scholarly journals Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study

Animals ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. 474 ◽  
Author(s):  
Suk-Chun Fung
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Preliminary Evidence ◽  
Third Graders ◽  
Read Aloud ◽  
Future Research ◽  
Reading Tests ◽  
Post Test ◽  
Character Reading ◽  
Grade 3

The aim of this study was to determine whether there is an increase in the reading fluency and accuracy of three lower performing third-graders after participating in a canine-assisted read-aloud program, as well as an increase in the relaxation level during and after the program. This study employed a pre-test-post-test design to test the hypotheses that gains would be made in both reading fluency and reading accuracy upon completion of the program. The three grade 3 students were assessed by the Chinese Character Reading Test and the Reading Fluency Test. During the intervention, they read to a trained canine in the presence of a handler. Three days after the completion of the seven 20-min interventions, the participants were assessed by the two standardized reading tests a second time. Heart rate variability (HRV) responses to the pre-test, the intervention and the post-test were recorded. The three grade 3 students attained a higher level of relaxation while reading to the dog and increased their reading fluency after the reading sessions. These results provided preliminary evidence that the canine-assisted read-aloud program can increase the reading performance of children with lower performance. Implications for future research and reading programs will be discussed.

Effects of Reading with Adult Tutor/Therapy Dog Teams on Elementary Students’ Reading Achievement and Attitudes

2017 ◽  
Vol 25 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Edward M. Levinson ◽  
Melanee Vogt ◽  
William F. Barker ◽  
Mary Renck Jalongo ◽  
Pat Van Zandt
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Measures ◽  
Oral Reading Fluency ◽  
Reading Aloud ◽  
Read Aloud ◽  
Control Group ◽  
Control Group Design ◽  
Therapy Dog ◽  
Post Test

This study assessed the effect of reading aloud to handler/therapy dog teams on children’s oral reading fluency using a post-test control group design with repeated measures. Forty-five children in grades 2-5 were assigned to one of two groups using a stratified random assignment designed to equate groups based on grade and sex. Both groups read aloud for 30 minutes per week for 5 weeks; Group One read with a handler/therapy dog and Group Two read to peers. After 5 weeks, the groups were reversed. Between-group and within-group differences were analyzed. Several statistically significant and large effect sizes were found. Findings generally suggested that reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading aloud to peers. No significant effects were identified on a survey of general attitudes toward reading administered to the children.

Acoustic Features of Oral Reading Prosody and the Relation With Reading Fluency and Reading Comprehension in Taiwanese Children

2021 ◽  
pp. 1-10
Author(s):  
Wei-Lun Chung ◽  
Gavin M. Bidelman
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Pause Duration ◽  
Third Graders ◽  
Read Aloud ◽  
Acoustic Features ◽  
Fluency And Comprehension ◽  
Reading Prosody

Purpose: The study aimed to examine whether oral reading prosody—the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud—predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children ( N  = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child–adult pitch match, and sentence-final pitch change. Results: Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child–adult pitch match predicted reading accuracy and comprehension. Conclusions: Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child–adult pitch match, which are early predictive makers of reading fluency and comprehension.

scholarly journals Applying Reciprocal Questioning (ReQuest) to Improve Students’ Critical Reading Ability

2018 ◽  
Vol 1 (1) ◽  
pp. 57-62
Author(s):  
Reni Sapitri ◽  
Teguh Satria Amin
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Critical Reading ◽  
Reading Tests ◽  
Positive Attitudes ◽  
Post Test ◽  
English Students ◽  
Academic Year

The objective of the research was to investigate the improvement of critical reading skills in reading by the English students through reciprocal questioning (ReQuest). The respondents consisted of 25 students from the VII grade in 2017/2018 academic year. The data were collected through reading tests, observation, and interview. The result indicated that the application of reciprocal questioning strategy significantly improve the critical reading ability of the students as reflected in pre-test and post-test in cycle 1 and cycle 2: 9.8; 16.04; and 17.64. The findings were supported by the respondents’ positive attitudes as reflected in the interviews.

