Browsing by Subject "Reading"

Now showing 1 - 9 of 9
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    ACTIVE READING ON TABLET TEXTBOOKS
    (2015-04-17) Palilonis, Jennifer Ann; Defazio, Joseph; Bolchini, Davide; Butler, Darrell; Voida, Amy
    To study a text, learners often engage in active reading. Through active reading, learners build an analysis by annotating, outlining, summarizing, reorganizing and synthesizing information. These strategies serve a fundamental meta-cognitive function that allows content to leave strong memory traces and helps learners reflect, understand, and recall information. Textbooks, however, are becoming more complex as new technologies change how they are designed and delivered. Interactive, touch-screen tablets offer multi-touch interaction, annotation features, and multimedia content as a browse-able book. Yet, such tablet textbooks-in spite of their increasing availability in educational settings-have received little empirical scrutiny regarding how they support and engender active reading. To address this issue, this dissertation reports on a series of studies designed to further our understanding of active reading with tablet textbooks. An exploratory study first examined strategies learners enact when reading and annotating in the tablet environment. Findings indicate learners are often distracted by touch screen mechanics, struggle to effectively annotate information delivered in audiovisuals, and labor to cognitively make connections between annotations and the content/media source from which they originated. These results inspired SMART Note, a suite of novel multimedia annotation tools for tablet textbooks designed to support active reading by: minimizing interaction mechanics during active reading, providing robust annotation for multimedia, and improving built-in study tools. The system was iteratively developed through several rounds of usability and user experience evaluation. A comparative experiment found that SMART Note outperformed tablet annotation features on the market in terms of supporting learning experience, process, and outcomes. Together these studies served to extend the active reading framework for tablet textbooks to: (a) recognize the tension between active reading and mechanical interaction; (b) provide designs that facilitate cognitive connections between annotations and media formats; and (c) offer opportunities for personalization and meaningful reorganization of learning material.
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    Discourse Analysis and Writing/Reading Instruction
    (Copyright © 1991 Cambridge University Press.[BREAK]The definitive publisher-authenticated version of: Ulla Connor. "Discourse Analysis and Writing/reading Instruction". Annual Review of Applied Linguistics, 11 (1990):164-180, is available online at:[BREAK][LINK]http://journals.cambridge.org/action/displayIssue?iid=2708164[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[BREAK][LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK][BREAK], 1990) Connor, Ulla, 1948-
    In the 1984 volume of the Annual review of applied linguistics, Grabe (1985) presented a comprehensive discussion of discourse analysis explaning its history, frameworks, models, taxonomies, and operationalizations. The approach of the present article complements Grabe's as a review with a more direct concern for instructional applications of discourse analysis in student reading and writing.
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    Effect of Atomoxetine Treatment on Reading and Phonological Skills in Children with Dyslexia or Attention-Deficit/Hyperactivity Disorder and Comorbid Dyslexia in a Randomized, Placebo-Controlled Trial
    (Mary Ann Liebert, Inc., 2017-02) Shaywitz, Sally; Shaywitz, Bennett; Wietecha, Linda; Wigal, Sharon; McBurnett, Keith; Williams, David; Kronenberger, William G.; Hooper, Stephen R.; Department of Psychiatry, IU School of Medicine
    OBJECTIVES: Evaluated the effects of atomoxetine on the reading abilities of children with dyslexia only or attention-deficit/hyperactivity disorder (ADHD) and comorbid dyslexia. METHODS: Children aged 10-16 years (N = 209) met Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) criteria for dyslexia only (n = 58), ADHD and comorbid dyslexia (n = 124), or ADHD only (n = 27) and were of normal intelligence. Patients were treated with atomoxetine (1.0-1.4 mg/kg/day) or placebo in a 16-week, randomized, placebo-controlled, double-blind trial. The dyslexia-only and ADHD and comorbid dyslexia groups were randomized 1:1; the ADHD-only group received atomoxetine in a blinded manner. Reading abilities were measured with the Woodcock Johnson III (WJIII), Comprehensive Test of Phonological Processing (CTOPP), Gray Oral Reading Tests-4, and Test of Word Reading Efficiency. RESULTS: Atomoxetine-treated dyslexia-only patients compared with placebo patients had significantly greater improvement (p < 0.02) with moderate to approaching high effect sizes (ES) on WJIII Word Attack (ES = 0.72), Basic Reading Skills (ES = 0.48), and Reading Vocabulary (ES = 0.73). In the atomoxetine-treated ADHD and comorbid dyslexia group, improvement on the CTOPP Elision measure (ES = 0.50) was significantly greater compared with placebo (p < 0.02). Total, inattentive, and hyperactive/impulsive ADHD symptom reductions were significant in the atomoxetine-treated ADHD and comorbid dyslexia group compared with placebo, and from baseline in the ADHD-only group (p ≤ 0.02). ADHD symptom improvements in the ADHD and comorbid dyslexia group were not correlated with improvements in reading. CONCLUSIONS: Atomoxetine treatment improved reading scores in patients with dyslexia only and ADHD and comorbid dyslexia. Improvements for patients with dyslexia only were in critical components of reading, including decoding and reading vocabulary. For patients with ADHD and comorbid dyslexia, improvements in reading scores were distinct from improvement in ADHD inattention symptoms alone. These data represent the first report of improvements in reading measures following pharmacotherapy treatment in patients with dyslexia only evaluated in a randomized, double-blind trial.
