scholarly journals Detection errors on the wordthe: Evidence for the acquisition of reading levels

1978 ◽  
Vol 6 (4) ◽  
pp. 403-409 ◽  
Author(s):  
Adam Drewnowski
Keyword(s):  
Reading Levels

Audiovisual Equivalence of Stimuli in Acquisition of Associations at Two Reading Levels

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
Robert M. Alworth
Keyword(s):  
Visual Information ◽  
Paired Associate ◽  
Stimulus Presentation ◽  
Second Grade ◽  
Delayed Presentation ◽  
Associate Learning ◽  
Reading Levels ◽  
Average Readers ◽  
Element Sequence ◽  
Below Average Readers

This research was intended to investigate the difficulty experienced by retarded readers in acquiring associations between auditory and visual information. First- and second-grade above- and below-average readers ( ns = 41, 42) were presented paired-associate tasks involving: (a) simultaneous and delayed stimulus presentation, (b) visual-visual and visual-auditory stimuli, and (c) stimuli in which within-stimulus element sequence was and was not relevant in determining the associated response. Inferior paired-associate learning was noted in below-average readers, delayed-presentation tasks, and sequence-relevant tasks. No significant interactions were noted.

Improved Learning Conditions in the Establishment of Reading Skills with Disabled Readers

1969 ◽  
Vol 35 (5) ◽  
pp. 341-352 ◽  
Author(s):  
Norris G. Haring ◽  
Mary Ann Hauck
Keyword(s):  
Reading Skills ◽  
High Rate ◽  
Group Setting ◽  
Reading Levels ◽  
Reading Material ◽  
Learning Conditions ◽  
Disabled Readers ◽  
Improved Learning ◽  
Performance Rate ◽  
Instructional Reading

Learning conditions were individually programed in a group setting to provide sequential arrangement of reading material and systematic presentation of reinforcing events to optimize each child's performance. Arrangements of reinforcing events were designed first to accelerate performance rate, then to maintain the high rate. When learning conditions were individually appropriate, each child averaged between 100 and 200 more correct responses every day and spent very few minutes avoiding reading. The students not only made more correct responses daily and worked longer, but also progressed in instructional reading levels from one and one-half to 4 years over 5 months of instruction.

Reduce Reading Levels: Simplify the Verb

1981 ◽  
Vol 13 (2) ◽  
pp. 62-65 ◽  
Author(s):  
Laurence J. Coleman
Keyword(s):  
Reading Levels

READING LEVELS OF STATISTICAL GRAPHS

2017 ◽  
Author(s):  
Pedro Arteaga Cezón ◽  
Jose Manuel Vigo ◽  
Carmen Batanero
Keyword(s):  
Reading Levels

Evaluating iPad Applications

2013 ◽  
pp. 1204-1219
Author(s):  
Jean Kiekel ◽  
E.E. Kirk
Keyword(s):  
High School ◽  
Positive Impact ◽  
Capital Expenditures ◽  
Traditional Classrooms ◽  
Appropriate Use ◽  
Tablet Devices ◽  
Reading Levels ◽  
Reading Material ◽  
Ipad Applications ◽  
The Way

Traditional classrooms based solely on textbooks and print-based reading material no longer fit ways students gain knowledge. Advances and innovations in technology are changing the way students of all ages learn. The latest innovation, smaller tablet style computers such as iPads, is further changing the way technology is used in schoolrooms. Popularity of these devices and the ability to download applications to them opens a world of uses for such devices in classrooms. The appropriate use of these devices and choice of appropriate applications for educational purposes provides a new realm of research opportunities for scholars. Educators and administrators need to feel confident capital expenditures on tablet devices will fulfill the promise of a positive impact in classrooms. This chapter explores the readability of one of the more popular applications for iPads in an attempt to discover whether reading levels of the application are appropriate for students in elementary, middle, and high school.

Leveled Literacy Intervention

2015 ◽  
pp. 118-138
Author(s):  
Kelli Campbell
Keyword(s):  
Case Studies ◽  
Case Analysis ◽  
Literacy Intervention ◽  
Future Research ◽  
Reading Levels ◽  
Leveled Literacy Intervention ◽  
Teacher Survey ◽  
Student Interviews ◽  
Student Reading ◽  
Cross Case Analysis

In this chapter, the qualitative study will investigate and evaluate the effectiveness of the Leveled Literacy Intervention (LLI) framework with English Language Learners (ELL) newcomers and their literacy achievement using the case study method and cross case analysis. Student case studies will consist of LLI pre and post assessment data, guided reading data, and information gathered from student interviews. The triangulation of student interviews, teacher surveys, and extant literature provide the foundation for answering questions regarding the effectiveness of LLI with the ELL newcomers. Findings are presented through student case studies, resulting from cross case analysis that identified themes, patterns, and commonalities in student reading achievement data and teacher survey results. Results show that ELL newcomers needed to develop social, academic, and content-related language. Findings from the study show that the students made progress while participating during the intervention but have not maintained or increased their reading levels after the intervention that provides opportunities for future research. Recommendation for future studies and conclusion are discussed.

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