Search results for: word reading

Authors: Shahriar M. Saadullah, Abdul-Quddoos Abdul-Basith, Zaki K. Abushawish

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As a part of academic research in Islamic Accounting it is important to know how the word Accounting is discussed in the Qur’aan. This paper identifies and analyzes the word Accounting in the Qur’aan, which is significant to know and understand. The paper uses a methodology of identifying the root word of Accounting Hasaba (حسب) in the Qur’aan with the help of Islam 360 software and analyzes the use of the relevant words derived from the root word. Then the paper attempts to connect the findings to the contemporary Accounting issues. The paper finds that the root word of Accounting Hasaba (حسب) appears in the Qur’aan 109 times but it is only used in the sense Account, Accountable, or Accounting 45 times. These words appear in 44 different verses in the Qur’aan, appearing twice in one of the verses. The paper divides these verses into 8 different themes namely, Day of Accounting, without any Accounting, Accounting of Time, Self-Accounting, Swift in Accounting, Accounting is only with God, Awareness and the Good Accounting, and Heedlessness and the Bad Accounting. The way the words Account, Accounting, and Accountable is discussed in the Qur’aan links to the contemporary accounting issues including Ethics, Agency Theory, and Internal Control. The links discovered in the paper clearly shows the timeless nature of the message of the Qur’aan.

Keywords: accounting, contemporary accounting issues, Qur'aan, root word of accounting hasaba

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Authors: Lynn Mcquarrie, Charlotte Enns

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The goal of this project was to develop a visually-based, signed language phonological awareness training program and to pilot the intervention with signing deaf children (ages 6 -10 years/ grades 1 - 4) who were beginning readers to assess the effects of systematic explicit American Sign Language (ASL) phonological instruction on both ASL vocabulary and English print vocabulary learning. Growing evidence that signing learners utilize visually-based signed language phonological knowledge (homologous to the sound-based phonological level of spoken language processing) when reading underscore the critical need for further research on the innovation of reading instructional practices for visual language learners. Multiple single-case studies using a multiple probe design across content (i.e., sign and print targets incorporating specific ASL phonological parameters – handshapes) was implemented to examine if a functional relationship existed between instruction and acquisition of these skills. The results indicated that for all cases, representing a variety of language abilities, the visually-based phonological teaching approach was exceptionally powerful in helping children to build their sign and print vocabularies. Although intervention/teaching studies have been essential in testing hypotheses about spoken language phonological processes supporting non-deaf children’s reading development, there are no parallel intervention/teaching studies exploring hypotheses about signed language phonological processes in supporting deaf children’s reading development. This study begins to provide the needed evidence to pursue innovative teaching strategies that incorporate the strengths of visual learners.

Keywords: American sign language phonological awareness, dual language strategies, vocabulary learning, word reading

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Authors: Abebayehu Yohannes, Hsiu-Ling Chen, Chiu-Chen Chang

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Mathematics reading and spatial ability are important learning components in mathematics education. However, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope with this problem, in this study, an interactive e-book was developed. The result indicated that both groups had a significant increase in the mathematics reading ability test, and a significant difference was observed in the overall mathematics reading score in favor of the experimental group. In addition, the interactive e-book learning mode had significant impacts on students’ spatial ability. It was also found that the richness of content with visual and interactive elements provided in the interactive e-book enhanced students’ satisfaction with the teaching material.

Keywords: interactive e-books, spatial ability, mathematics reading, satisfaction, three view

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Authors: Estelle Ardanouy, Helene Delage, Pascal Zesiger

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Morphological awareness contributes to the acquisition of reading and spelling in typical learners as well as in children with learning disorders. Indeed, the acquisition of phoneme-grapheme correspondences is not sufficient to master spelling, especially in inconsistent orthographic systems such as English or French. Several meta-analyses show the benefit of explicit training in derivational morphology on reading and spelling in old children (who have already learned the main grapheme-phoneme correspondences), but highlight the lack of studies with younger children, particularly in French. In this study, we chose to focus on the efficiency of an intensive training in derivational morphology on spelling skills in French-speaking four-graders (9-10 years of age). The training consisted of 1) learning how to divide words into morphemes (ex: para/pente in French, paraglider in English), as well as 2) working on the meaning of affixes in relation to existing words (ex: para/pente: to protect against – para - the slope -pente). One group of pupils (N = 37, M age = 9.5) received this experimental group training in morphology while an alternative training group (N = 34, M age = 9.6) received a visuo-semantic training based on visual cues to memorize the spelling difficulties of complex words (such as the doubling of “r” in “verre” in French -or "glass" in English-which are represented by the drawing of two glasses). Both trainings lasted a total of 15 hours at a rate of four 45 minutes sessions per week, resulting in five weeks of training in the school setting. Our preliminary results show a significant improvement in the experimental group in the spelling of affixes on the trained (p < 0.001) and untrained word lists (p <0.001), but also in the root of words on the trained (p <0.001) and untrained word lists group (p <0.001). The training effect is also present on both trained and untrained morphologically composed words. By contrast, the alternative training group shows no progress on these previous measures (p >0.15). Further analyses testing the effects of both trainings on other measures such as morphological awareness and reading of morphologically compose words are in progress. These first results support the effectiveness of explicitly teaching derivational morphology to improve spelling in school-aged children. The study is currently extended to a group of children with developmental dyslexia because these children are known for their severe and persistent spelling difficulties.