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    Home Literacy Experiences and Shared Reading Practices: Preschoolers With Hearing Loss
    (Oxford University Press, 2023) DesJardin, Jean L.; Stika, Carren J.; Eisenberg, Laurie S.; Johnson, Karen C.; Hammes Ganguly, Dianne; Henning, Shirley C.; Otolaryngology -- Head and Neck Surgery, School of Medicine
    Home literacy experiences and observed parent and child behaviors during shared book reading were investigated in preschool-age children with hearing loss and with typical hearing to examine the relationships between those factors and children's language skills. The methods involved parent-reported home literacy experiences and videotaped parent-child dyads during shared book reading. Children's language skills were tested using the Preschool Language Scale-4. The results indicated significant differences between groups for home literacy experiences and observed parent and child behaviors. Parents of children with hearing loss were found to read more frequently to their children than parents of children with typical hearing, yet scored lower for literacy strategies and teaching techniques compared to parents of children with typical hearing. Children with hearing loss scored lower in interactive reading behaviors compared to children with typical hearing. For children with hearing loss, frequency of book reading and child interactive reading behaviors were strong predictive factors for children's language skills. These results suggest that families of children with hearing loss would benefit from professional support as they read storybooks to their children. Similarly, children with hearing loss should be encouraged to be more interactive during shared book reading.
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    Predictors of Second-Language Reading Performance
    (Publisher of original article: Multilingual Matters & Channel View Publications [BREAK][LINK]http://www.multilingual-matters.com/[/LINK][BREAK] Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 1983) Connor, Ulla, 1948-
    This study identified individual, instructional and socio-cultural factors that are reliable predictors of limited-English-proficiency (LEP) children's reading performance in English. The reading comprehension section of the Metropolitan Achievement Test was used to assess the reading skills of 91 LEP students (K-12) with different linguistic backgrounds in the U.S. school system. Information about the independent variables was gathered from a special questionnaire. The data were analysed by means of multiple regression analysis. The results of regression analysis showed that in this sample, grade, Vietnamese language background, percentage of English spoken at home, higher level paternal occupation, and a relatively high number of students in the English-as-a-second-language class had positive effects on the reading skills of the subjects. With these data it was impossible to separate the impact of length of U.S. residence from the length of ESL instruction in U.S. Intensity of ESL instruction showed a statistically significant negative effect on the reading scores. There were several predictors which did not have a significant effect on reading performance: gender, number of siblings and sibling position, hours of television watching, number of public library visits, length parents' stay in the U.S., parents' levels of education and social status, and mother's staying at home. A central theme of this study is that single-variate approaches are inadequate to study the causes of reading performance; rather, several predictors should be employed to measure true relationships between L2 reading performance and independent predictors.
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    Reading, Writing, and Inquiry
    (Indiana University, 2023) Mahoney, Jennifer; Buchenot, Andy
    This textbook is designed to help students: develop meaningful questions to engage in inquiry, develop strategies for reading rhetorically to understand and comprehend a variety of print/online texts, develop strategies for writing rhetorically to communicate with a variety of audiences for varying purposes, identify as writers who control their own processes for reading, writing, and inquiry. It is a guide that explains concepts like “reading rhetorically” and “synthesis.” It also provides activities that will help students do things like “contribute and use feedback” or “generate reflections.” The textbook argues that these concepts and activities will be useful writers in many situations.
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    The Real Deal 2: How Autism is Described in Young Adult Novels
    (YALSA, 2016) Applegate, Rachel; Irwin, Marilyn; Goldsmith, Annette Y.
    Autism spectrum disorder (ASD) is often considered one of the invisible disabilities. Youth at the higher end of the spectrum may seem to have quirky behaviors, but otherwise appear to be like everyone else. Those with more severe ASD are commonly misunderstood and thought to simply have disciplinary issues. This study examined 100 young adult novels published between 1968 and 2013 inclusive in which a character was labeled as having ASD to determine how the authors described the disability in each of the books. Those descriptors were then aligned with the diagnostic criteria for autism spectrum disorder found in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. A total of 7,921 descriptors appear across the 100 books studied, and 6,094 (77%) of them map on to the first two DSM-5 diagnostic criteria categories. “Having unique obsessions” was the most frequently appearing descriptor present in the books. In 1,827 (23%) instances, the descriptors did not fit within the diagnostic criteria, indicating that the criteria may miss some elements of the ASD experience that authors themselves deem important.
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    Using Heuristics to Guide Collaboration: A Classroom Teacher and University Faculty Members Teach Together
    (Indiana State Reading Association, 2017) Mattingly, David; Daley, Sharon; Conner-Zachocki, Jenny; Education-IUPUC