This study presents a comparison between three different fonts in order to know the possible influence they may have when used in educational materials for children with readers difficulties resulting from dyslexia. T...This study presents a comparison between three different fonts in order to know the possible influence they may have when used in educational materials for children with readers difficulties resulting from dyslexia. Two of the three selected fonts （Arial and MeMimas） are frequently used in textbooks in Spain. The third type of letter （Dixy） was specially developed for typographic research purposes, following graphic features that according to literature and previous studies on reading patterns favor the dyslexic, and could improve reading skills in these individuals. To examine the quality of reading （speed and accuracy） between fonts, a small--but significant--sample was used. Ten children in Madrid, from eight to 10 years old were examined while reading words and pseudowords with three different fonts （Arial, MeMimas, and Dixy）. The result of the study shows the influence of the shapes of the letters in the legibility of texts with familiar and unfamiliar words （pseudowords） in children with dyslexia. The study showed that using the font Dixy, despite not being known by the children, reading is more accurate than using fonts known to them, such as Arial and MeMimas. As to the reading speed, the results indicate that, although the Dixy is a font never seen before by the children, reading speed is similar to a known font for them, as is the Arial, and greater than a hand writing font such as MeMimas.展开更多
Referring to the questionnaire surveys and literature materials, this paper tries to discuss the causes of high school students＇ English reading barriers and its possible strategies to improve their English reading a...Referring to the questionnaire surveys and literature materials, this paper tries to discuss the causes of high school students＇ English reading barriers and its possible strategies to improve their English reading ability. This paper used a questionnaire survey to collect data with 188 grade one high school students as research subject. The result shows English reading barriers are mainly divided into two parts, language factors and non-language factors. Language factors include vocabulary barriers, grammar barriers, discourse barriers and culture background barriers. Non-language factors mainly include psychological factors, reading habits, reading interest and reading strategies. It is suggested that joint efforts from teachers and students are needed to solve the reading barriers. Teachers should help students increase vocabulary accumulation, strengthen grammar knowledge, develop their discourse comprehension skills and teach culture knowledge in class. Students need to overcome psychological factors, develop good reading habits, do a series of trainings on reading, give immediate feedbacks and sum up reading experiences.展开更多
Studies show that the awareness, monitoring, and regulation of comprehension, or metacomprehension, is significantly related to one's understanding of text, whether he is a good reader or not. However, there has a...Studies show that the awareness, monitoring, and regulation of comprehension, or metacomprehension, is significantly related to one's understanding of text, whether he is a good reader or not. However, there has also been a claim that metacomprehension is phonological in nature, making dyslexic children deficient in it. Using quantitative, qualitative, product, and process measures, this study looked into the awareness, monitoring, and regulation of comprehension of 11-13 year-old Filipino dyslexic children and how it impacts their understanding of narrative material. Results showed no significant relationship between the children's use of metacomprehension strategies and their reading comprehension performance. The most popular metacomprehension strategy was previewing, while self-questioning was the least popular. Performance in literal comprehension was better than in inferential comprehension. Previewing was significantly and positively correlated with retelling. Applying fix up strategies was significantly and positively correlated with fluency and retelling. Specific implications and recommendations for teaching and research were made based on these results.展开更多
文摘This study presents a comparison between three different fonts in order to know the possible influence they may have when used in educational materials for children with readers difficulties resulting from dyslexia. Two of the three selected fonts （Arial and MeMimas） are frequently used in textbooks in Spain. The third type of letter （Dixy） was specially developed for typographic research purposes, following graphic features that according to literature and previous studies on reading patterns favor the dyslexic, and could improve reading skills in these individuals. To examine the quality of reading （speed and accuracy） between fonts, a small--but significant--sample was used. Ten children in Madrid, from eight to 10 years old were examined while reading words and pseudowords with three different fonts （Arial, MeMimas, and Dixy）. The result of the study shows the influence of the shapes of the letters in the legibility of texts with familiar and unfamiliar words （pseudowords） in children with dyslexia. The study showed that using the font Dixy, despite not being known by the children, reading is more accurate than using fonts known to them, such as Arial and MeMimas. As to the reading speed, the results indicate that, although the Dixy is a font never seen before by the children, reading speed is similar to a known font for them, as is the Arial, and greater than a hand writing font such as MeMimas.
文摘Referring to the questionnaire surveys and literature materials, this paper tries to discuss the causes of high school students＇ English reading barriers and its possible strategies to improve their English reading ability. This paper used a questionnaire survey to collect data with 188 grade one high school students as research subject. The result shows English reading barriers are mainly divided into two parts, language factors and non-language factors. Language factors include vocabulary barriers, grammar barriers, discourse barriers and culture background barriers. Non-language factors mainly include psychological factors, reading habits, reading interest and reading strategies. It is suggested that joint efforts from teachers and students are needed to solve the reading barriers. Teachers should help students increase vocabulary accumulation, strengthen grammar knowledge, develop their discourse comprehension skills and teach culture knowledge in class. Students need to overcome psychological factors, develop good reading habits, do a series of trainings on reading, give immediate feedbacks and sum up reading experiences.
文摘Studies show that the awareness, monitoring, and regulation of comprehension, or metacomprehension, is significantly related to one's understanding of text, whether he is a good reader or not. However, there has also been a claim that metacomprehension is phonological in nature, making dyslexic children deficient in it. Using quantitative, qualitative, product, and process measures, this study looked into the awareness, monitoring, and regulation of comprehension of 11-13 year-old Filipino dyslexic children and how it impacts their understanding of narrative material. Results showed no significant relationship between the children's use of metacomprehension strategies and their reading comprehension performance. The most popular metacomprehension strategy was previewing, while self-questioning was the least popular. Performance in literal comprehension was better than in inferential comprehension. Previewing was significantly and positively correlated with retelling. Applying fix up strategies was significantly and positively correlated with fluency and retelling. Specific implications and recommendations for teaching and research were made based on these results.