Keywords: developmental dyslexia, derivational morphology, reading, school-aged children, spelling, training

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Authors: Nicole Pyle, Daniel Pyle, Christa Haring, Marty Hougen

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Effective special education teachers utilize evidence-based practices for adolescent reading instruction and target the skills needed to improve the reading of older struggling readers. High-Leverage Practices (HLPs) are critical to helping students with disabilities learn important content. Therefore, special education teachers are encouraged to implement HLPs to maximize the learning of students with disabilities, including students with reading difficulties. Teachers’ implementation of HLPs in reading comprehension instruction should aim to develop adolescents’ understanding of grade-level narrative texts and informational texts, including content area texts. Instruction High-Leverage Practices (11-22) that ensure effective implementation of evidence-based practice in reading comprehension instruction for adolescents are presented. Effective reading comprehension activities within the 12 Instruction HLPs are illustrated.

Keywords: high-leverage practices, adolescent, instructional activities, students with disabilities

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Authors: Jou-An Chung

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The purpose of this study is to investigate the verb bias of the Mandarin verbs in children’s reading materials and provide the criteria for categorization. Verb bias varies cross-linguistically. As Mandarin and English are typological different, this study hopes to shed light on Mandarin verb bias with the use of corpus and provide thorough and detailed criteria for analysis. Moreover, this study focuses on children’s reading materials since it is a significant issue in understanding children’s sentence processing. Therefore, investigating verb bias of Mandarin verbs in children’s reading materials is also an important issue and can provide further insights into children’s sentence processing. The small corpus is built up for this study. The corpus consists of the collection of school textbooks and Mandarin Daily News for children. The files are then segmented and POS tagged by JiebaR (Chinese segmentation with R). For the ease of analysis, the one-word character verbs and intransitive verbs are excluded beforehand. The total of 20 high frequency verbs are hand-coded and are further categorized into one of the three types, namely DO type, SC type and other category. If the frequency of taking Other Type exceeds the threshold of 25%, the verb is excluded from the study. The results show that 10 verbs are direct object bias verbs, and six verbs are sentential complement bias verbs. The paired T-test was done to assure the statistical significance (p = 0.0001062 for DO bias verb, p=0.001149 for SC bias verb). The result has shown that in children’s reading materials, the DO biased verbs are used more than the SC bias verbs since the simplest structure of sentences is easier for children’s sentence comprehension or processing. In sum, this study not only discussed verb bias in child's reading materials but also provided basic coding criteria for verb bias analysis in Mandarin and underscored the role of context. Sentences are easier for children’s sentence comprehension or processing. In sum, this study not only discussed verb bias in child corpus, but also provided basic coding criteria for verb bias analysis in Mandarin and underscored the role of context.

Keywords: corpus linguistics, verb bias, child language, psycholinguistics

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Authors: Aarthy Anandan, Anitha Narasimhan, Madhan Karky

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Word-based games are popular in helping people to improve their vocabulary skills. Games like ‘word search’ and crosswords provide a smart way of increasing vocabulary skills. Word search games are fun to play, but also educational which actually helps to learn a language. Finding the words from word search puzzle helps the player to remember words in an easier way, and it also helps to learn the spellings of words. In this paper, we present a tile distribution algorithm for a Maze-Based Treasure Hunt Game 'Pudhaiyal’ for Tamil words, which describes how words can be distributed horizontally, vertically or diagonally in a 10 x 10 grid. Along with the tile distribution algorithm, we also present an algorithm for the scoring model of the game. The proposed game has been tested with 20,000 Tamil words.

