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The elocutionists : women, music, and the spoken word
\"Emerging in the 1850s, elocutionists recited poetry or drama with music to create a new type of performance. The genre--dominated by women--achieved remarkable popularity. Yet the elocutionists and their art fell into total obscurity during the twentieth century. Marian Wilson Kimber restores elocution with music to its rightful place in performance history. Gazing through the lenses of gender and genre, Wilson Kimber argues that these female artists transgressed the previous boundaries between private and public domains. Their performances advocated for female agency while also contributing to a new social construction of gender. Elocutionists, proud purveyors of wholesome entertainment, pointedly contrasted their \"acceptable\" feminine attributes against those of morally suspect actresses. As Wilson Kimber shows, their influence far outlived their heyday. Women, the primary composers of melodramatic compositions, did nothing less than create a tradition that helped shape the history of American music\"-- Provided by publisher.
Book
Reading charts in ophthalmology
A new generation of logarithmic reading charts has sparked interest in standardized reading performance analyses. Such reading charts have been developed according to the standards of the International Council of Ophthalmology. The print size progression in these calibrated charts is in accordance with the mathematical background of EN ISO 8596. These reading charts are: the Bailey–Lovie Word Reading Chart, the Colenbrander English Continuous Text Near Vision Cards, the Oculus Reading Probe II, the MNREAD Charts, the SKread Charts, and the RADNER Reading Charts. The test items used for these reading charts differ among the charts and are standardized to various extents. The Bailey–Lovie Charts, MNREAD Charts, SKread Charts, and RADNER Charts are also meant to measure reading speed and allow determination of further reading parameters such as reading acuity, reading speed based on reading acuity, critical print size, reading score, and logMAR/logRAD ratio. Such calibrated reading charts have already provided valuable insights into the reading performance of patients in many research studies. They are available in many languages and thus facilitate international communication about near visual performance. In the present review article, the backgrounds of these modern reading charts are presented, and their different levels of test-item standardization are discussed. Clinical research studies are mentioned, and a discussion about the immoderately high number of reading acuity notations is included. Using the logReading Acuity Determination ([logRAD] = reading acuity equivalent of logMAR) measure for research purposes would give reading acuity its own identity as a standardized reading parameter in ophthalmology.
Journal Article
Comparative analysis of visual outcomes, reading skills, contrast sensitivity, and patient satisfaction with two models of trifocal diffractive intraocular lenses and an extended range of vision intraocular lens
PurposeTo compare visual and contrast sensitivity (CS) outcomes, reading skills, and spectacle independence in patients implanted with two models of trifocal intraocular lenses (IOLs) or an extended range of vision (ERV) IOL.MethodsThis non-randomized prospective series of cases included 120 eyes of 60 patients undergoing cataract surgery with bilateral implantation of three different IOLs: the ERV IOL Tecnis Symfony (40 eyes) (Abbott Medical Optics), the trifocal IOLs PanOptix IQ (40 eyes) (Alcon), and AT LISA tri 839MP (40 eyes) (Carl Zeiss Meditec). Visual results, photopic and mesopic CS, binocular reading skills (MNREAD charts), and patient satisfaction were evaluated 3 months after surgery.ResultsThere was no statistically significant difference between groups regarding uncorrected and corrected distance visual acuity. The Tecnis Symfony IOL showed better mesopic intermediate visual outcomes than the two trifocal IOLs (p < 0.05 vs AT LISA). Under photopic conditions, AT LISA tri 839MP and PanOptix IQ showed better near visual outcomes compared with the ERV IOL (p < 0.05 to p < 0.001). The Tecnis Symfony IOL provided significantly better photopic and mesopic CS outcomes than the other IOL models (p < 0.001). Reading skills were not significantly different between the three IOL models (p > 0.05). Less patients implanted with the two trifocal IOLs required a near addition than patients with the ERV IOL.ConclusionsAll the tested IOLs provided good visual outcome, reading performance, and spectacle independence after cataract surgery. While trifocal IOLs gave better near visual acuity results, the ERV IOL provided better contrast sensitivity.
Journal Article
Embodied Learning Activities Focusing on Letter-Sound Knowledge Increase Spelling Performance in 1st Grade Children with Low and High Reading Ability
The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly higher improvement for LP in MOVE was observed compared to LP in CON from T1 to T2 in letter-sounds (p < 0.0001), conditional letter-sounds (p <0.0001), and for spelling performance (p = 0.037). No differences were observed between LP-MOVE and HP-MOVE. Our results demonstrate that a short intervention based on movement-phonemes increase children’s letter knowledge and spelling performance. The results also demonstrate that LP and HP have similar improvements and therefore, this type of activities are not particularly beneficial for children at risk for reading difficulties. We suggest that this teaching method could be beneficial for all school children at this age.
