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Reading Process (reading + process)

Distribution by Scientific Domains
Humanities and Social Sciences70%

Selected Abstracts

An Investigation of Reading Strategies Applied by American Learners of Chinese as a Foreign Language

FOREIGN LANGUAGE ANNALS, Issue 4 2008
Li-Chun Lee-Thompson Assistant ProfessorArticle first published online: 19 MAR 200
Abstract: Minimal research has been conducted in reading Chinese as a second/ foreign language (CSI/CFL). In an effort to further the understanding of the reading process, this study, utilizing think aloud and retelling procedures, focuses on the identification of strategies that American university students applied to read Chinese texts (narrative and argumentative), and the difficulties encountered when processing texts for meaning. Also it examines whether Bernhardt's constructivist model can account for the reading process of the CFL learners at the intermediate proficiency level. The results show that the CFL readers employed bottom-up and top-down processing strategies, that their difficulties were pertinent to vocabulary, orthography, grammar, and background knowledge, and that Bernhardt's reading model could account for the reading process of CFL learners with minor modification. [source]

Second Language Reading Research on Passage Content and Gender: Challenges for the Intermediate-Level Curriculum

FOREIGN LANGUAGE ANNALS, Issue 4 2001
Cindy Brantmeier PhD
Howevel, a careful examination of available studies reveals disparities among research methods and procedures, thus making it difficult to formulate theories for re-examining the intermediate-level course, where the reading of lengthy, authentic texts begins. To complicate matters further, females begin to outnumber males at the intermediate level, and this gap widens at the advanced levels (Chavez, 2001). This article , through a careful review of the relevant literature , shows that much of the L2 reading process at the intermediate level remains unexplained. Finally, a call for more research at the intermediate level that examines key variables, such as passage content and gender, is made. [source]

MEMORY, AMNESIA AND IDENTITY IN HERMANN BROCH'S SCHLAFWANDLER TRILOGY

GERMAN LIFE AND LETTERS, Issue 2 2008
Graham Bartram
ABSTRACT Through its three novels, set in 1888, 1903 and 1918, Broch's Schlafwandler trilogy traces a progressive fragmentation of social values in late modernity. This article investigates a key marker of this fragmentation: the figuration of individual and collective memory, which undergoes a radical shift between Part I and Part III. In Part I the depiction of memory engages the reader with the protagonist's psychological and moral conflicts and the formation of his individual identity. In Part II memory features as abstract and collective, in allegorical meditations on man's existence in time; in Part III the theme of remembering is largely displaced by that of amnesia, emphasising the isolation of the individual in the era of ,Wertzerfall'. This depiction of cultural disintegration is, however, counterbalanced by the symbolic unity of Die Schlafwandler, whose aesthetic structures play an essential part in what Broch saw as the novel's ,cognitive' task. Here memory features within the reading process itself. To conclude we examine some of the trilogy's densely intersecting leitmotifs that activate the reader's memory in defiance of disintegration and amnesia, and thereby contribute a vital element to the realisation of the ,cognitive novel'. [source]

Radiopacity of root filling materials using digital radiography

INTERNATIONAL ENDODONTIC JOURNAL, Issue 7 2007
J. R. Carvalho-Junior
Abstract Aim, To evaluate radiopacity of root filling materials using digital radiography. Methodology, The sealers tested were AH PlusTM, Endofill®, EndoREZTM and EpiphanyTM. Gutta-percha (Dentsply Maillefer) and ResilonTM cones were also tested. Acrylic plates, containing six wells, measuring 1 mm in depth and 5 mm in diameter, were prepared for the test, and filled with the materials. The test samples were radiographed together with an aluminium stepwedge calibrated in millimetres, according to ANSI/ADA Specification 57. For the radiographic exposures, digital imaging plates and an X-ray machine at 70 kVp and 8 mA were used. The object-to-focus distance was 30 cm, and the exposure time, 0.2 s. After the laser optic reading process, the software determined the radiopacity of the standardized areas, using grey-scale values, calculating the average radiographic density for each material. Results, The decreasing values of radiopacity of the studied materials, expressed in millimetres of aluminium equivalent, were: ResilonTM (13.0), AH PlusTM (11.2), gutta-percha (9.8), EpiphanyTM (8.0), Endofill® (6.9) and EndoREZTM (6.6). Conclusion, All materials had radiopacity values above 3 mm of aluminium recommended by ANSI/ADA Specification 57. [source]

Addressing individual difficulties in reading: issues relating to Reading Recovery and Pause, Prompt, Praise