scholarly journals Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015 ◽  
Vol 32 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Cathy Robson ◽  
Neville Blampied ◽  
Lawrence Walker
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Cost Effective ◽  
Science Research ◽  
Social Contexts ◽  
Fluent Reader ◽  
Video Footage ◽  
Fluency And Comprehension ◽  
Post Test ◽  
The Individual

Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

Reading Problems in Chronic Aphasia

1983 ◽  
Vol 48 (2) ◽  
pp. 164-171 ◽  
Author(s):  
Wanda G. Webb ◽  
Russell J. Love
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Future Research ◽  
Reading Problems ◽  
Research Needs ◽  
Reading Tests ◽  
Level Of Education ◽  
Theories Of Reading ◽  
Comprehension Tests ◽  
Post Onset

Thirty-five aphasic subjects who were 1 year or longer post onset of brain injury were given a battery of reading tests which was composed of recognition and oral reading tests for letters, words, sentences, and paragraphs, and comprhension tests for sentences and paragraphs. Results indicated a residual reading disorder or alexia in all subjects, with comprehension tests producing the highest error rate, oral reading tests second, and then recognition tests. Reading ability was found to be related to overall language skill, level of education, and oral reading ability. Results are discussed in light of current theories of reading and future research needs.

Chasing the Anchor: A Systematic Review and Meta-analysis of Perceptual Anchoring Deficits in Developmental Dyslexia

2020 ◽  
Author(s):  
Kurt D Shulver ◽  
Nicholas A Badcock
Keyword(s):  
Systematic Review ◽  
Reading Ability ◽  
English Language ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Visual Assessment ◽  
Individual Performance ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Eligibility Criteria

We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading ability using PsycInfo (Ovid, 1860 to 2020), MEDLINE (Ovid, 1860 to 2019), EMBASE (Ovid, 1883 to 2019), and PubMed for all available years up to June (2020). Our eligibility criteria consisted of English-language articles and, at minimum, one experimental group identified as dyslexic - either by reading assessment at the time, or by previous diagnosis. We assessed for risk of bias using an adapted version of the Newcastle-Ottawa scale. Six studies were included in this review, but only five (n = 280 participants) were included in the meta-analysis (we were unable to access the necessary data for one study).The overall effect was negative, large and statistically significant; g = -0.87, 95% CI [-1.47, 0.27]: a negative effect size indicating less perceptual anchoring in dyslexic versus non-dyslexic groups. Visual assessment of funnel plot and Egger’s test suggest minimal bias but with significant heterogeneity; Q (4) = 9.70, PI (prediction interval) [-2.32, -0.58]. The primary limitation of the current review is the small number of included studies. We discuss methodological limitations, such as limited power, and how future research may redress these concerns. The variability of effect sizes appears consistent with the inherent variability within subtypes of dyslexia. This level of dispersion seems indicative of the how we define cut-off thresholds between typical reading and dyslexia populations, but also the methodological tools we use to investigate individual performance.

scholarly journals Schools With Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097916
Author(s):  
Yihua Hong ◽  
Guanglei Hong
Keyword(s):  
Time Allocation ◽  
Third Graders ◽  
Instructional Time ◽  
Math Learning ◽  
Proficiency Level ◽  
Ability Levels ◽  
Reading And Math ◽  
Current Design ◽  
Notable Increase ◽  
Grade 3

This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.

Engagement and Outcomes Associated with Contextual Annotation Features of a Digital Health Solution

2020 ◽  
pp. 193229682097640
Author(s):  
Michelle Dugas ◽  
Weiguang Wang ◽  
Kenyon Crowley ◽  
Anand K. Iyer ◽  
Malinda Peeples ◽  
...  
Keyword(s):  
Digital Health ◽  
Data Entry ◽  
Secondary Data ◽  
Well Being ◽  
Preliminary Evidence ◽  
Future Research ◽  
Note Taking ◽  
Potential Benefits