Keywords: Pudhaiyal, Tamil word game, word search, scoring, maze, algorithm

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Authors: Tamara Bastianello, Rachele Ferrari, Marinella Majorano

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The adoption of the syllabic approach in preschool programmes could support and reinforce meta-phonological awareness and literacy skills in children. The introduction of a meta-phonological intervention in preschool could facilitate the transition to primary school, especially for children with learning fragilities. In the present contribution, we want to investigate the efficacy of "Simo-syl" intervention in enhancing emergent literacy skills in children (especially for reading). Simo-syl is a 12 weeks multimedia programme developed for children to improve their language and communication skills and later literacy development in preschool. During the intervention, Simo-syl, an invented character, leads children in a series of meta-phonological games. Forty-six Italian preschool children (i.e., the Simo-syl group) participated in the programme; seventeen preschool children (i.e., the control group) did not participate in the intervention. Children in the two groups were between 4;10 and 5;9 years. They were assessed on their vocabulary, morpho-syntactical, meta-phonological, phonological, and phono-articulatory skills twice: 1) at the beginning of the last year of the preschool through standardised paper-based assessment tools and 2) one week after the intervention. All children in the Simo-syl group took part in the meta-phonological programme based on the syllabic approach. The intervention lasted 12 weeks (three activities per week; week 1: activities focused on syllable blending and spelling and a first approach to the written code; weeks 2-11: activities focused on syllables recognition; week 12: activities focused on vowels recognition). Very few children (Simo-syl group = 21, control group = 9) were tested again (post-test) one week after the intervention. Before starting the intervention programme, the Simo-syl and the control groups had similar meta-phonological, phonological, lexical skills (all ps > .05). One week after the intervention, a significant difference emerged between the two groups in their meta-phonological skills (syllable blending, p = .029; syllable spelling, p = .032), in their vowel recognition ability (p = .032) and their word reading skills (p = .05). An ANOVA confirmed the effect of the group membership on the developmental growth for the word reading task (F (1,28) = 6.83, p = .014, ηp2 = .196). Taking part in the Simo-syl intervention has a positive effect on the ability to read in preschool children.

Keywords: intervention programme, literacy skills, meta-phonological skills, syllabic approach

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Authors: Khalil Ullah Khan

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Linguistic abilities in students with hearing impairment yet remain a concern for educationists. The emerging technological support and provisions in the recent era vow to have addressed the situation and claim significant contributions in terms of linguistic repertoire. Being a descriptive and quantitative paradigm of study, the purpose of this research set forth was to assess the linguistic competencies of students with hearing impairment in the English language. The goals were further broken down to identify the level of reading abilities in the subject population. The population involved students with HI studying at a higher secondary level in Lahore. A simple random sampling technique was used to choose a sample of fifty students. A purposive curriculum-based assessment was designed in line with the accelerated learning program by the Punjab Government to assess Linguistic competence among the sample. Further to it, an Informal Reading Inventory (IRI) corresponding to reading levels was also developed by researchers duly validated and piloted before the final use. Descriptive and inferential statistics were utilized to reach the findings. Spearman’s correlation was used to find out the relationship between the degree of hearing loss, grade level, gender and type of amplification device. An Independent sample t-test was used to compare means among groups. Major findings of the study revealed that students with hearing impairment exhibit significant deviation from the mean scores when compared in terms of grades, severity and amplification device. The study divulged that respective students with HI have yet failed to qualify for an independent level of reading according to their grades, as the majority fall at the frustration level of word recognition and passage comprehension. The poorer performance can be attributed to lower linguistic competence, as it is shown in the frustration levels of reading, writing and comprehension. The correlation analysis did reflect an improved performance grade. Wise. However, scores could only correspond to frustration level, and independent levels were never achieved. Reported achievements at the instructional level of the subject population may further to linguistic skills if practiced purposively.

Keywords: linguistic competence, hearing impairment, reading levels, educationist

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Authors: Abdulkabir Abdullahi

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Nigeria has not yet welcomed phonics into its primary schools. In government-owned primary schools teachers are functionally ignorant of the stories of the reading wars amongst international scholars. There are few or no Nigerian-authored phonics textbooks, and there has been no government-owned phonics curriculum either. There are few or no academic journal articles on phonics in the country and there is, in fact, a certain danger of confusion between phonics and phonetics among Nigerian publishers, authors, writers and academics as if Nigerian teachers of English and the educational policy makers of the country were unaware of reading failures/problems amongst Nigerian children, or had never heard of phonics or read of the stories of the reading wars or the annual phonics test in the United Kingdom, the United States of America and other parts of the world. It is on this note that this article reviews and examines, in the style of a qualitative inquiry, the body of arguments on phonics, and explores the effectiveness of phonics teaching, particularly, in a second-language learning contexts. While the merit of the paper is, perhaps, situated in its supreme effort to draw global attention to reading failures/problems in Nigeria and the ways the situation may affect English language learning, international academic relations and the educational future of the country, it leaves any quantitative verification of its claims to interested quantitative researchers in the world.

