognitive effort required for software comprehension than the other existing complexity measures for object-oriented software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=cognitive%20complexity" title="cognitive complexity">cognitive complexity</a>, <a href="https://publications.waset.org/search?q=software%20comprehension" title=" software comprehension"> software comprehension</a>, <a href="https://publications.waset.org/search?q=software%20metrics" title=" software metrics"> software metrics</a>, <a href="https://publications.waset.org/search?q=spatial%20complexity" title=" spatial complexity"> spatial complexity</a>, <a href="https://publications.waset.org/search?q=Object-oriented%20software" title=" Object-oriented software"> Object-oriented software</a> </p> <a href="https://publications.waset.org/9219/object-oriented-cognitive-spatial-complexity-measures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9219/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9219/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9219/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9219/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9219/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9219/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9219/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9219/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9219/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9219/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9219.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">2144</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">168</span> Thai Prosody Problems with First Year Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jiraporn%20Adchariyaprasit">Jiraporn Adchariyaprasit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Thai language is difficult in all four language skills, especially reading. The first year students may have different abilities in reading, so a teacher is required to find out a student’s reading level so that the teacher can help and support them till they can develop and resolve each problem themselves. This research is aimed to study the prosody problem among Thai students and will be focused on first year Thai students in the second semester. A total of 58 students were involved in this study. Four obstacles were found: 1. Interpretation from what they read and write 2. Incorrectness Pronunciation of Prosody 3. Incorrectness in Rhythm of the Poem 4. Incorrectness of the Thai Poem Pronunciation</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interpretation" title="Interpretation">Interpretation</a>, <a href="https://publications.waset.org/search?q=Pronunciation" title=" Pronunciation"> Pronunciation</a>, <a href="https://publications.waset.org/search?q=Prosody" title=" Prosody"> Prosody</a>, <a href="https://publications.waset.org/search?q=Reading." title=" Reading."> Reading.</a> </p> <a href="https://publications.waset.org/9999128/thai-prosody-problems-with-first-year-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999128/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999128/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999128/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999128/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999128/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999128/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999128/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999128/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999128/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999128/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999128.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">1645</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">167</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/search?q=Hsin-Yi%20Lien">Hsin-Yi Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20strategy" title="Cognitive strategy">Cognitive strategy</a>, <a href="https://publications.waset.org/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/search?q=metacognitive%20strategy" title=" metacognitive strategy"> metacognitive strategy</a>, <a href="https://publications.waset.org/search?q=support%20strategy." title=" support strategy."> support strategy.</a> </p> <a href="https://publications.waset.org/9999055/reading-strategy-awareness-of-english-major-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999055/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999055/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999055/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999055/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999055/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999055/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999055/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999055/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999055/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999055/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999055.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">3427</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">166</span> 2D Bar Codes Reading: Solutions for Camera Phones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hao%20Wang">Hao Wang</a>, <a href="https://publications.waset.org/search?q=Yanming%20Zou"> Yanming Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Two-dimensional (2D) bar codes were designed to carry significantly more data with higher information density and robustness than its 1D counterpart. Thanks to the popular combination of cameras and mobile phones, it will naturally bring great commercial value to use the camera phone for 2D bar code reading. This paper addresses the problem of specific 2D bar code design for mobile phones and introduces a low-level encoding method of matrix codes. At the same time, we propose an efficient scheme for 2D bar codes decoding, of which the effort is put on solutions of the difficulties introduced by low image quality that is very common in bar code images taken by a phone camera. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=2D%20bar%20code%20reading" title="2D bar code reading">2D bar code reading</a>, <a href="https://publications.waset.org/search?q=camera%20phone" title=" camera phone"> camera phone</a>, <a href="https://publications.waset.org/search?q=low-level%0Aencoding" title=" low-level encoding"> low-level encoding</a>, <a href="https://publications.waset.org/search?q=mixed%20model" title=" mixed model"> mixed model</a> </p> <a href="https://publications.waset.org/5194/2d-bar-codes-reading-solutions-for-camera-phones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5194/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5194/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5194/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5194/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5194/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5194/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5194/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5194/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5194/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5194/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5194.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">1848</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">165</span> Does Training in the Use of a Magnifier Improve Efficiency?