Journal Article
Is the home literacy environment different depending on the media? Paper vs. tablet-based practices
The Home Literacy model predicts different outcomes depending on formal and informal literacy practices carried out at home. However, this model does not explicitly consider the potential differences that the media (paper vs. tablets) in which these practices are carried out can have on performance. The present study explored this issue. Participants were 136 children aged 6–7 years old and their parents. The different activities performed at home were analysed through reports of the parents, and children were assessed at school for their reading performance (decoding and comprehension). Results showed how formal practices using traditional materials predicted reading comprehension, but informal practices did not predict any performance measure. The digital home literacy environment showed no impact on reading performance, suggesting that two different environments (paper and digital) might exist, each one of them having differential impacts on performance. Implications for research and education are discussed.
Journal Article
Age-related changes in baseline reading acuity and speed as measured using RADNER Reading Charts in healthy eyes with best corrected ETDRS distance acuity
PurposeTo assess age-related differences in baseline measures of reading performance obtained from the RADNER Reading Charts in healthy eyes with best corrected (ETDRS) distance acuity.MethodsCross-sectional study of participants (n=200) aged 25–74 years (n=20 per 5 years age group). Best corrected distance visual acuity was measured monocularly with ETDRS 2000 Charts. Reading performance was evaluated binocularly with the RADNER Reading Charts. Reading acuity (RA), reading acuity score (RA score), mean reading speed (MEAN-RS), maximum reading speed, reading speed with a long paragraph, critical print size (CPS) and the logMAR/logRAD ratio were analysed.ResultsRA, RA score, CPS-1 (last logRAD with normal reading speed) and ETDRS acuity did not change significantly between age 25 and 54 years. Overall, the mean RA was −0.091±0.07 logRAD, and the RA score was −0.069±0.07 logRAD. The mean difference between the RA and best ETDRS acuity was 0.0603±0.055 logMAR (r=0.62; p<0.05). The logMAR/logRAD ratio was 87.75%±11.23%. The MEAN-RS ranged from 189±21.9 words per minute (wpm) for the group aged 70–74 years to 236±22.5 wpm for the group aged 40–44 years and correlated well with the long paragraph results (r=0.87).ConclusionBest corrected RA, reading speed and ETDRS distance acuity were constant until the age of 54 years. An age-related break point was found between the groups aged 50–54 years and 55–59 years; for reading speed, the break point can be assumed to be within the age range of 50–54 years.
Journal Article
Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa
This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.
Journal Article
Everything in moderation: ICT and reading performance of Dutch 15-year-olds
Previous research on the relationship between students’ home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students’ academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students’ attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students’ use of those resources (at school, outside school for schoolwork, outside school for leisure), and students’ attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students’ economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance.
Journal Article
The effects of manipulating choice on children’s enjoyment and performance in a reading task
This study investigates effects of choice in a reading comprehension task. It hypothesises that choice will act as a trigger for situational interest, impacting engagement with the reading text, and will therefore improve children’s performance in a reading comprehension task, and promote higher levels of enjoyment for that task. Participants were 110 Grade 3 pupils (61 boys, 49 girls). Reading comprehension performance and task enjoyment were measured in a cross-over, repeated measures design where children were either allocated a short story or offered a perceived choice of story to read. In fact, all children read the same story in each condition. Reading comprehension scores and post-test reported enjoyment scores were gathered and analysed. Choice was found to significantly affect comprehension scores (Cohen’s
d
= 0.52) and reported task enjoyment (Cohen’s
d
= 0.23), indicating that choice impacts engagement with a reading text. Effects did not vary by gender or ability. Reading motivation promoted by situational interest may play an important role in reading comprehension and choice may be an effective trigger for situational interest in a reading task and a powerful intrinsic motivator. Situational interest, triggered by choice, may be effective in raising enjoyment levels for a reading task.
Journal Article
Title: exploring junior high school students' critical reading strategies and reading performance
This paper explored the critical reading strategies and reading performance of junior high school (JHS) students enrolled in both public and private schools. 628 JHS answered the adapted survey questionnaire developed by Anderson and Krathwohl (
2001
) and a researcher-made reading test. The results revealed that JHS students had a high level of awareness of their use of critical reading strategies. However, the results of reading test said otherwise. There is a disconnect with what the students thought they could apply critical reading strategies and their score in the reading test. This paper recommends explicit teaching of critical reading strategies so that JHS students can better prepare themselves for the cognitive and non-cognitive demands in the tertiary level. Furthermore, this paper strongly recommends noncognitive assessments such as reading attitudes and motivations to have a more holistic approach in assessing the critical reading strategies of JHS students.
Journal Article