Verification of Shared-Reading Synchronisers

Synchronisation classes are an important building block for shared memory concurrent programs. Thus to reason about such programs, it is important to be able to verify the implementation of these synchronisation classes, considering atomic operations as the synchronisation primitives on which the implementations are built. For synchronisation classes controlling exclusive access to a shared resource, such as locks, a technique has been proposed to reason about their behaviour. This paper proposes a technique to verify implementations of both exclusive access and shared-reading synchronisers. We use permission-based Separation Logic to describe the behaviour of the main atomic operations, and the basis for our technique is formed by a specification for class AtomicInteger, which is commonly used to implement synchronisation classes in java.util.concurrent. To demonstrate the applicability of our approach, we mechanically verify the implementation of various synchronisation classes like Semaphore, CountDownLatch and Lock.Comment: In Proceedings MeTRiD 2018, arXiv:1806.0933

Shared reading of children's interactive picture books

We report on a study of children and parents shared reading of interactive printed books. We investigated the differences between books with interactive features and books with expressive typography in order to evaluate which features within a book encouraged interaction between the reading participants and the book. 11 parent and child groups took part in the study that involved three observed reading sessions. From our observations we offer suggestions for the development of books and eBooks to encourage shared reading practices

Shared Reading Activities: A Recommendation For Deaf Children

There should be a focus on fun in shared reading activities with preschoolers in order to prepare them for later literacy, particularly those at risk of a poor foundation in a first language (L1), including deaf children (here “deaf” covers hard of hearing, as well). We look at how shared reading activities (SRAs) develop pre-literacy skills and describe bilingual-bimodal ebooks aimed purely at producing enjoyment, so families will engage in SRAs frequently

On shared indefinite expressions in coordinative structures

The paper shows that shared indefinite expressions in coordinative constructions may differ with respect to their referential properties. This is due to their being either in a focused or in a nonfocused shared constituent. Their different information-structural status follows from Rooth's theory on focus interpretation. Thus it follows that focused shared constitutents must be beyond the actual coordination and that coordinative constructions with unfocused shared constituents can be represented as ellipsis. In a focused shared constituent indefinite expressions may have a specific and an non specific unique reading as well as an non specific distributive one. For the latter we outline the idea that subjects and objects in the actual coordination form a pair of sets to which a distributing operator is attached. The set formation is further supported by plural pronouns referring to the respective set and by plural verb agreement in subsequent expressions

Penggunaan Metode Shared Reading untuk Meningkatkan Pemahaman Membaca Cerpen di Sekolah Dasar

This research is motivated by the lack of reading comprehension ability in Cileunyi 07 Elementary School, Cileunyi District, Bandung Regency. Based on the results of observations made in the field showed that the level of reading students' understanding is very low, especially in reading the understanding of short stories. Among them are students are less able to understand the contents of reading that has been read and students can not retell the contents of the text stories that have been read. The problem arises not only from students but also because the methods used by teachers are less effective, creative and fun for students. Therefore, researchers conduct research that aims to determine the process of reading comprehension and to improve the ability to read the understanding of fourth grade students of elementary school. In this research, the researcher use Shared Reading method, the researcher hopes that by applying Shared Reading method, can improve the ability to read comprehension on the fourth grade students of elementary school especially in reading the understanding of short story, beside that the researcher can also know the process of reading comprehension learning by using Shared method Reading. The research method used is Class Action Research method (PTK) by using Elliot design which is done in three cycles, each cycle consists of three actions. In this study the instruments used by researchers are in the form of observation sheet, scoring rubric, field notes, interview sheets, and documentation. Data analysis was done by qualitative technique, quantitative technique and triangulation technique. The average value of the process of reading comprehension ability made by students from each cycle that is on the cycle I: 52, cycle II: 72 and cycle III: 85. While the average value of the ability of reading comprehension obtained by students is on the cycle I: 42, cycle II: 62 and cycle III: 80. Based on the success of the researchers concluded that the application of Shared Reading method can improve students' reading comprehension skills. Therefore, researchers recommend to teachers to use Shared Reading method as one of the solutions to improve the ability to read comprehension

Context and repetition in word learning

Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further examines the effect of contextual repetition on children's word learning in both shared storybook reading and other situations, including fast mapping by mutual exclusivity. The studies reviewed here suggest that the same cognitive mechanisms support word learning in a variety of situations. Both practical considerations for experimental design and directions for future research are discussed

