This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the ++ / study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.

Acronyms, initialisms and other types of abbreviations are frequently used in scientific, academic, governmental and administrative setting to shorten lengthy terminology and nomenclature. While they can make a text easier to read for people familiar with the abbreviations, they can add to the text’s inherent difficulty and impede comprehension for those who are not familiar with their meaning. The phenomenon of acronym polynymy (multiple definitions associated with the same acronym) can create confusion and add to the cognitive load associated with understanding the text. The current practice of defining acronyms only once, when introduced can result in readers scrolling back and forth in the text looking for acronym definitions, increasing the cognitive load and negatively affect reading speed and content comprehension. The purpose of this research was to study if the presence of a large number of acronyms in a text impedes reading performance. The current study also investigated if providing easy access to acronym definitions via hover text would alleviate comprehension problems caused by unknown acronyms in the text. The hypothesis was that by enabling fast acronym disambiguation, and eliminating the need to scroll for acronym definitions, the hover functionality would enhance reading speed and content comprehension. The results of the experiment are analyzed and recommendations for future investigations of the acronym problem are formulated.

No description available.

The problem to be investigated in this study was to examine the association between the educational training program of an Urban Job Corps Center and the reading performances of trainees from disadvantaged backgrounds. A sample of 100 trainees was randomly selected to represent the total population of Job Corpsmen in an urban center. The Job Corps Center in Clearfield, Utah, was the initial site in this study. The sample selected from the Job Corps was from four racial-ethnic groups: Blacks, Puerto Ricans, Whites, and Mexican-Americans. Each trainee was given a reading test upon arrival and another test six months after training had begun. The test scores were analyzed in four categories: (1) mean reading levels by ethnic groups, (2) individual differences in reading performance by ethnic group, (3) those with one year performances compared with those with less than one year performances, and (4) comparison of those with seventh grade performances with those with sixth grade and below performances. From these four ways of measuring reading skills, the results indicated that most of the trainees improved in their reading performances during the first six months in residence at the Job Corps. However, due to low reading levels in the individual initial test scores, all trainees did not improve at the same level of performance. Of the four racial-ethnic groups, the significant gains made in reading after six months of training was substantiated by the progress made between the initial reading level and the second reading level mean scores. Mean scores, between the first test scores and the second, showed that most trainees, by racial-ethnic groups, made sufficient improvements in reading. These improvements were made in a six-month period of training in the Job Corps. Of the four measurements used in this study, three were tested using the chi square statistical method to substantiate the significance in reading performances of these trainees. Level of confidence was accepted at the .05 level of significance. From the results of this study it was evident that potential for learning can still be obtained by disadvantaged young men when opportunities favorable for learning are present. The rehabilitation Urban Job Corps Center in Clearfield, Utah, was shown in this study to be a means of achieving these potentials.

This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.

yes / Purpose: There are many anecdotal claims that coloured lenses and overlays improve reading performance and there is a substantial literature on the topic of whether reading performance is enhanced through the use of colour. Here we present the results of a systematic review of this literature and examine the quality of the evidence concerning the assertion that reading can benefit from use of coloured overlays or lenses. Methods: We systematically reviewed the literature concerning the effect of coloured lenses or overlays on reading performance by searching the PsychInfo, Medline and Embase databases. Our searches revealed 51 published items (containing 54 data sets). Different systems are in use for issuing coloured overlays or lenses and we reviewed the evidence under four separate system headings (Intuitive, Irlen, Harris/Chromagen and Other). We classified each published item using the Cochrane Risk of Bias tool. Results: Although the different colour systems have been subjected to different amounts of scientific scrutiny, the results do not differ according to the system type, or whether the sample under investigation have been classified as having visual stress (or a similarly defined condition), reading difficulty, or both. The majority of studies are subject to ‘high’ or ‘uncertain’ risk of bias in one or more key aspects of study design or outcome. Studies at lower risk from bias offered less support for the benefit of colour on reading ability. Whilst many studies report improvements with colour, the effect size is generally small and/or similar to the improvement found with a placebo condition. We discuss the strengths and shortcomings of the published literature and, whilst acknowledging the difficulties associated with conducting trials of this type, offer some suggestions about how future trials might be conducted. Conclusions: Consistent with previous reviews and advice from several professional bodies, we conclude that the use of coloured lenses or overlays to ameliorate reading difficulties cannot be endorsed and that any benefits reported by individuals in clinical settings are likely to be the result of placebo, practice or Hawthorne effects.