Keywords: graphemes, phonics, reading, reading wars, reading theories, phonemic awareness

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Authors: Nasir Umar Abdullahi

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The social media profoundly causes the reading culture to decline in Nigeria, where the English language is a second language (SL), a language of instruction (LI), as well as the target language (TL). This is because the university students have, over the years, failed to make extensive reading their closest companion, with much emphasis on reading the European novels, newspapers, magazines, etc., so as to learn language from its original or native speakers for linguistic competence. Instead, they squander the most part of their day and nocturnal hours, sending and receiving messages through social media. The end result is their vocabulary become stagnant or ebbs, and that they cannot acquire the Cox head’s 570 vocabulary, let alone the Nation’s 2000 vocabulary to use the language fluently in writing, reading, listening, and speaking and to further compete with the native speaker in varying degrees of language usages. Be that as it may, if the social media is a monster in worsening the decline in reading culture, which degenerates in the Northern part of the country in contradistinction to the Southern part, it boosts it as well, for aside the social media language, slangs, cliché, for instance, students improve their vocabulary power, and at the same time it allows the students to privately and leisurely put the language into use, by using practically some of the vocabulary they have acquired to chart, to comment, socialize to adjudge, etc. This is what this paper tries to explore in Umaru Musa Yar’adua University Al-qalam University and the Federal University Dutin-ma.

Keywords: social media, reading, vocabulary, universities

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Authors: Yea-Mei Leou, Shiu-Hsung Huang, T. C. Shen, Chin-Ya Fang

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The purposes of this study were to explore how to establish a professional learning community for English teachers at a junior high school, and to explore how teachers and students think about the guided reading program. The participants were three experienced English teachers and their ESL seventh-grade students from three classes in a junior high school. Leveled picture books and worksheets were used in the program. Questionnaires and interviews were used for gathering information. The findings were as follows: First, most students enjoyed this guided reading program. Second, the teachers thought the guided reading program was helpful to students’ learning and the discussions in the professional learning community refreshed their ideas, but the preparation for the teaching was time-consuming. Suggestions based on the findings were provided.

Keywords: ESL students, guided reading, leveled books, professional learning community

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Authors: Xian Xie, Qinghua Fang

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This study used quantitative and qualitative methods to explore the characteristics of flipped classroom’s influence on classroom environment of college English reading, writing, and translating, and to summarize and reflect on the teaching characteristics of college English Reading, writing, and translating. The results of the study indicated that after the flipped classroom applied to reading, writing, and translating, students’ performance was improved to a certain extent, the classroom environment was improved to some extent, students of the flipped classroom are generally satisfied with the classroom environment; students showed a certain degree of individual differences to the degree of cooperation, participation, self-responsibility, task-orientation, and the teacher leadership and innovation. The study indicated that the implementation of flipped classroom teaching mode can optimize College English reading, writing, and translating classroom environment and realize target－learner as the center in foreign language teaching and learning, but bring a greater challenge to teachers.

Keywords: classroom environment, college English reading, writing and translating, individual differences, flipped classroom

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Authors: Munawar Malik, Muntaha Ahmad, Khalil Ullah Khan

Abstract:

Linguistic abilities in students with hearing impairment yet remain a concern for educationists. The emerging technological support and provisions in recent era vows to have addressed the situation and claims significant contribution in terms of linguistic repertoire. Being a descriptive and quantitative paradigm of study, the purpose of this research set forth was to assess linguistic competencies of students with hearing impairment in English language. The goals were further broken down to identify level of reading abilities in the subject population. The population involved students with HI studying at higher secondary level in Lahore. Simple random sampling technique was used to choose a sample of fifty students. A purposive curriculum-based assessment was designed in line with accelerated learning program by Punjab Government, to assess Linguistic competence among the sample. Further to it, an Informal Reading Inventory (IRI) corresponding to reading levels was also developed by researchers duly validated and piloted before the final use. Descriptive and inferential statistics were utilized to reach to the findings. Spearman’s correlation was used to find out relationship between degree of hearing loss, grade level, gender and type of amplification device. Independent sample t-test was used to compare means among groups. Major findings of the study revealed that students with hearing impairment exhibit significant deviation from the mean scores when compared in terms of grades, severity and amplification device. The study divulged that respective students with HI have yet failed to qualify an independent level of reading according to their grades as majority falls at frustration level of word recognition and passage comprehension. The poorer performance can be attributed to lower linguistic competence as it shows in the frustration levels of reading, writing and comprehension. The correlation analysis did reflect an improved performance grade wise, however scores could only correspond to frustration level and independent levels was never achieved. Reported achievements at instructional level of subject population may further to linguistic skills if practiced purposively.

