Predicting reading outcomes in the classroom using a computer-based phonological awareness screening and monitoring assessment (Com-PASMA)

2013 ◽  
Vol 16 (6) ◽  
pp. 552-561 ◽  
Author(s):  
Karyn Carson ◽  
Therese Boustead ◽  
Gail Gillon
Keyword(s):  
Phonological Awareness ◽  
Reading Outcomes ◽  
Computer Based

scholarly journals A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading

Dyslexia ◽  
2020 ◽  
Vol 26 (4) ◽  
pp. 377-393 ◽  
Author(s):  
Yixun Li ◽  
Xi Chen ◽  
Hong Li ◽  
Xiaotian Sheng ◽  
Liu Chen ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Disadvantaged Children ◽  
Computer Based ◽  
Character Reading

scholarly journals Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes.

2006 ◽  
Vol 98 (1) ◽  
pp. 112-121 ◽  
Author(s):  
Stephen A. Petrill ◽  
Kirby Deater-Deckard ◽  
Lee Anne Thompson ◽  
Laura S. DeThorne ◽  
Christopher Schatschneider
Keyword(s):  
Phonological Awareness ◽  
Environmental Effects ◽  
Early Reading ◽  
Reading Outcomes ◽  
Serial Naming

scholarly journals Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities

2011 ◽  
Vol 44 (2) ◽  
pp. 150-166 ◽  
Author(s):  
Jan C. Frijters ◽  
Maureen W. Lovett ◽  
Karen A. Steinbach ◽  
Maryanne Wolf ◽  
Rose A. Sevcik ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Reading Disabilities ◽  
Explanatory Power ◽  
Intervention Group ◽  
Additive Model ◽  
Rapid Naming ◽  
Reading Outcomes ◽  
Growth Curve Models ◽  
Outcomes For Children

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.

Computer-based phonological awareness and reading instruction

1995 ◽  
Vol 45 (1) ◽  
pp. 97-122 ◽  
Author(s):  
Barbara W. Wise ◽  
Richard K. Olson
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Computer Based

Early Reading Achievement in Children With Expressive Phonological Disorders

1999 ◽  
Vol 8 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Linda S. Larrivee ◽  
Hugh W. Catts
Keyword(s):  
Reading Achievement ◽  
Phonological Awareness ◽  
First Grade ◽  
Language Ability ◽  
Control Group ◽  
Poor Reading ◽  
Reading Outcomes ◽  
Phonological Disorders ◽  
Good Reading ◽  
Expressive Phonology

In this study, 30 children with expressive phonological disorders and 27 children with normally developing phonological and language abilities were administered measures of expressive phonology, phonological awareness, and language ability at the end of kindergarten. A year later, children were given tests of reading achievement. Although the group with expressive phonological disorders performed significantly less well than the control group on tests of reading achievement, a great deal of within-group variability was observed. Children with expressive phonological disorders were divided into those with good and poor reading outcomes and compared on measures of expressive phonology, phonological awareness, and language ability. Children with poor reading outcomes had more severe expressive phonological disorders (as measured by a multisyllabic word and nonword repetition task; MULTI-PCC), poorer phonological awareness, and poorer language skills than did children in the good reading outcome group. Hierarchical multiple regression indicated that expressive phonology (as measured by MULTI-PCC) and phonological awareness in kindergarten accounted for significant amounts of variance in first-grade reading achievement. Variability in children’s expressive phonology and phonological awareness may be a reflection of individual differences in their development of phonological representations. Clinical implications of these findings for identification and remediation of reading disabilities are discussed.

Cell morphology, volume, and surface area determinations from multilevel contouring within HVEM micrographs of serial sections and whole-cell mounts

1987 ◽  
Vol 45 ◽  
pp. 588-589
Author(s):  
M. Marko ◽  
A. Leith ◽  
D. Parsons
Keyword(s):  
Surface Area ◽  
Electron Micrographs ◽  
Cell Morphology ◽  
Individual Variation ◽  
Serial Section ◽  
Stereo Pair ◽  
Complex Structures ◽  
Serial Sections ◽  
Surface Areas ◽  
Computer Based

The use of serial sections and computer-based 3-D reconstruction techniques affords an opportunity not only to visualize the shape and distribution of the structures being studied, but also to determine their volumes and surface areas. Up until now, this has been done using serial ultrathin sections.The serial-section approach differs from the stereo logical methods of Weibel in that it is based on the Information from a set of single, complete cells (or organelles) rather than on a random 2-dimensional sampling of a population of cells. Because of this, it can more easily provide absolute values of volume and surface area, especially for highly-complex structures. It also allows study of individual variation among the cells, and study of structures which occur only infrequently.We have developed a system for 3-D reconstruction of objects from stereo-pair electron micrographs of thick specimens.

A hitchhiker’s guide to microscopy and microanalysis using telecommunications, e-mail, and the Internet

1994 ◽  
Vol 52 ◽  
pp. 390-391 ◽  
Author(s):  
Nestor J. Zaluzec
Keyword(s):  
The Internet ◽  
Information Superhighway ◽  
The World ◽  
Exchange Information ◽  
On Line ◽  
Computer Based ◽  
Software And Hardware ◽  
Communication Software ◽  
Basic Ideas ◽  
E Mail

The Information SuperHighway, Email, The Internet, FTP, BBS, Modems, : all buzz words which are becoming more and more routine in our daily life. Confusing terminology? Hopefully it won't be in a few minutes, all you need is to have a handle on a few basic concepts and terms and you will be on-line with the rest of the "telecommunication experts". These terms all refer to some type or aspect of tools associated with a range of computer-based communication software and hardware. They are in fact far less complex than the instruments we use on a day to day basis as microscopist's and microanalyst's. The key is for each of us to know what each is and how to make use of the wealth of information which they can make available to us for the asking. Basically all of these items relate to mechanisms and protocols by which we as scientists can easily exchange information rapidly and efficiently to colleagues in the office down the hall, or half-way around the world using computers and various communications media. The purpose of this tutorial/paper is to outline and demonstrate the basic ideas of some of the major information systems available to all of us today. For the sake of simplicity we will break this presentation down into two distinct (but as we shall see later connected) areas: telecommunications over conventional phone lines, and telecommunications by computer networks. Live tutorial/demonstrations of both procedures will be presented in the Computer Workshop/Software Exchange during the course of the meeting.

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