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This study determines and corrects reading mistakes made during oral reading by a fourth grader with reading difficulty, and examines the effects of learning styles in reading comprehension development. Designed with the action research method, the study was conducted with a student from a state primary school in one of the city of Black Sea region selected in line with the purpose of the study. In the determination of the student participating in the research, "critical situation sampling'' method which is one of the purposeful sampling methods, was used. Even though the student had no mental, auditory or visual insufficiency, her reading comprehension success is under peer averages, experienced a lot of difficulty and made many mistakes during oral reading. The study conducted with this student experiencing reading difficulty lasted 49 hours over twelve weeks. According to the Marmara Learning Styles Scale, the student's dominant learning preference is ''tactile learning style". Therefore, the student's sense of touch was engaged with word box strategy, sandpit activity and the method of dictation. In order to improve his reading comprehension skill, the story mapping method was used. As a result of the 49-hour practice, the grade 2 word recognition and reading comprehension level rose from the "Frustration Level'' to grade 4 word recognition and reading comprehension level known as the ''Independent Level''. The story mapping method is rather successful in developing the reading comprehension success of students with reading difficulty. The results of the study revealed that reading difficulty can be eliminated with reading practice based on learning styles. [ABSTRACT FROM AUTHOR]

Copyright of Revista Veredas is the property of Revista Veredas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition, the meaning analysis, word map and vocabulary notebook techniques were also used due to the positive effect of rich vocabulary knowledge in remediating reading difficulties and improving skills of reading fluency. This study was designed as action research, one of the qualitative research designs, and it was carried out with a fifth-grade primary school student in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used to determine reading errors. In the case study to determine the levels of reading and comprehension, it was found that the participant was at the level of frustration in the fifth, fourth and third grade texts, and at the instructional level in the second-grade text. As a result of the reading, comprehension and vocabulary development activities, the student's reading motivation, desire and self-confidence increased, and he started to detect and correct reading aloud mistakes by himself. It was observed that the participant, who was at the second-grade instructional level at the beginning, reached the independent level in the text of the third grade and the instructional level in the text of the fourth grade at the end of the study lasted for 31 class hours. [ABSTRACT FROM AUTHOR]

This study aims to examine in-depth the practices and the problems of primary school teachers in identifying and eliminating reading and writing difficulties. The current study employed phenomenology method, one of the qualitative research designs and the data of the study were collected through observation and interview techniques. Criterion sampling, one of the purposeful sampling methods was utilized in determining study group. Six primary school teachers were selected in accordance with the determined criteria to collect the interview data. To collect observation data, 3 primary schools were selected and a total of 16 hours of observation was made. According to the findings, most of the teachers did not receive education about identifying students with reading and writing difficulties, conducting studies with these students, and preparing materials, activities, and etc. suitable for them. Moreover, primary school teachers expressed that although there were some disadvantages of inclusive education, students with reading and writing difficulties should continue their education in inclusive classes. However, the necessity of providing supplementary support to these students in addition to inclusive education was frequently emphasized. When the practices of primary school teachers with students having reading and writing difficulty were examined, it was observed that they generally used letter/syllable trinkets, gamification, letter cards, individual syllable work, memorization assignments, dictation work, story reading, drama and colored syllables. On the other hand, it was determined that methods, techniques or strategies that stated to be effective in the literature were either used very little or not at all in classrooms. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the language skills of students with and without reading difficulties (RD) comparatively. For this purpose, a comparative descriptive research methodology was utilised with a participant group comprised of 52 elementary school 3rd grade students with and without RD. The results of this study revealed that students with difficulties in reading fluency were less successful in phonological processing than their peers with no difficulty in reading fluency. Also, students who had difficulties in reading comprehension were less successful than their peers with no difficulties in oral language assessments. In summary, it was recognised that students who experienced difficulties in reading also possessed difficulties in language skills. As a result, the assessment of both reading skills and language skills is critical for the identification of RD as well as for conducting appropriate intervention programs to address these difficulties. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Optometry is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Readability assessment for Arabic is still largely underserved in both research and software development. We believe that improved usability of the few tools currently released will motivate a greater user-base, and in doing so garner more interest in this topic from the research community. With that in mind, we examine recently developed readability tools with a graphical component, formulate recommendations, and propose visual enhancements to the way readability scores are reported to improve usability and informativeness. [ABSTRACT FROM AUTHOR]

We examine the impact of holding more redeployable assets on the readability of annual reports. Building on prior research, we develop two competing hypotheses. Using a large panel sample of 67,022 firm-year observations for the period of 1993–2018, we find that the annual reports of firms with more redeployable assets are easier to read and understand. We further obtain consistent results after performing a battery of robustness and endogeneity checks. Overall, our study joins the debate on whether holding more redeployable assets is beneficial or detrimental to a company and contributes to a more comprehensive understanding of asset redeployability. • We find that annual reports of firms holding more redeployable assets are more readable. • Our findings are robust to a battery of robustness and endogeneity checks. • Our study joins the recent debate on whether holding more redeployable assets is beneficial to an organization. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Northeastern University (Social Science) / Dongbei Daxue Xuebao (Shehui Kexue Ban) is the property of Dongbei Daxue and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examine the impact of CEO power on reading difficulty of corporate annual reports. We find that CEO power is positively related to reading difficulty, implying that annual reports of corporations with powerful CEOs are difficult to read and understand. More importantly, we find that the relation between CEO power and reading difficulty is moderated by earnings performance or corporate governance. Additional findings suggest that this relation becomes stronger for firms with lower financial reporting quality or for CEOs with shorter tenure. Our study not only joins the debate on the consequences of powerful CEOs but also uncovers several factors that moderate the relation between CEO power and annual report reading difficulty. [ABSTRACT FROM AUTHOR]

This study investigated the effects of the Clay Modeling Program on the reading behavior of dyslexic children. The three participants were very poor readers who could not even identify simple words. A pre-test to assess the participants" ability to read was conducted. The treatment (Clay Modeling Program) was conducted for a period of eight weeks, involving 20 sessions of 75 minutes each, followed by a post-test after the eight-week treatment. The control group did not receive any treatment. The participants' English teachers were also interviewed before and after the treatment. Results show all three participants were able to read the specified text fluently without hesitation, able to spell the words from the text correctly, and more attentive in class. They were not that passive as before as they were now more responsive towards their teacher; showed signs of increased self-confidence; had the courage to read in front of the class; were more keen and willing to learn. The findings indicate that the Clay Modeling Program has a positive effect on the reading behavior of dyslexic children. If conducted with a larger population, it would further enhance the Malaysian society in achieving one of its visions of having a literate society. [ABSTRACT FROM AUTHOR]

The article discusses a study conducted to determine effect of vibrations along three orthtogonal directions independently and how it influence difficulty to read. It has been informed that the study also examines influence of sitting posture with backrest support and text placed on lap and without back support and text placed on the table.