Keywords: linguistic competence, hearing impairment, reading levels, educationist

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Authors: Hsiao-Lan Wang, Chun-Han Chiang, I-Chen Chen

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In Chinese Mandarin, lexical tones play an important role to provide contrasts in word meaning. They are pitch patterns and can be quantified as the fundamental frequency (F0), expressed in Hertz (Hz). In this study, we aim to investigate the influence of frequency discrimination on Chinese children’s performance of reading abilities. Fifty participants from 3rd to 4th grades, including 24 children with reading difficulties and 26 age-matched children, were examined. A serial of cognitive, language, reading and psychoacoustic tests were administrated. Magnetoencephalography (MEG) was also employed to study children’s auditory sensitivity. In the present study, auditory frequency was measured through slide-up pitch, slide-down pitch and frequency-modulated tone. The results showed that children with Chinese reading difficulties were significantly poor at phonological awareness and auditory discrimination for the identification of frequency-modulated tone. Chinese children’s character reading performance was significantly related to lexical tone awareness and auditory perception of frequency-modulated tone. In our MEG measure, we compared the mismatch negativity (MMNm), from 100 to 200 ms, in two groups. There were no significant differences between groups during the perceptual discrimination of standard sounds, fast-up and fast-down frequencies. However, the data revealed significant cluster differences between groups in the slow-up and slow-down frequencies discrimination. In the slow-up stimulus, the cluster demonstrated an upward field map at 106-151 ms (p < .001) with a strong peak time at 127ms. The source analyses of two dipole model and localization resolution model (CLARA) from 100 to 200 ms both indicated a strong source from the left temporal area with 45.845% residual variance. Similar results were found in the slow-down stimulus with a larger upward current at 110-142 ms (p < 0.05) and a peak time at 117 ms in the left temporal area (47.857% residual variance). In short, we found a significant group difference in the MMNm while children processed frequency-modulated tones with slow temporal changes. The findings may imply that perception of sound frequency signals with slower temporal modulations was related to reading and language development in Chinese. Our study may also support the recent hypothesis of underlying non-verbal auditory temporal deficits accounting for the difficulties in literacy development seen developmental dyslexia.

Keywords: Chinese Mandarin, frequency modulation sweeps, magnetoencephalography, mismatch negativity, reading difficulties

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Authors: Adebimpe Olubunmi Adebanjo

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This study observed students’ attitudes towards reading as a determinant of performance in O’ Level English in Oyo state secondary schools. Random sampling technique was used to select two schools from each of the five geo-political zones of the state while stratified sampling technique was used to select twenty students from each of the ten schools. A researcher designed questionnaire was used to gather information on students’ attitudes while a prepared test based on O’ Level syllabus was stapled to each of the questionnaire to ascertain their level of achievement in O’ Level English. The Percentage, Mean, Standard Deviation, Chi-square and Pearson Contingency Coefficient were used to answer and test the research questions and hypotheses raised. The findings showed that the general attitude of students towards reading was ambivalent; the general level of achievement was also low. The findings also revealed that there was a significant difference in the attitudes of students to reading on the basis of gender and home background. Students from educated homes also had better attitudes towards reading than their counterparts from illiterate homes. The findings also showed that there was a significant relationship between students’ attitudes to reading and their performance in O’ Level English. Students with positive attitude to reading had better grades in O’ Level English than students with ambivalent and negative attitudes. Based on the findings, it was recommended that students should change their attitudes to reading; the school and the home were also advised to always encourage students to read.

Keywords: positive, ambivalent, negative attitudes, o' level English

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Authors: Mohamed Amin Mekheimer

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This study aimed to investigate the effects of paper-based monolingual, pop-up and type-in electronic dictionaries on improving reading comprehension and incidental vocabulary acquisition and retention in an EFL context. It tapped into how computer-mediated dictionaries may have facilitated/impeded reading comprehension and vocabulary acquisition. Findings showed differential effects produced by the three treatments compared with the control group. Specifically, it revealed that the pop-up dictionary condition had the shortest average vocabulary searching time, vocabulary and text reading time, yet with less than the type-in dictionary group but more than the book dictionary group in terms of frequent dictionary 'look-ups' (p<.0001). In addition, ANOVA analyses also showed that text reading time differed significantly across all four treatments, and so did reading comprehension. Vocabulary acquisition was reported as enhanced in the three treatments rather than in the control group, but still with insignificant differences across the three treatments, yet with more differential effects in favour of the pop-up condition. Data also assert that participants preferred the pop-up e-dictionary more than the type-in and paper-based groups. Explanations of the findings vis-à-vis the cognitive load theory were presented. Pedagogical implications and suggestions for further research were forwarded at the end.

Keywords: computer-mediated dictionaries, type-in dictionaries, pop-up dictionaries, reading comprehension, vocabulary acquisition

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Authors: Elitaria Bestri Agustina Siregar, Boni Fasius Siregar

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The paper concerned with the transitivity in the reading passage of English textbook for Senior High School. The six types of process were occurred in the passages with percentage as follows: Material Process is 166 (42%), Relational Process is 155 (39%), Mental Process is 39 (10%), Verbal Process is 21 (5%), Existential Process is 13 (3), and Behavioral Process is 5 (1%). The material processes were found to be the most frequently used process type in the samples in our corpus (41,60 %). This indicates that the twenty reading passages are centrally concerned with action and events. Related to developmental psychology theory, this book fits the needs of students of this age.

