Separating the Activation, Integration, and Validation Components of Reading

2016 ◽  
pp. 249-276 ◽  
Author(s):  
Edward J. O'Brien ◽  
Anne E. Cook
Keyword(s):  
Components Of Reading

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

scholarly journals Neural Components of Reading Revealed by Distributed and Symbolic Computational Models

2020 ◽  
Vol 1 (4) ◽  
pp. 381-401
Author(s):  
Ryan Staples ◽  
William W. Graves
Keyword(s):  
Neural Activity ◽  
Neural Coding ◽  
Computational Models ◽  
Ann Model ◽  
Distributed Representations ◽  
Neural Data ◽  
Cognitive Components ◽  
Components Of Reading ◽  
Artificial Neural Network Ann ◽  
Models Of Reading

Determining how the cognitive components of reading—orthographic, phonological, and semantic representations—are instantiated in the brain has been a long-standing goal of psychology and human cognitive neuroscience. The two most prominent computational models of reading instantiate different cognitive processes, implying different neural processes. Artificial neural network (ANN) models of reading posit nonsymbolic, distributed representations. The dual-route cascaded (DRC) model instead suggests two routes of processing, one representing symbolic rules of spelling–to–sound correspondence, the other representing orthographic and phonological lexicons. These models are not adjudicated by behavioral data and have never before been directly compared in terms of neural plausibility. We used representational similarity analysis to compare the predictions of these models to neural data from participants reading aloud. Both the ANN and DRC model representations corresponded to neural activity. However, the ANN model representations correlated to more reading-relevant areas of cortex. When contributions from the DRC model were statistically controlled, partial correlations revealed that the ANN model accounted for significant variance in the neural data. The opposite analysis, examining the variance explained by the DRC model with contributions from the ANN model factored out, revealed no correspondence to neural activity. Our results suggest that ANNs trained using distributed representations provide a better correspondence between cognitive and neural coding. Additionally, this framework provides a principled approach for comparing computational models of cognitive function to gain insight into neural representations.

scholarly journals Accelerating Qurán Reading Fluency through Learning Using QURÁNI Application for Students with Hearing Impairments

2019 ◽  
Vol 14 (06) ◽  
pp. 110
Author(s):  
Yusuf Hanafi ◽  
Heppy Jundan Hendrawan ◽  
Ilham Nur Hakim
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Strong Correlation ◽  
Point Of View ◽  
Single Subject ◽  
Hearing Impairments ◽  
Limited Access ◽  
Single Subject Research ◽  
Components Of Reading ◽  
Positive Effect

The ability to read Qurán of students with hearing impairments supported by special education is still not as expected due to the limited access to technology. The progress of technology such as a smartphone has led many people to adopt a view that the technology of application is very appropriate to be developed for their learning. In this study, we have developed an application called QUR'ANI to teach reading the Qur'an fluently and appropriately for students with hearing impairments. The method used was single subject research with the AB model. The effectiveness of this application in teaching the Qur’an for students with hearing impairments has been tested with positive effect. Besides, the teacher's subjective point of view in this application has also been consulted. This research found that there was a strong correlation between the components of reading fluency.

The core components of reading instruction in Chinese

2011 ◽  
Vol 25 (4) ◽  
pp. 857-886 ◽  
Author(s):  
Connie Suk-Han Ho ◽  
Yau-Kai Wong ◽  
Pui-Sze Yeung ◽  
David Wai-ock Chan ◽  
Kevin Kien-Hoa Chung ◽  
...  
Keyword(s):  
Reading Instruction ◽  
The Core ◽  
Core Components ◽  
Components Of Reading ◽  
Components Of Reading Instruction

The impact of environmental factors on components of reading and dyslexia

2003 ◽  
Vol 53 (1) ◽  
pp. 201-217 ◽  
Author(s):  
Stefan Samuelsson ◽  
Ingvar Lundberg
Keyword(s):  
Environmental Factors ◽  
Components Of Reading ◽  
The Impact

Learning Disabilities in Reading

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Reading Disabilities ◽  
Whole Language ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Assessment Process ◽  
Teaching Reading ◽  
Fluency And Comprehension ◽  
History Of ◽  
National Reading Panel ◽  
Components Of Reading

This chapter begins with a brief history of the controversy regarding teaching reading using the whole language versus phonics methods, including how these two teaching approaches affect students with reading disabilities. The development of reading skills is outlined, and the three interdependent components of reading as defined by the National Reading Panel are described (alphabetics, fluency, and comprehension). Various types of reading disabilities and their manifestations are illustrated with case studies. Emphasis is given to discussion of dyslexia and how it fits into an overall picture of reading disabilities. The chapter concludes with a description of the assessment process and intervention options for various types of reading difficulties.

Components of reading comprehension and scholastic achievement

2006 ◽  
Vol 16 (4) ◽  
pp. 291-301 ◽  
Author(s):  
Chiara Meneghetti ◽  
Barbara Carretti ◽  
Rossana De Beni
Keyword(s):  
Reading Comprehension ◽  
Scholastic Achievement ◽  
Components Of Reading
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