Differences in the Components and Relations of a Multidimensional Model of Reading Comprehension in Low and Average 8- to 11-Year-Old French Readers.

International audienceIf the simple view of reading earlier characterised reading comprehension as a product of decoding and linguistic comprehension, research has evolved to a more complex simple view including speed or fluency as a major factor of reading comprehension. Through this complex simple view approach, multidimensional models of reading comprehension emerged, which, in addition, proposed the implication of other cognitive skills. The purpose of our study is; Firstly, as we hypothesised a structural theoretical model of the relationships between oral language skills, decoding and word fluency, oral text comprehension, reading fluency and reading comprehension, we want to test if this model fits the data obtained from 8 to 11-year-old French students and to identify the contribution and relations of each skill to reading comprehension. Secondly, we want to explore the relations of text fluency with other components of the model and with reading comprehension. Thirdly, we try to identify variations of the relations between these components according to the average or low level of reading achievement of pupils. The results obtained by studying differences in the relationships between multiple predictors of reading comprehension for low and average primary school readers seem to indicate that proficiency in reading is acquired by passing from an independent participation of the OLS and WLS to reading comprehension, as stated by the simple view of reading, to a more integrated functioning with some links between these two groups of skills, which calls for more complex views of reading

Leveraging video annotations in video-based e-learning

The e-learning community has been producing and using video content for a long time, and in the last years, the advent of MOOCs greatly relied on video recordings of teacher courses. Video annotations are information pieces that can be anchored in the temporality of the video so as to sustain various processes ranging from active reading to rich media editing. In this position paper we study how video annotations can be used in an e-learning context - especially MOOCs - from the triple point of view of pedagogical processes, current technical platforms functionalities, and current challenges. Our analysis is that there is still plenty of room for leveraging video annotations in MOOCs beyond simple active reading, namely live annotation, performance annotation and annotation for assignment; and that new developments are needed to accompany this evolution.Comment: 7th International Conference on Computer Supported Education (CSEDU), Barcelone : Spain (2014

The genetic and environmental foundation of the simple view of reading in Chinese

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The Compositional Nature of Verb and Argument Representations in the Human Brain

How does the human brain represent simple compositions of objects, actors,and actions? We had subjects view action sequence videos during neuroimaging (fMRI) sessions and identified lexical descriptions of those videos by decoding (SVM) the brain representations based only on their fMRI activation patterns. As a precursor to this result, we had demonstrated that we could reliably and with high probability decode action labels corresponding to one of six action videos (dig, walk, etc.), again while subjects viewed the action sequence during scanning (fMRI). This result was replicated at two different brain imaging sites with common protocols but different subjects, showing common brain areas, including areas known for episodic memory (PHG, MTL, high level visual pathways, etc.,i.e. the 'what' and 'where' systems, and TPJ, i.e. 'theory of mind'). Given these results, we were also able to successfully show a key aspect of language compositionality based on simultaneous decoding of object class and actor identity. Finally, combining these novel steps in 'brain reading' allowed us to accurately estimate brain representations supporting compositional decoding of a complex event composed of an actor, a verb, a direction, and an object.Comment: 11 pages, 6 figure

La concepción simple de la lectura en alumnos de 4º de primaria de una escuela fiscal de Quito

La concepción simple de la lectura es un modelo que trata de explicar la comprensión lectora a partir de dos variables, que son la habilidad para la descodificación y la comprensión del lenguaje oral. En los últimos años se ha desarrollado un extenso conjunto de investigaciones sobre este modelo en lectores de inglés. Aunque se han realizado estudios en otros idiomas con sistemas ortográficos transparentes, apenas ha habido investigaciones en lectores de español. El propósito de esta investigación ha sido recoger datos sobre la aplicabilidad de la concepción simple de la lectura a la lectura del español. Para ello se evaluó con la batería PROLEC-R y con el test CLP a 87 alumnos de una escuela pública de la ciudad de Quito. Los resultados indican que incorporar la fluidez o velocidad de lectura al modelo puede ser más adecuado para explicar la comprensión lectora del español. La variable más relacionada con la comprensión lectora de textos fue la comprensión oral, aunque la descodificación y la velocidad de lectura hicieron una pequeña contribución adicional. En cambio, la comprensión lectora de oraciones sólo se relacionó de forma significativa con la descodificación. Esto indica que en la enseñanza y en la evaluación de la lectura es necesario considerar especialmente la comprensión oral, la precisión en la descodificación y la velocidad en la descodificación. // The simple view of reading is a model that tries to explain the reading comprehension from two variables which are decoding accuracy and oral language comprehension. There is an extensive research on this model in English readers. Although, some studies have been done in other languages with transparent orthographic systems, there are few investigations with Spanish readers. The purpose of this study has been to collect data on the applicability of the simple view of reading to Spanish reading comprehension, so 87 students of a public school from Quito were assessed with the PROLEC-R and CLP tests. The results show that join fluency or reading speed to the model may be more appropriate to explain the Spanish reading comprehension. Oral comprehension was the most related variable to the text reading comprehension; even thought decoding and reading speed made a small additional contribution. On the other hand, reading comprehension of sentences was only related in a significant way to decoding accuracy. These results show that the oral comprehension, the decoding accuracy and the decoding speed are essential in teaching and assessing reading