Keywords: transitivity, types of processes, reading passages, developmental psycholoy

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Authors: Cao Xi

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This paper reports a study which used eye-tracking to examine the cognitive validity of TEM 8(Test for English Majors, Band 8). The study investigated test takers' reading patterns on four -item types using eye-tracking, and interviews. Thirty participants completed 22 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Eleven students further participated in a recall interview while viewing video footage of their gaze patterns on the test. The findings will indicate that first, different reading item types will employ different cognitive processes; then different reading patterns for stronger and weaker test takers’on each item types. The implication of this study is to provide recommendations for the use of eye tracking technology in language research.

Keywords: eye tracking, reading patterns, test for english majors, cognitive validity

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Authors: Hilda Freimuth

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This study examined the interactional resources of self-mentions and engagement markers in twenty official IELTS reading exam passages to determine the passages’ similarity to academic research papers. Although the findings revealed a variation ranging from zero to 22 instances for any given passage, the study found the average number of markers (5.5) per passage in line with those found on research papers. This finding confirms that the IELTS exam’s reading passages mirror the academic nature of research papers in this regard.

Keywords: IELTS exam, IELTS reading, interpersonal resources, self-mentions, engagement markers

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Authors: Jui-Teng Liao

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The selected-response (SR) format has been commonly adopted to assess academic reading in both formal and informal testing (i.e., standardized assessment and classroom assessment) because of its strengths in content validity, construct validity, as well as scoring objectivity and efficiency. When developing a second language (L2) reading test, researchers indicate that the longer the test (e.g., more test items) is, the higher reliability and validity the test is likely to produce. However, previous studies have not provided specific guidelines regarding the optimal length of a test or the most suitable number of test items or reading passages. Additionally, reading tests often include different question types (e.g., factual, vocabulary, inferential) that require varying degrees of reading comprehension and cognitive processes. Therefore, it is important to investigate the impact of question types on the number of items in relation to the score reliability of L2 reading tests. Given the popularity of the SR question format and its impact on assessment results on teaching and learning, it is necessary to investigate the degree to which such a question format can reliably measure learners’ L2 reading comprehension. The present study, therefore, adopted the generalizability (G) theory to investigate the score reliability of the SR format in L2 reading tests focusing on how many test items a reading test should include. Specifically, this study aimed to investigate the interaction between question types and the number of items, providing insights into the appropriate item count for different types of questions. G theory is a comprehensive statistical framework used for estimating the score reliability of tests and validating their results. Data were collected from 108 English as a second language student who completed an English reading test comprising factual, vocabulary, and inferential questions in the SR format. The computer program mGENOVA was utilized to analyze the data using multivariate designs (i.e., scenarios). Based on the results of G theory analyses, the findings indicated that the number of test items had a critical impact on the score reliability of an L2 reading test. Furthermore, the findings revealed that different types of reading questions required varying numbers of test items for reliable assessment of learners’ L2 reading proficiency. Further implications for teaching practice and classroom-based assessments are discussed.

Keywords: second language reading assessment, validity and reliability, Generalizability theory, Academic reading, Question format

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Authors: Khaled M. Alhawiti

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Reading capability is a major segment of language competency. On the other hand, discovering topical writings at a fitting level for outside and second language learners is a test for educators. We address this issue utilizing natural language preparing innovation to survey reading level and streamline content. In the connection of outside and second-language learning, existing measures of reading level are not appropriate to this errand. Related work has demonstrated the profit of utilizing measurable language preparing procedures; we expand these thoughts and incorporate other potential peculiarities to measure intelligibility. In the first piece of this examination, we join characteristics from measurable language models, customary reading level measures and other language preparing apparatuses to deliver a finer technique for recognizing reading level. We examine the execution of human annotators and assess results for our finders concerning human appraisals. A key commitment is that our identifiers are trainable; with preparing and test information from the same space, our finders beat more general reading level instruments (Flesch-Kincaid and Lexile). Trainability will permit execution to be tuned to address the needs of specific gatherings or understudies.