Background: Digital health solutions targeting diabetes self-care are popular and promising, but important questions remain about how these tools can most effectively help patients. Consistent with evidence of the salutary effects of note-taking in education, features that enable annotation of structured data entry might enhance the meaningfulness of the interaction, thereby promoting persistent use and benefits of a digital health solution. Method: To examine the potential benefits of note-taking, we explored how patients with type 2 diabetes used annotation features of a digital health solution and assessed the relationship between annotation and persistence in engagement as well as improvements in glycated hemoglobin (A1C). Secondary data from 3142 users of the BlueStar digital health solution collected between December 2013 and June 2017 were analyzed, with a subgroup of 372 reporting A1C lab values. Results: About a third of patients recorded annotations while using the platform. Annotation themes largely reflected self-management behaviors (diet, physical activity, medication adherence) and well-being (mood, health status). Early use of contextual annotations was associated with greater engagement over time and with greater improvements in A1C. Conclusions: Our research provides preliminary evidence of the benefits of annotation features in a digital health solution. Future research is needed to assess the causal impact of note-taking and the moderating role of thematic content reflected in notes.

scholarly journals Game-Based Multimedia for Horizontal Numeracy Learning

2019 ◽  
Vol 14 (15) ◽  
pp. 159
Author(s):  
Dedi Rohendi
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Students ◽  
Multimedia Development ◽  
Post Test ◽  
Grade 3 ◽  
Difficult Subject

Recently, game-based multimedia development has been increasing rapidly. Game-based multimedia is not only used for entertaining but also for teaching and learning process. Meanwhile, for the majority of elementary school students, numeracy learning is still considered as a difficult subject to be learned and has not attracted students’ interest because it still uses vertical methods. The objective of this research is to examine the implementation of game-based multimedia in learning horizontal numeracy. In this game-based multimedia, horizontal numeracy material is presented in the form of a game. Horizontal numeracy material begins with addition, subtraction, multiplication, and division. Game-based multimedia is implemented to 20 students in grade 3 elementary schools in Bandung, Indonesia. Subsequently, the way students learn the materials and their learning outcomes are explored after using this multimedia. The results show that the students can learn horizontal numeracy excitingly; moreover, they can easily understand the concept of horizontal numeracy quickly. It is indicated by by the increasing of average post-test value.

Spousal order of migration, gender, and hospitalization among immigrants in Denmark

2020 ◽  
pp. 140349482094472
Author(s):  
Jennifer Caputo ◽  
Angela Carollo ◽  
Eleonora Mussino ◽  
Linda Juel Ahrenfeldt ◽  
Rune Lindahl-Jacobsen ◽  
...  
Keyword(s):  
Preliminary Evidence ◽  
Health Needs ◽  
Event History ◽  
Future Research ◽  
Migration Patterns ◽  
Men And Women ◽  
Married Men ◽  
Married Individuals ◽  
Gendered Migration ◽  
Study Base

Background: Certain migration contexts that may help clarify immigrants’ health needs are understudied, including the order in which married individuals migrate. Research shows that men, who are healthier than women across most populations, often migrate to a host country before women. Using Danish register data, we investigate descriptive patterns in the order that married men and women arrive in Denmark, as well as whether migration order is related to overnight hospitalizations. Methods: The study base includes married immigrants who lived in Denmark between January 1, 1980 and December 31, 2014 ( N = 13,680). We use event history models to examine the influence of spousal migration order on hospitalizations. Results: The order that married individuals arrive in Denmark is indeed highly gendered, with men tending to arrive first, and varies by country of origin. Risk of hospitalization after age 50 does not depend on whether an individual migrated before, after, or at the same time as their spouse among either men or women. However, among those aged 18+, men migrating before their wives are more likely to experience hospitalizations within the first 5 years of arrival. Conclusions: These findings provide the first key insights about gendered migration patterns in Denmark. Although spousal order of migration is not related to overnight hospitalization among women, our findings provide preliminary evidence that men age 18+ who are first to arrive experience more hospitalization events in the following 5 years. Future research should explore additional outcomes and whether other gendered migration contexts are related to immigrants’ health.

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