Role of adjunct questions and reading ability levels on rote and conceptual learning from prose

1982 ◽  
Vol 11 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Sally B. Bing
Keyword(s):  
Reading Ability ◽  
Conceptual Learning ◽  
Adjunct Questions ◽  
Ability Levels

Role of Adjunct Questions and Subject Ability Levels on the Learning of Concepts from Prose

1986 ◽  
Vol 23 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Richard J. Hamilton
Keyword(s):  
Concept Learning ◽  
High Ability ◽  
Adjunct Questions ◽  
Midwestern University ◽  
Ability Levels ◽  
Treatment Interaction ◽  
Better Than ◽  
Low Ability

This research evaluated the effects of examples used with application adjunct questions on concept learning. Subjects were 72 undergraduates at a large midwestern university. Subjects studied a passage containing either matched or unmatched application adjunct questions or no questions (regular and special instructions). The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched questions than in the unmatched questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. The results indicated that application adjunct questions did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions did, however, produce higher levels of performance on criterion questions than unmatched questions. High ability subjects performed better than low ability subjects within treatments, but there was no significant aptitude by treatment interaction.

scholarly journals What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies

2022 ◽  
Vol 12 (1) ◽  
pp. 87
Author(s):  
Conrad Perry ◽  
Heidi Long
Keyword(s):  
Visual Attention ◽  
Critical Review ◽  
Reading Ability ◽  
Reading Performance ◽  
Span Task ◽  
Causal Effects ◽  
Future Research ◽  
Different Types ◽  
Visual Tasks

This critical review examined current issues to do with the role of visual attention in reading. To do this, we searched for and reviewed 18 recent articles, including all that were found after 2019 and used a Latin alphabet. Inspection of these articles showed that the Visual Attention Span task was run a number of times in well-controlled studies and was typically a small but significant predictor of reading ability, even after potential covariation with phonological effects were accounted for. A number of other types of tasks were used to examine different aspects of visual attention, with differences between dyslexic readers and controls typically found. However, most of these studies did not adequately control for phonological effects, and of those that did, only very weak and non-significant results were found. Furthermore, in the smaller studies, separate within-group correlations between the tasks and reading performance were generally not provided, making causal effects of the manipulations difficult to ascertain. Overall, it seems reasonable to suggest that understanding how and why different types of visual tasks affect particular aspects of reading performance is an important area for future research.

The Role of Reading Rate in the Informal Assessment of Reading Ability

2012 ◽  
Vol 52 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Darrell Morris ◽  
Woodrow Trathen ◽  
Elizabeth M. Frye ◽  
Linda Kucan ◽  
Devery Ward ◽  
...  
Keyword(s):  
Reading Ability ◽  
Reading Rate ◽  
Informal Assessment

scholarly journals Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion

2019 ◽  
Vol 21 (2) ◽  
pp. 10-28
Author(s):  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Reading Ability ◽  
Reading Development ◽  
Critical Role ◽  
French Immersion ◽  
Third Language ◽  
English Reading ◽  
French And English ◽  
Reading Measures ◽  
Multiple Languages

This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners’ reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bilingual peers with respect to English and French reading ability. They also relied on their knowledge of other languages to support French reading development and evidence of metalinguistic and metacognitive insights is presented. A number of classroom implications for teaching reading in diverse FI classrooms are included.

scholarly journals Predictors of Medication Adherence in the Elderly: The Role of Mental Health

2017 ◽  
Vol 75 (6) ◽  
pp. 746-761 ◽  
Author(s):  
Jo E. Rodgers ◽  
Emily M. Thudium ◽  
Hadi Beyhaghi ◽  
Carla A. Sueta ◽  
Khalid A. Alburikan ◽  
...  
Keyword(s):  
Mental Health ◽  
Medication Adherence ◽  
Reading Ability ◽  
The Elderly ◽  
Clinical Settings ◽  
Atherosclerosis Risk In Communities ◽  
Optimal Outcomes ◽  
Poor Memory ◽  
Lower Adherence

The aging population routinely has comorbid conditions requiring complicated medication regimens, yet nonadherence can preclude optimal outcomes. This study explored the association of adherence in the elderly with demographic, socioeconomic, and disease burden measures. Data were from the fifth visit (2011-2013) for 6,538 participants in the Atherosclerosis Risk in Communities Study, conducted in four communities. The Morisky–Green–Levine Scale measured self-reported adherence. Forty percent of respondents indicated some nonadherence, primarily due to poor memory. Logit regression showed, surprisingly, that persons with low reading ability were more likely to report being adherent. Better self-reported physical or mental health both predicted better adherence, but the magnitude of the association was greater for mental than for physical health. Compared with persons with normal or severely impaired cognition, mild cognitive impairment was associated with lower adherence. Attention to mental health measures in clinical settings could provide opportunities for improving medication adherence.

scholarly journals The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ

2011 ◽  
Vol 22 (11) ◽  
pp. 1442-1451 ◽  
Author(s):  
Hiroko Tanaka ◽  
Jessica M. Black ◽  
Charles Hulme ◽  
Leanne M. Stanley ◽  
Shelli R. Kesler ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Reading Ability ◽  
Poor Readers ◽  
Poor Reading ◽  
Iq Scores ◽  
Low Iq ◽  
Behavioral Evidence ◽  
Definition Of ◽  
Multivariate Pattern

Although the role of IQ in developmental dyslexia remains ambiguous, the dominant clinical and research approaches rely on a definition of dyslexia that requires reading skill to be significantly below the level expected given an individual’s IQ. In the study reported here, we used functional MRI (fMRI) to examine whether differences in brain activation during phonological processing that are characteristic of dyslexia were similar or dissimilar in children with poor reading ability who had high IQ scores (discrepant readers) and in children with poor reading ability who had low IQ scores (nondiscrepant readers). In two independent samples including a total of 131 children, using univariate and multivariate pattern analyses, we found that discrepant and nondiscrepant poor readers exhibited similar patterns of reduced activation in brain areas such as left parietotemporal and occipitotemporal regions. These results converge with behavioral evidence indicating that, regardless of IQ, poor readers have similar kinds of reading difficulties in relation to phonological processing.

scholarly journals Role of physics lecture demonstrations in conceptual learning

2013 ◽  
Vol 9 (2) ◽  
Author(s):  
Kelly Miller ◽  
Nathaniel Lasry ◽  
Kelvin Chu ◽  
Eric Mazur
Keyword(s):  
Conceptual Learning
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