LITERACY, Issue 1 2004
Janice Wearmouth
Recently the DfES has issued guidance on ways to address the needs of students who experience difficulties in literacy through Wave Three provision in the National Literacy Strategy (DfES, 2002). This guidance raises the issue of what kind of programmes might be initiated in mainstream schools that will improve what is available generally for pupils who experience difficulties. The original Literacy Taskforce report (1997) named Reading Recovery (RR) as one programme suitable for this purpose. It is not the only programme with 'proven' efficacy, however. This article compares RR and another New Zealand-based programme, Pause, Prompt, Praise (PPP) with which it has a number of characteristics in common, in order to examine particular issues which are important to ensure that a particular programme can meet individual children's literacy needs and also have the potential for adoption by LEAs and schools in the current national curricular context. These issues are the underpinning rationales, assumptions about the reading process and questions of resources, ownership and control (Openshaw et al., 2002). [source]

Suppressing Inner Speech in ESL Reading: Implications for Developmental Changes in Second Language Word Recognition Processes

MODERN LANGUAGE JOURNAL, Issue 4 2009
SHIGEO KATO
The effect of articulatory suppression on second language (L2) visual sentence comprehension and its relation to L2 reading proficiency and lower level processing efficiency were investigated in a series of experiments using 64 college-level Japanese English as a second language learners as participants. The results supported the hypothesis that increased reading proficiency requires developmental changes in lower level skills; namely a greater degree of L2 reading proficiency requires greater orthographic processing skills. This is especially pronounced for the groups comprising proficient and less proficient readers. With regard to proficient readers, there were significant intercorrelations among sentence processing performance under suppression, reading comprehension score, and orthographic skills; however, none of these relationships were significant with less proficient readers. In contrast, phonological processing continued to make a significant contribution with proficient readers under suppression. This confounding outcome implies that a simple choice between phonological and direct-visual coding strategies does not fully explain the L2 reading process under articulatory suppression. [source]

Semantic markup for literary scholars: How descriptive markup affects the study and teaching of literature

PROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2002
D. Grant Campbell
This paper describes a qualitative study, which investigated the attitudes of literary scholars towards the features of semantic markup for primary texts. The scholars were shown seven variations of the same text in XML format, each varying according to the two main features of semantic markup: the separation of structure from layout, and the ability to add interpretive markup to enhance searchability. The responses suggest that, contrary to many popular assumptions, layout is a vital part of the reading process, which implies that the standardization of DTDs begun with the Text Encoding Initiative should extend to styling as well. Second, interpretive markup achieves problematic results: while searchability is improved, the markup threatens to inhibit the reader's experience of the text. [source]

Integrating Response to Intervention (RTI) with neuropsychology: A scientific approach to reading

PSYCHOLOGY IN THE SCHOOLS, Issue 9 2008
Steven G. Feifer
This article integrates the fundamental components of both Response to Intervention (RTI) and cognitive neuropsychology when identifying reading disorders in children. Both proponents of RTI and cognitive neuropsychology agree the discrepancy model is not a reliable or valid method to identify learning disorders in school. In addition, both proponents of RTI and cognitive neuropsychology agree that earlier intervention and the use of evidence-based intervention techniques must permeate the thinking behind any educational reform. Lastly, both proponents of RTI and cognitive neuropsychology concur with the National Reading Panel's (2000) five core components of the reading process. Given the similarities between RTI and neuropsychological models of reading, a more integrative assessment model will be introduced to better diagnose and remediate subtypes of reading disorders in children. In summary, it is the author's belief that cognitive neuropsychology will emerge as the leading discipline in forging the inevitable alliance between science and education. © 2008 Wiley Periodicals, Inc. [source]

From language to reading and dyslexia,

DYSLEXIA, Issue 1 2001
Margaret J. Snowling
Abstract This paper reviews evidence in support of the phonological deficit hypothesis of dyslexia. Findings from two experimental studies suggest that the phonological deficits of dyslexic children and adults cannot be explained in terms of impairments in low-level auditory mechanisms, but reflect higher-level language weaknesses. A study of individual differences in the pattern of reading skills in dyslexic children rejects the notion of ,sub-types'. Instead, the findings suggest that the variation seen in reading processes can be accounted for by differences in the severity of individual children's phonological deficits, modified by compensatory factors including visual memory, perceptual speed and print exposure. Children at genetic risk who go on to be dyslexic come to the task of reading with poorly specified phonological representations in the context of a more general delay in oral language development. Their prognosis (and that of their unaffected siblings) depends upon the balance of strengths and difficulties they show, with better language skills being a protective factor. Taken together, these findings suggest that current challenges to the phonological deficit theory can be met. Copyright © 2001 John Wiley & Sons, Ltd. [source]

Literature and language teaching 1986,2006: a review

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2007
Ronald Carter
For Christopher Brumfit (1940,2006) The teaching of literature can thus be seen as a means of introducing learners to such a serious view of our world, of initiating them in the process of defining themselves through contact with others' experience. How it is best done, what the relationship between ,reading' and ,literature' needs to be for the greatest number of people to be led to literature, exactly what books are appropriate at what levels , these are questions for teachers to address. But the seriousness of the enterprise should not be doubted. It is only when these reading processes are centrally addressed as processes and when the debate moves away from content to what we do with literary texts, that genuine literary issues can be addressed. (Brumfit 2001: 92) [source]