Russian Phonological Test Evaluation

Here you can find the data and the accompanying analysis code for the paper "Complex Phonological Task Predicts Reading Fluency and Comprehension in 7-to-11-Year-Old Typically-Developing Children", submitted to ..

Complex phonological tasks predict reading fluency and reading comprehension

Reading is a complex multifaceted process that critically relies on phonological processing (Del Campo et al., 2015, Ramus et al., 2013). The well-known theoretical model of phonological processing developed by Wagner and colleagues (Wagner et al., 1994) separates phonological skills into three main components: phonological awareness, phonological working memory, and rapid naming – and this model became the basis for modern studies of the relationship between phonology and reading (Del Campo et al., 2015; Kalashnikova & Burnham, 2016). But the role of the complexity level in phonological processing is underexplored now. We examined the relations between the level of complexity in phonological processing tasks and reading outcome, including reading fluency and reading comprehension. The research was conducted in a group of typically developing Russian- speaking children of primary school (N=90, 7-to-11 years of age, 48=girls, 42=boys). We used linguistically based approach and designed phonological subtests taking into account a number of psycholinguistic parameters, i.e., age of acquisition of words, word length, syllabic structure, frequency of use, articulatory features. The theoretical assessment of the complexity level in seven phonological subtests was verified by the empirical evidence. Our analysis showed that the most difficult phonological tasks have significant independent contribution to text reading and reading comprehension. The effect was revealed in a group of children controlled for non-verbal intelligence. These results suggest that phonological processing needs to be considered in models of reading not only in terms of traditional types, but also regarding the quantity and types of involved cognitive sub-processes

E-LEARNING STRATEGY AT TECHNICAL UNIVERSITY

The paper explores emerging trends of modern society that have created tremendous impacts on higher education, both in worldwide and national scales. Implementing e-learning initiatives as the response of higher education institutions to major challenges isdiscussed. Educational process reforming through the use and development of e-learning technologies at the National Research Tomsk Polytechnic University is shown