| 1 |
The Clock Counts – Length Effects in English Dyslexic Readers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
I Survived Hopscotch Hill A Collection of Nonfiction Essay About Homeschooling
|
|
|
|
In: Honors Program Theses and Projects (2019)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
A mesial-to-lateral dissociation for orthographic processing in the visual cortex
|
|
|
|
In: ISSN: 0027-8424 ; EISSN: 1091-6490 ; Proceedings of the National Academy of Sciences of the United States of America ; https://hal.sorbonne-universite.fr/hal-02352101 ; Proceedings of the National Academy of Sciences of the United States of America , National Academy of Sciences, 2019, 116 (43), pp.21936-21946. ⟨10.1073/pnas.1904184116⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The influence of word frequency on word reading speed when individuals with macular diseases read text
|
|
|
|
In: ISSN: 0042-6989 ; EISSN: 0042-6989 ; Vision Research ; https://hal.archives-ouvertes.fr/hal-02360849 ; Vision Research, Elsevier, 2019, 155, pp.1-10. ⟨10.1016/j.visres.2018.12.002⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Spoken language coding neurons in the Visual Word Form Area: Evidence from a TMS adaptation paradigm
|
|
|
|
In: ISSN: 1053-8119 ; EISSN: 1095-9572 ; NeuroImage ; https://hal.archives-ouvertes.fr/hal-01925708 ; NeuroImage, Elsevier, 2019, 186, pp.278 - 285. ⟨10.1016/j.neuroimage.2018.11.014⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Modeling the length effect for words in lexical decision: The role of visual attention
|
|
|
|
In: ISSN: 0042-6989 ; EISSN: 0042-6989 ; Vision Research ; https://hal.archives-ouvertes.fr/hal-02097508 ; Vision Research, Elsevier, 2019 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders
|
|
|
|
Abstract:
Researchers and educators agree that reading comprehension and interest in reading are strong predictors of future success in academics. I studied the effects of establishing interest for reading (i.e. increased reinforcement value for reading) and reading achievement with 4th grade students. In Experiment I, I tested the correlations between a measure of reinforcement value for reading level (determined by a 20-min, 10s whole interval probe session) and reading achievement tests of 30 fourth-grade students. The reading achievement tests measured passage comprehension, literary comprehension, informational comprehension, and vocabulary. I found significant correlations between reinforcement value for reading and all reading achievement measures. In Experiment II, using a pre- and postintervention design with a multiple probe logic, I tested the effects of establishing a level of interest in reading (CR+ for reading) through a 4-step, peer-collaborative procedure on reading achievement outcomes for 6 fourth grade students. The 4-step procedure included 1) shared reading period, 2) vocabulary task 3) independent reading period, and 4) a comprehension drawing task. The establishment of CR+ for reading in all 6 participants resulted in grade-level increases from 0.8-4.1 in WJ-IV passage comprehension, -0.4- 2.3 in WJ-IV vocabulary, and 0.2-2.3 in Gray Silent Reading Tests (GSRT). In Experiment III, I conducted a component analysis to test the significance of the independent and shared reading component of the 4-step peer-collaborative procedure. Using a simultaneous treatment design with a built-in crossover, I studied the effects a Collaborative Independent Reading Treatment (CIR) and Collaborative Shared Reading Treatment (CSR) on establishing CR+ for Reading and the overall effect it had on reading achievement. The 4-step peer-collaborative procedure was the same except students were either exposed to only shared or independent reading and not the other. Participants were yoked into dyads across treatment conditions and completed intervention with a partner in the same treatment condition. Participants in the CIR treatment met CR+ for reading in 1 phase while participants in the CSR treatment did not meet CR+ for reading in 1 phase. The establishment of CR+ for reading in the CIR treatment group resulted in grade-level increases from 1.2 to 3.4 in the WJ-IV passage comprehension, 0.4 to 4.5 in the WJ-IV vocabulary, and -1.2 to 4.3 in the GSRT. Without the establishment of CR+ for reading in the CSR treatment group, grade-level increases for WJ-IV passage comprehension was -1 to 2.1, WJ-IV vocabulary was -0.9 to 0, and GSRT was -0.3 to 1.5). I conducted a crossover treatment where participants in the CSR treatment group underwent the CIR treatment procedure. All 4 participants acquired CR+ for reading in 1 phase of the intervention and increases were 0.6 to 2.2 for WJ-IV passage comprehension, 0.8 to 4.3 for WJ-IV vocabulary, and -0.5 to 2.7 for GSRT. The CIR treatment procedure was more effective in, not only establishing reinforcement value for reading, but also in increasing reading achievement in a very short amount of time.
|
|
Keyword:
Academic achievement; Reading; Reading comprehension
|
|
URL: https://doi.org/10.7916/d8-wh5r-0s50
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
Strong Readers’ Beginnings: Identifying the Agencies and Individuals Who Influence Reading Lives
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Effects of Teaching Text Structure in Science Text Reading: A Study Among Chinese Middle School Students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Acquisition of Reading and Intellectual Development Disorder
|
|
|
|
In: ISSN: 0090-6905 ; EISSN: 1573-6555 ; Journal of Psycholinguistic Research ; https://hal.univ-rennes2.fr/hal-02001692 ; Journal of Psycholinguistic Research, Springer Verlag, 2019, pp.1-32 ; https://link.springer.com/article/10.1007%2Fs10936-018-9620-5 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Perceptual features predict word frequency asymmetry across modalities.
|
|
|
|
In: Attention, perception & psychophysics, vol 81, iss 4 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
A new argument for co-active parses during language comprehension.
|
|
|
|
In: Journal of experimental psychology. Learning, memory, and cognition, vol 45, iss 7 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Modeling the Variability of Developmental Dyslexia
|
|
|
|
In: Developmental Dyslexia across Languages and Writing Systems ; https://hal-amu.archives-ouvertes.fr/hal-02308934 ; Developmental Dyslexia across Languages and Writing Systems, Cambridge University Press, pp.350-371, 2019, ⟨10.1017/9781108553377.016⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Reading without spaces revisited: The role of word identification and sentence-level constraints
|
|
|
|
In: ISSN: 0001-6918 ; EISSN: 1873-6297 ; Acta Psychologica ; https://hal-amu.archives-ouvertes.fr/hal-02138873 ; Acta Psychologica, Elsevier, 2019, 195, pp.22-29. ⟨10.1016/j.actpsy.2019.03.001⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Remapping the cognitive and neural profiles of children who struggle at school. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
What primary teachers need to know about the relationship between oral language development and reading to put in place effective reading teaching practices ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Effects of Written Only, Auditory Only, and Combined Written and Auditory Modalities on Comprehension for People with Aphasia
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1554758845197852 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Beyond the global motion deficit hypothesis of developmental dyslexia: a cross-sectional study of visual, cognitive, and socio-economic factors influencing reading ability in children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Data for: Bilinguals apply language-specific grain sizes during sentence reading ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