The aim is to determine the effect of reference standard related bias on estimates of plain radiograph reading performance using studies conducted in clinical practice. Data were extracted on study eligibility, clinical and reference standard characteristics and reading performance. The choice of reference standards and the prevalence of bias are presented descriptively. Associations between bias and reading performance are estimated using a regression model that produces relative diagnostic odds ratios (RDOR) with 95% confidence intervals (CIs). Three of the 20 eligible studies addressed all five reference standard related biases; 15 studies addressed three or more. When the reference standard report is influenced by knowledge of an observer's opinion this is associated with a significant overestimation in reading performance (RDOR, 3.7; 95% CI, 1.6 to 8.3; p¿=¿0.01). There is limited evidence that reading performance is inflated when the observer is aware of the reference standard report before commenting on the radiograph (RDOR, 1.7; 95% CI, 0.6 to 5.1) and deflated when a less valid reference standard is used (RDOR, 0.5; 95% CI, 0.1 to 2.5). There is no evidence that reading performance is affected by application of the reference standard depending on an observer's opinion and using different reference standards in the same study. In conclusion we found variation in the choice and application of reference standards in studies of plain radiograph reading performance, but only when reference standards report in the knowledge of an observer's opinion does this contribute to a significant overestimation in reading performance.

In the new federal legislation, No Child Left Behind, two of the main themes direct attention to accountability and achievement gaps within subgroup populations. Early intervention may address both of these issues. Specifically, this means quality preschool education. While many agree that preschool education offers much to young children, school leaders have a responsibility to present data to support the effectiveness of preschool programs. This is a report of an evaluation of the effects of a state-funded preschool program on students' language acquisition measured with the Phonological Awareness Literacy Screening-Kindergarten at the end of the program; total English, word analysis, understanding elements of literature, and understanding a variety of resource materials measured with Virginia's Standards of Learning test in grade three; and instructional reading level measured with the STAR Reading Assessment in grade four. The performance of students who attended the Early Start Preschool Program in Suffolk Public Schools was compared with the performance of students who were eligible to attend but did not attend the program. Two-way ANOVAs with analyses of simple main effects following significant interactions were applied to the data from ten samples of preschool children (five samples that attended the Suffolk, Virginia, preschool program and five samples that did not attend) for each year between1998 and 2002. There were few significant findings in this evaluation, and they were scattered across cohorts and dependent measures in no systematic order. Attending Early Start may have an effect on the literacy learning of children; however, this study did not provide the evidence that one would like to see in support of those effects. There are some findings, however, that point to some effects of attendance, particularly on rhyme awareness, concept of word, grade three total English, and grade three understanding elements of literature. These are tentative findings, at best, because they were not found consistently across cohorts. / Ed. D.

This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.

This study analyzed the correlation between students' third grade reading ability and sixth grade reading ability. The data were collected from an urban school district, and the participants were students whose records contained information from their third grade school year and their sixth grade school year. The Utah English Language Arts Criterion-Referenced Tests (ELA-CRT) administered in third and sixth grade were used to determine reading ability. Additional demographic data, including race, gender, special education identification, free/reduced lunch, and English Language Learner (ELL), was assessed and controlled for in the data analysis and provided important information concerning the overall findings. Analysis revealed that third grade reading scores had a strong predictive value on sixth grade reading scores. Certain demographic variables carried statistically significant correlations with sixth grade reading performance including race, special education identification, free/reduced lunch, and ELL identification. However, when analyzed together and considering the statistical weight each other, only third grade reading performance, free/reduced lunch, and ELL identification held significant correlations.