Keywords: natural language processing, trainability, syntactic simplification tools, education

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Authors: Vangmayee. V. Subban, Somashekara H. S, Shwetha Prabhu, Jayashree S. Bhat

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Introduction and Need: Phonological processing is critical in learning to read alphabetical and non-alphabetical languages. However, its role in learning to read Kannada an alphasyllabary is equivocal. The literature has focused on the developmental role of phonological awareness on reading. To the best of authors knowledge, the role of phonological memory and phonological naming has not been addressed in alphasyllabary Kannada language. Therefore, there is a need to evaluate the comprehensive role of the phonological processing skills in Kannada on word decoding skills during the early years of schooling. Aim and Objectives: The present study aimed to explore the phonological processing abilities and their role in learning to decode pseudowords in children learning to read the Kannada language during initial years of formal schooling between 5.6 to 8.6 years. Method: In this cross sectional study, 60 typically developing Kannada speaking children, 20 each from Grade I, Grade II, and Grade III between the age range of 5.6 to 6.6 years, 6.7 to 7.6 years and 7.7 to 8.6 years respectively were selected from Kannada medium schools. Phonological processing abilities were assessed using an assessment tool specifically developed to address the objectives of the present research. The assessment tool was content validated by subject experts and had good inter and intra-subject reliability. Phonological awareness was assessed at syllable level using syllable segmentation, blending, and syllable stripping at initial, medial and final position. Phonological memory was assessed using pseudoword repetition task and phonological naming was assessed using rapid automatized naming of objects. Both phonological awareneness and phonological memory measures were scored for the accuracy of the response, whereas Rapid Automatized Naming (RAN) was scored for total naming speed. Results: The mean scores comparison using one-way ANOVA revealed a significant difference (p ≤ 0.05) between the groups on all the measures of phonological awareness, pseudoword repetition, rapid automatized naming, and pseudoword reading. Subsequent post-hoc grade wise comparison using Bonferroni test revealed significant differences (p ≤ 0.05) between each of the grades for all the tasks except (p ≥ 0.05) for syllable blending, syllable stripping, and pseudoword repetition between Grade II and Grade III. The Pearson correlations revealed a highly significant positive correlation (p=0.000) between all the variables except phonological naming which had significant negative correlations. However, the correlation co-efficient was higher for phonological awareness measures compared to others. Hence, phonological awareness was chosen a first independent variable to enter in the hierarchical regression equation followed by rapid automatized naming and finally, pseudoword repetition. The regression analysis revealed syllable awareness as a single most significant predictor of pseudoword reading by explaining the unique variance of 74% and there was no significant change in R² when RAN and pseudoword repetition were added subsequently to the regression equation. Conclusion: Present study concluded that syllable awareness matures completely by Grade II, whereas the phonological memory and phonological naming continue to develop beyond Grade III. Amongst phonological processing skills, phonological awareness, especially syllable awareness is crucial for word decoding than phonological memory and naming during initial years of schooling.

Keywords: phonological awareness, phonological memory, phonological naming, phonological processing, pseudo-word decoding

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Authors: Mona Khabiri, Fahimeh Farahani

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The present study was an attempt to investigate the comparative effect of teaching NLP, critical thinking, and a combination of NLP and critical thinking on EFL learners' reading comprehension. To fulfill the purpose of this study, a group of 82 female and male intermediate EFL learners at a Language School in Iran took a piloted sample PET as a proficiency test and 63 of them were selected as homogenous learners and were randomly assigned to three experimental groups. Within a treatment process of 10 sessions the teacher/researcher provided the participants of each group with handouts, explanations, practices, homework, and questionnaires on techniques of NLP, critical thinking, and a combination of both. During these 10 sessions, 10 same reading comprehension texts extracted from the multi-skill course book suggested by the language school where thought to the participants of each experimental group using skills and strategies of NLP, critical thinking, and a combination of both. On the eleventh session, the participants sat for a reading posttest. The results of one-way ANOVA showed no significant difference among the three groups in terms of reading comprehension. Justifications and implications for the findings of the study and suggestions for further research are presented.

Keywords: neuro-linguistic programming (NLP), critical thinking, reading comprehension

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Authors: Tsebe Wilfred Molotja, Mahlapahlapane Themane, Kgetja Maruma

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It is globally accepted that reading in the primary schools serves as a foundational basis for good reading skills. This is evident in the students’ academic success throughout their studying life. However, the PIRLS (2016) report on Literacy performance found that primary school learners are not able to read as fluently as expected. The results from ANA (2012) also indicated that South African learners achieved the lowest as compared to other global ones. The purpose of this study is to investigate the approaches employed by educators in developing learners’ reading and writing skills and to workshop them on the best reading and writing approaches to be implemented. The study adopted an explorative qualitative design where 27 educators from primary schools around the University of Limpopo were purposefully sampled to participate in this study. Data was collected through interviews and classroom observation during class visits facilitated by research assistants. The study found that teachers are aware of different approaches to developing learners’ reading and writing skills even thou these are not aligned with the curriculum. However, the problem is with implementation, as the conditions in the classrooms are not conducive for such. The study recommends that more workshops on capacitating teachers with the pedagogical approaches to teaching reading be held. The appeal is also made to the Department of Basic Education that it makes the classrooms to be conducive for teaching and learning to take place.

Keywords: academic success, reading and writing, community based, approaches

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Authors: Silvia Hvozdíková, Eva Stranovská

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The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension.