Research on family reading: an international perspective

Purpose – This paper presents a summary of international research in the field of family reading, a subject which refers both to the development of the literacy skills of family members, and to their shared process of reading. Design/methodology/approach – It begins by defining the key terms in family reading, then introduces the research methods employed in research in this area. Findings – Research specifically focusing on parents is presented, with particular reference to young parents and fathers in prison. The issue of intergenerational reading is also introduced, whereby (in this instance) the young and the elderly share experiences via reading. The final theme of the paper is that of families sharing reading for pleasure, and public reading events for families are described. The paper concludes with a series of barriers to family reading, and a suggested model of effective family reading, for families and communities in any country. Research limitations/implications – In a paper of this scale and length, it is impossible to give more than a limited perspective of international research on family reading, yet the author believes that sufficient examples are given – and the research methods sufficiently globally applicable – for the paper to be of theoretical and practical value to public and school librarians, and academics. Originality/value – The paper collates and reflects on examples of international research and practice, whilst providing a solid framework of research methods in the area of family reading

How strongly do word reading times and lexical decision times correlate? Combining data from eye movement corpora and megastudies

We assess the amount of shared variance between three measures of visual word recognition latencies: eye movement latencies, lexical decision times and naming times. After partialling out the effects of word frequency and word length, two well-documented predictors of word recognition latencies, we see that 7-44% of the variance is uniquely shared between lexical decision times and naming times, depending on the frequency range of the words used. A similar analysis of eye movement latencies shows that the percentage of variance they uniquely share either with lexical decision times or with naming times is much lower. It is 5 – 17% for gaze durations and lexical decision times in studies with target words presented in neutral sentences, but drops to .2% for corpus studies in which eye movements to all words are analysed. Correlations between gaze durations and naming latencies are lower still. These findings suggest that processing times in isolated word processing and continuous text reading are affected by specific task demands and presentation format, and that lexical decision times and naming times are not very informative in predicting eye movement latencies in text reading once the effect of word frequency and word length are taken into account. The difference between controlled experiments and natural reading suggests that reading strategies and stimulus materials may determine the degree to which the immediacy-of-processing assumption and the eye-mind assumption apply. Fixation times are more likely to exclusively reflect the lexical processing of the currently fixated word in controlled studies with unpredictable target words rather than in natural reading of sentences or texts

THE INFLUENCE OF THE APPLICATIONS OF SHARED READING ON THE SUPPORTING STUDENTS IN READING SKILL AT THE EIGHT CLASS OF MTS. SALAFIYAH BODE PLUMBON CIREBON

NURBAETI :”THE INFLUENCE OF THE APPLICATIONS OF SHARED READING ON THE SUPPORTING STUDENTS IN READING SKILL AT THE EIGHT YEAR OF MTS SALAFIYAH BODE PLUMBON CIREBON” Reading is one of four skills in English. Reading is the activity to get the information. We can get the information from our reading. In the school students learn to read a text, short story, even a book in English. Getting information is the important thing in our reading, so we have to have a technique or method to read something like a book, short story, lyrics, poetry, and so on. In order to we can get our reading target. Sometimes students difficult to understand book, text, or short story in their reading because they don’t know the meaning of some vocabularies in the text. The other problem is the students cannot understand the plot of the story when they read a text or story. The method that helps students more understand in reading is when the teacher has a media to make a reading more interesting for students and the students can learn without burden. So the first thing that the teacher should do is motivating the students before they start to learn. After the teacher gives the motivation for students, the teacher should choose an appropriate method or application that will help them in their reading such shared reading application. In this application teacher and students read together aloud. The aims of this research are to find out the data about the students’ response on the applications of shared reading on the supporting students in reading skill at the eight class of MTs. Salafiyah Bode Plumbon Cirebon. The techniques of collecting data of the research are interview, questionnaire, and Test. Interview is apply to get the information from the headmaster, teacher, and students about learning process in that school. Questionnaires are given to know the students’ response on the applications of shared reading on the supporting students in reading skill. And test is given to get the result of students’ understanding in a text. The result from the calculation of product moment correlation of the applications of shared reading on the supporting students in reading skill at the eight class of MTs. Salafiyah Bode Plumbon Cirebon is 0.65. It means that the influence of the applications of shared reading on the supporting students in reading skill is sufficient