scholarly journals Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension

2016 ◽  
Author(s):  
Zoltán Rusák ◽  
Niels van de Water ◽  
Bram de Smit ◽  
Imre Horváth ◽  
Wilhelm Frederik Van Der Vegte
Keyword(s):  
Reading Fluency ◽  
Word Processing ◽  
Laboratory Experiments ◽  
Literature Study ◽  
Brain Signals ◽  
Normal Reading ◽  
Fluency And Comprehension ◽  
Functional Prototype ◽  
Tracking Technology ◽  
Processing Difficulty

Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals Unique Screener of Reading Fluency and Comprehension for Adolescents and Adults

Psychology ◽  
2012 ◽  
Vol 03 (01) ◽  
pp. 45-48 ◽  
Author(s):  
Sherry Mee Bell ◽  
Kelli Caldwell Miller ◽  
Ralph Steve McCallum ◽  
Michael Hopkins
Keyword(s):  
Reading Fluency ◽  
Fluency And Comprehension ◽  
Adolescents And Adults

scholarly journals Analisis dan Perancangan Sistem Karcis Elektronik Pada Gerbang Masuk Busway Dengan Menggunakan RFID

2010 ◽  
Vol 1 (2) ◽  
pp. 942
Author(s):  
Suryadiputra Liawatimena
Keyword(s):  
Response Time ◽  
Data Security ◽  
System Performance ◽  
Research Laboratory ◽  
Laboratory Experiments ◽  
Field Survey ◽  
The Internet ◽  
Literature Study ◽  
Online Systems ◽  
Minimum System

The aim of this study is to use Radio Frequency technology to facilitate human activities, especially used in Busway entrances. In this research methodologies used include field survey to the BP Transjakarta; literature study by reading manuals, text books, journals, and articles on the Internet, and conduct laboratory experiments on the Bina Nusantara University Hardware Research Laboratory in designing and making the minimum system . Based on the results of an experiment and taking data on the minimum system, it can be concluded in general the performance of the system is running well, but the response time was not optimal. Some improvements to the system needed to improve system performance, such as raising response time, improved data security, and online systems. 

scholarly journals Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
S. Brem ◽  
U. Maurer ◽  
M. Kronbichler ◽  
M. Schurz ◽  
F. Richlan ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Word Processing ◽  
Visual Word ◽  
Common Finding ◽  
Word Form ◽  
Reduced Word ◽  
Form Processing ◽  
Visual Word Form Area ◽  
Intermediate Readers ◽  
Spatially Extended

Abstract The visual word form area (VWFA) in the left ventral occipito-temporal (vOT) cortex is key to fluent reading in children and adults. Diminished VWFA activation during print processing tasks is a common finding in subjects with severe reading problems. Here, we report fMRI data from a multicentre study with 140 children in primary school (7.9–12.2 years; 55 children with dyslexia, 73 typical readers, 12 intermediate readers). All performed a semantic task on visually presented words and a matched control task on symbol strings. With this large group of children, including the entire spectrum from severely impaired to highly fluent readers, we aimed to clarify the association of reading fluency and left vOT activation during visual word processing. The results of this study confirm reduced word-sensitive activation within the left vOT in children with dyslexia. Interestingly, the association of reading skills and left vOT activation was especially strong and spatially extended in children with dyslexia. Thus, deficits in basic visual word form processing increase with the severity of reading disability but seem only weakly associated with fluency within the typical reading range suggesting a linear dependence of reading scores with VFWA activation only in the poorest readers.

fMRI during word processing in dyslexic and normal reading children

Neuroreport ◽  
1999 ◽  
Vol 10 (16) ◽  
pp. 3459-3465 ◽  
Author(s):  
Petra Georgiewa ◽  
Reinhard Rzanny ◽  
Jens-Max Hopf ◽  
René Knab ◽  
Volkmar Glauche ◽  
...  
Keyword(s):  
Word Processing ◽  
Normal Reading

scholarly journals The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension

1985 ◽  
Vol 17 (2) ◽  
pp. 129-142 ◽  
Author(s):  
Lawrence J. O'Shea ◽  
Paul T. Sindelar ◽  
Dorothy J. O'Shea
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Repeated Measures ◽  
Reading Rate ◽  
Third Graders ◽  
Repeated Readings ◽  
Attentional Shift ◽  
Fluency And Comprehension ◽  
Main Effects ◽  
Attentional Cues

The failure of some researchers to find improved reading comprehension with increased fluency may result from the assumption that readers automatically shift attention to comprehension when fluency is established. Research on cuing readers to a purpose in reading suggests that a simple cue about comprehension may be sufficient to prompt this attentional shift. In this study, the effects of repeated readings and attentional cues on measures of reading fluency and comprehension were examined. Thirty third graders read separate passages one, three, and seven times following cues to attend to either reading rate or meaning. After the final reading of each passage, the students retold as much of the story as they could. Fluency and proportion of story propositions retold were analyzed in repeated measures analyses of variance. Significant main effects for both repeated readings and attentional cues were obtained on both dependent measures. Thus, both fluency and comprehension increased as the number of repeated readings increased. In addition, readers cued to fluency read faster but comprehended less than those cued to comprehension. These results suggest that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension.

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