Keywords: foreign language learning, linguistic intervention program, reading comprehension, social learning

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Authors: S. B. Rathna Kumar, Pranjali A Ujwane, Panchanan Mohanty

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The present study aimed to develop a battery for assessing speech recognition performance by adults in Marathi. A total of four word lists were developed by considering word frequency, word familiarity, words in common use, and phonemic balance. Each word list consists of 25 words (15 monosyllabic words in CVC structure and 10 monosyllabic words in CVCV structure). Equivalence analysis and performance-intensity function testing was carried using the four word lists on a total of 150 native speakers of Marathi belonging to different regions of Maharashtra (Vidarbha, Marathwada, Khandesh and Northern Maharashtra, Pune, and Konkan). The subjects were further equally divided into five groups based on above mentioned regions. It was found that there was no significant difference (p > 0.05) in the speech recognition performance between groups for each word list and between word lists for each group. Hence, the four word lists developed were equally difficult for all the groups and can be used interchangeably. The performance-intensity (PI) function curve showed semi-linear function, and the groups’ mean slope of the linear portions of the curve indicated an average linear slope of 4.64%, 4.73%, 4.68%, and 4.85% increase in word recognition score per dB for list 1, list 2, list 3 and list 4 respectively. Although, there is no data available on speech recognition tests for adults in Marathi, most of the findings of the study are in line with the findings of research reports on other languages. The four word lists, thus developed, were found to have sufficient reliability and validity in assessing speech recognition performance by adults in Marathi.

Keywords: speech recognition performance, phonemic balance, equivalence analysis, performance-intensity function testing, reliability, validity

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Authors: Mahmood Dehqan, Peyman Peyvasteh

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In recent years there has been a growing interest in issues concerning the impact of sociocultural theory (SCT) of learning on different aspects of second/foreign language learning. This study aimed to find the possible effects of sociocultural teaching techniques on reading strategy of EFL learners. Indeed, the present research compared the impact of peer and teacher scaffolding on EFL learners’ reading strategy use across two proficiency levels. To this end, a pre-test post-test quasi-experimental research design was used and two instruments were utilized to collect the data: Nelson English language test and reading strategy questionnaire. Ninety five university students participated in this study were divided into two groups of teacher and peer scaffolding. Teacher scaffolding group received scaffolded help from the teacher based on three mechanisms of effective help within ZPD: graduated, contingent, dialogic. In contrast, learners of peer scaffolding group were unleashed from the teacher-fronted classroom as they were asked to carry out the reading comprehension tasks with the feedback they provided for each other. Results obtained from ANOVA revealed that teacher scaffolding group outperformed the peer scaffolding group in terms of reading strategy use. It means teacher’s scaffolded help provided within the learners’ ZPD led to better reading strategy improvement compared with the peer scaffolded help. However, the interaction effect between proficiency factor and teaching technique was non-significant, leading to the conclusion that strategy use of the learners was not affected by their proficiency level in either teacher or peer scaffolding groups.

Keywords: peer scaffolding, proficiency level, reading strategy, sociocultural theory, teacher scaffolding

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Authors: Hsin-Yi Lien

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The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.

Keywords: cognitive strategy, gender differences, metacognitive strategy, support strategy

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Authors: Boyun Lee

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This study aims to discuss whether anthropomorphism some scientists tend to use in cross-species comparison can be justified epistemologically, especially in the primate mind-reading debate. Concretely, this study critically analyzes Elliott Sober’s argument about mind-reading hypothesis (MRH), an anthropomorphic hypothesis which states that nonhuman primates (e.g., chimpanzee) are mind-readers like humans. Although many scientists consider anthropomorphism as an error and choosing anthropomorphic hypothesis like MRH without any definite evidence invalid, Sober advocates that anthropomorphism is supported by cladistic parsimony that suggests choosing the simplest hypothesis postulating the minimum number of evolutionary changes, which can be justified epistemologically in the mind-reading debate. However, his argument has several problems. First, Reichenbach’s theorem which Sober uses in process of showing that MRH has the higher likelihood than its competing hypothesis, behavior-reading hypothesis (BRH), does not fit in the context of inferring the evolutionary relationship. Second, the phylogenetic tree Sober supports is one of the possible scenarios of MRH, and even without this problem, it is difficult to prove that the possibility nonhuman primate species and human share mind-reading ability is higher than the possibility of the other case, considering how evolution occurs. Consequently, it seems hard to justify anthropomorphism of MRH under Sober’s argument. Some scientists and philosophers say that anthropomorphism sometimes helps observe interesting phenomena or make hypotheses in comparative biology. Nonetheless, we cannot determine that it provides answers about why and how the interesting phenomena appear or which of the hypotheses is better, at least the mind-reading debate, under the current state.

Keywords: anthropomorphism, cladistic parsimony, comparative biology, mind-reading debate

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