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Norliza%20Mohamad%20Fadzil">Norliza Mohamad Fadzil</a>, <a href="https://publications.waset.org/search?q=Kerry%20Fitzmaurice"> Kerry Fitzmaurice</a>, <a href="https://publications.waset.org/search?q=Linda%20Malesic"> Linda Malesic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Provision of optical devices without proper instruction and training may cause frustration resulting in rejection or incorrect use of the magnifiers. However training in the use of magnifiers increases the cost of providing these devices. This study compared the efficacy of providing instruction alone and instruction plus training in the use of magnifiers. 24 participants randomly assigned to two groups. 15 received instruction and training and 9 received instruction only. Repeated measures of print size and reading speed were performed at pre, post training and follow up. Print size decreased in both groups between pre and post training maintained at follow up. Reading speed increased in both groups over time with the training group demonstrating more rapid improvement. Whilst overall outcomes were similar, training decreased the time required to increase reading speed supporting the use of training for increased efficiency. A cost effective form of training is suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Low%20vision" title="Low vision">Low vision</a>, <a href="https://publications.waset.org/search?q=magnification" title=" magnification"> magnification</a>, <a href="https://publications.waset.org/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/search?q=reading." title=" reading."> reading.</a> </p> <a href="https://publications.waset.org/15986/does-training-in-the-use-of-a-magnifier-improve-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15986/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15986/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15986/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15986/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15986/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15986/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15986/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15986/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15986/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15986/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15986.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">1414</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">164</span> Gaze Patterns of Skilled and Unskilled Sight Readers Focusing on the Cognitive Processes Involved in Reading Key and Time Signatures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20F.%20Viljoen">J. F. Viljoen</a>, <a href="https://publications.waset.org/search?q=Catherine%20Foxcroft"> Catherine Foxcroft</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Expert sight readers rely on their ability to recognize patterns in scores, their inner hearing and prediction skills in order to perform complex sight reading exercises. They also have the ability to observe deviations from expected patterns in musical scores. This increases the “Eye-hand span” (reading ahead of the point of playing) in order to process the elements in the score. The study aims to investigate the gaze patterns of expert and non-expert sight readers focusing on key and time signatures. 20 musicians were tasked with playing 12 sight reading examples composed for one hand and five examples composed for two hands to be performed on a piano keyboard. These examples were composed in different keys and time signatures and included accidentals and changes of time signature to test this theory. Results showed that the experts fixate more and for longer on key and time signatures as well as deviations in examples for two hands than the non-expert group. The inverse was true for the examples for one hand, where expert sight readers showed fewer and shorter fixations on key and time signatures as well as deviations. This seems to suggest that experts focus more on the key and time signatures as well as deviations in complex scores to facilitate sight reading. The examples written for one appeared to be too easy for the expert sight readers, compromising gaze patterns.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognition" title="Cognition">Cognition</a>, <a href="https://publications.waset.org/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a>, <a href="https://publications.waset.org/search?q=musical%20notation" title=" musical notation"> musical notation</a>, <a href="https://publications.waset.org/search?q=sight%20reading." title=" sight reading. "> sight reading. </a> </p> <a href="https://publications.waset.org/10011429/gaze-patterns-of-skilled-and-unskilled-sight-readers-focusing-on-the-cognitive-processes-involved-in-reading-key-and-time-signatures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011429/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011429/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011429/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011429/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011429/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011429/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011429/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011429/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011429/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011429/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011429.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">608</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">163</span> Experimental Verification of the Relationship between Physiological Indexes and the Presence or Absence of an Operation during E-learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Masaki%20Omata">Masaki Omata</a>, <a href="https://publications.waset.org/search?q=Shumma%20Hosokawa"> Shumma Hosokawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>An experiment to verify the relationships between physiological indexes of an e-learner and the presence or absence of an operation during e-learning is described. Electroencephalogram (EEG), hemoencephalography (HEG), skin conductance (SC), and blood volume pulse (BVP) values were measured while participants performed experimental learning tasks. The results show that there are significant differences between the SC values when reading with clicking on learning materials and the SC values when reading without clicking, and between the HEG ratio when reading (with and without clicking) and the HEG ratio when resting for four of five participants. We conclude that the SC signals can be used to estimate whether or not a learner is performing an active task and that the HEG ratios can be used to estimate whether a learner is learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=physiological%20index" title=" physiological index"> physiological index</a>, <a href="https://publications.waset.org/search?q=physiological%20signal" title=" physiological signal"> physiological signal</a>, <a href="https://publications.waset.org/search?q=state%20of%20learning." title=" state of learning."> state of learning.</a> </p> <a href="https://publications.waset.org/10003519/experimental-verification-of-the-relationship-between-physiological-indexes-and-the-presence-or-absence-of-an-operation-during-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a 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