First-Person Knowledge: Wittgenstein, Cavell, and "Therapy"

The recent publication of The New Wittgenstein signals the arrival of a distinctive "therapeutic" reading of Ludwig Wittgenstein"s philosophical enterprise. As announced in its Preface, this collection presents the "nonsense" of philosophy as the subject of Wittgenstein"s therapeutic work. The simple, plain nonsense of many philosophical remarks is revealed under the scrutiny of Wittgenstein"s investigations, according to this interpretation, leading us to see that such remarks "fail to make any claim at all" (Crary 6). This view of Wittgenstein"s use of "nonsense" as a term of criticism begins with the work of Stanley Cavell, on this account, and has extended more recently to work on a wide area of Wittgenstein"s concerns, elevating "nonsense" to a central position in his philosophy. This paper argues that, in at least one case of Wittgenstein"s talk of nonsense, this "therapeutic reading" (Crary 7) oversimplifies the subtlety of Wittgenstein"s writing. Indeed, one of the most prominent cases of "nonsense" in the later Wittgenstein concerns the remark "I know I am in pain". Though Wittgenstein repeatedly treats this remark as nonsense, this treatment is not final in his philosophy of psychology. Rather, though his rich discussion in the later manuscripts of the indeterminacy of psychological judgments, the relation of these judgments to knowledge, and the role of first-person psychological descriptions, Wittgenstein is able to find what sense a remark such as "I know I am in pain" might perhaps have. "I know I am in pain" may be called nonsense, but this is not the last word on the matter in Wittgenstein"s text: as Cavell says, ""it makes no sense to say these things" (in the way we think it does)" (Cavell 70). Wittgenstein is able to find what sense our remarks of first person psychological knowledge might have, contrary to what the therapeutic reading in The New Wittgenstein would have us suppose. Therefore, at least in one case, the therapeutic reading of Wittgenstein goes wrong

The world’s negligence globalisation, philosophy and the misadventures of space

Las descripciones de nuestra época como un tiempo de desespacialización, desterritorialización y desmaterialización tecnológica merecen ser discutidos con el fin de evidenciar la compleja genealogía de los cambios a los que se refieren. La filosofía contemporánea –especialmente a través de Bergson, Heidegger, Arendt, Schmitt, Foucault, Deleuze y Guattari– nos ayuda a hacerlo en por lo menos dos maneras: en primer lugar, exponiendo que el espacio y el mundo material representan una especie de obstáculo para las visiones que prevalecen en la modernidad, que le dan al ser humano una relación privilegiada con el tiempo y un derecho a separarse del mundo para dominarlo; en segundo lugar, mostrando las formas en que la espacialidad se presenta como una apuesta política irreducible tanto a las territorializaciones rígidas como a las desespacializaciones puras y sencillas. Desde este punto de vista, incluso las tecnologías telemáticas actuales son prueba de esta irreductibilidad re-espacializando al mundo con sus sistemas de rastreo, vigilancia, monitoreo, etc.The descriptions of our epoch as a time of technological despatialization, deterritorialization and dematerialization deserve to be discussed in order to bring out the complex genealogy of the changes to which they refer. Contemporary philosophy – especially the reading of Bergson, Heidegger, Arendt, Schmitt, Foucault, Deleuze and Guattari – helps us to do so in at least two ways: first, by testifying that space and the material world represent a kind of obstacle to the visions prevailing in modernity, that give the human being a privileged relationship with time and a right to separate himself from the world in order to dominate it; second, showing us the ways in which spatiality is presented as a political stakes irreducible to both rigid territorializations and pure and simple despatializations. From this point of view, even the current telematic technologies are proof of this irreducibility re-spatializing the world with their systems for tracking, surveillance, monitoring, etc

Virtual Frame Technique: Ultrafast Imaging with Any Camera

Many phenomena of interest in nature and industry occur rapidly and are difficult and cost-prohibitive to visualize properly without specialized cameras. Here we describe in detail the Virtual Frame Technique (VFT), a simple, useful, and accessible form of compressed sensing that increases the frame acquisition rate of any camera by several orders of magnitude by leveraging its dynamic range. VFT is a powerful tool for capturing rapid phenomenon where the dynamics facilitate a transition between two states, and are thus binary. The advantages of VFT are demonstrated by examining such dynamics in five physical processes at unprecedented rates and spatial resolution: fracture of an elastic solid, wetting of a solid surface, rapid fingerprint reading, peeling of adhesive tape, and impact of an elastic hemisphere on a hard surface. We show that the performance of the VFT exceeds that of any commercial high speed camera not only in rate of imaging but also in field of view, achieving a 65MHz frame rate at 4MPx resolution. Finally, we discuss the performance of the VFT with several commercially available conventional and high-speed cameras. In principle, modern cell phones can achieve imaging rates of over a million frames per second using the VFT.Comment: 7 Pages, 4 Figures, 1 Supplementary Vide

Action! suspense! culture! insight! : reading stories in the classroom

Running title: Reading stories in the classroomAt head of title: Center for the Study of Reading.Bibliography: leaves 32-39Supported in part by the National Institute of Education under contract no. US-HEW-C-400-81-003