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Screening reading abilities: A comparison between engineering, education, health and psychology in Portuguese college students
Abstract
A recent study indicated alarmingly low results in reading competencies of Portuguese engineering students. This paper intends to evaluate if this tendency is restricted to engineering studies or if it is also present in other scientific domains. To this end, two studies were conducted using a reading screening test. In the first study, 168 students from Engineering, Health, Psychology and Education participated in an unconstrained time administration of the test. In the second study, the same test was administered in a time constrained mode to 153 students from the same scientific areas. It is concluded that the low results obtained for engineering students are also detected in other scientific domains. A comparison between Engineering and other domains students show slight differences, although not reaching statistical significance. These results emphasize the importance for screening tests able to quickly and economically assess college student's reading ability. This study proposes a low cost, low time consuming tool for evaluation of reading competences, along with normative results for Portuguese speaking college population.
... One study found that reading speed in a virtual reality environment is significantly higher than in a traditional reading environment. Reading the same content takes longer reading time in traditional reading environments, and as the reading time increases, the reader's understanding of the content deepens, and comprehension becomes better, which shows that the reading time has a greater impact on the ability to extract key information [7][8]. In addition, most of the e-reading content is short in length, and after information processing, the content presented in the text often conveys only part of the information, and the antecedents and consequences cannot be searched for, which makes the lack of connection and logic between the information and leads to the emergence of fragmented information [9]. ...
This article analyzes the impact of the Internet on college students’ reading habits and preferences, emphasizing that short reading, micro-reading, and miscellaneous reading have become trends. The article discusses the intelligent transformation of libraries, proposes strategies such as enhancing resource publicity, strengthening academic resource construction and providing personalized services, and analyzes the effect of brilliant reading promotion assessed by WeChat Communication Index (WCI). The results show that reading speed in the virtual reality environment is significantly faster than in the traditional environment, but deep comprehension takes longer. The time spent by mobile college students on entertaining videos, WeChat public numbers, etc. reached a ratio of 0.6740 and 0.5637. PC students spent more time on professional academic journals, academic MOOC videos, etc. The results of the WCI index for March-September 2022 showed that the WCI before the beginning of the school year was 176.23, and the highest in the middle of the semester reached 387.63, which proved the effectiveness of the intelligent transformation of the Library. The article demonstrates college students’ new trend of reading behavior in the Internet era and the effectiveness of Library coping strategies.
... Various terms are used to describe individual and groups of additional skills needed by engineering students. Critical skills [10] Employability skills [11] Generic competencies [12] Generic engineering competencies [13] Generic skills [5] Human skills [14] Interpersonal skills [15] Key competencies [16] Non-technical skills [17] Personal atributes [18] Personal skills [19] Personal competence [20] Practical skills [21] Practical competencies [22] Presentation skills [23] Professional attributes [24] [25] ...
The literature that links career development with reading skills is scarce. This study seeks to fill this gap, for which the reading fluency of college students was analyzed, taking into account the choice of more/less desirable courses. Desirability is based on the classifications for college access. 211 students participated in the study, 132 female, attending four courses: Mechanical Engineering, Health, Psychology, and Education, in three Portuguese Public Universities. The instruments used were the sociodemographic form and the Teste de Idade de Leitura (Reading Age Test - TIL). The results indicated that students attending less desirable courses (i.e., Education and Health) are significantly less fluent and; students who score lower on reading fluency are more likely to belong to the Education course. This study stresses the importance of the distribution of students by the different areas of studies should not reflect reading fluency asymmetries.
We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).
Athanasios Drigas, Eleni Ioannidou
Artificial Intelligence (AI) technology has developed computer tools for carrying out a number of tasks, simulating the
intelligent way of problem solving by humans. AI techniques have also been identified as one of the most valuable
applications in the field of special educational needs (SEN). The goal of these tools is to enhance the way children interact
with their environment to promote learning and to enrich their daily life. Due to the implicit characteristics of special
educational needs, the diagnosis has been an issue of major importance. At the same time intervention strategies need to be
highly individualized to be effective. In this report we introduce some of the most representative studies over the last decade
(2001–2010), which use AI methods in making accurate diagnosis and prompt intervention action.
Keywords: artificial intelligence; special educational needs; diagnosis; intervention
This article presents findings from a questionnaire survey of 136 male students, 62 with dyslexia and 74 without dyslexia, from 17 British higher education institutions. The students with dyslexia reported difficulties with a wide range of skills and academic tasks, notably note taking, organization of essays and expressing ideas in writing. They reported that their difficulties were long‐standing and had been experienced in primary and secondary school, although the pattern of these difficulties changed over time. They reported making use of resources available to them, including additional time for examinations, access to dyslexia tutors and support with information technology. However, there are indications of unmet needs in several areas, notably support for specific subjects and with organizing coursework, learning in lectures, and academic writing skills. The implications of these findings for provision for students with dyslexia are discussed.
with an outline of the basic skills and knowledge students must acquire to write effectively. It then examines the concept of learning to learn and presents methods for teaching students how to transfer the skills and knowledge they learn from one assignment to the next, from one course to the next. Although this article focuses on the transfer of learning in technical communication, the methods can be used in engineering as well. It explains how we can help students learn to learn by teaching them to transfer knowledge through metacognition, analogical reasoning and cognitive flexibility. The article concludes with an example of a sequence of technical communication assignments that lead toward transference regardless of whether they are being taught in a standalone communication course or as part of an engineering class.
To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired
samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZss), and opposite-sex dizygotic (DZos) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker (DF) model (Purcell & Sham, 2003, Behavior genetics, 33, 271–278). Five non-independent samples were selected using cut-offs of −1 (N=737 pairs), −1.5 (N=654), −2 (N=468), −2.5 (N=335), and −3 (N=198) standard deviations (s) below the mean composite reading score of control twins. Male/female gender ratios for children
with reading difficulties were significantly higher than 1.0 for all five samples and increased as a function of severity
(viz., 1.15, 1.17, 1.40, 1.61, and 1.88, respectively). When the DF model was fit to the data, estimates of heritability (h
g2) and shared environmental influences (c
g2) were not significantly different for males and females in any of the groups. Consequently, the most parsimonious model that
provided a good fit to the data at all five levels of severity equated the heritabilities and shared environmental influences
for males and females, and fixed the DZos coefficient of genetic relatedness at 0.5. Thus, these results provide no evidence for a differential etiology of reading
difficulties as a function of gender in more severely impaired samples, and suggest that the same genetic and environmental
influences contribute to reading difficulties in males and females, irrespective of severity.
This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency of their phonological reading-related skills (phonemic awareness, phonological short-term memory, and rapid automatic naming (RAN)) and experiment 2 assessed the efficiency of their lexical and sublexical (or phonological) reading procedures (reading aloud of pseudowords and irregular words of different lengths). Experiment 1 revealed that adults with dyslexia exhibited lower phonological reading-related skills than CAs only, and were better than RL controls on the RAN. In experiment 2, as compared with RL controls, only a deficit in the sublexical reading procedure was observed. The results of the second experiment replicated observations from English-language studies but not those of the first experiment. Several hypotheses are discussed to account for these results, including one related to the transparency of orthographic systems.
Developmental dyslexics often complain that small letters appear to blur and move around when they are trying to read. Anatomical, electrophysiological, psychophysical and brain-imaging studies have all contributed to elucidating the functional organization of these and other visual confusions. They emerge not from damage to a single visual relay but from abnormalities of the magnocellular component of the visual system, which is specialized for processing fast temporal information. The m-stream culminates in the posterior parietal cortex, which plays an important role in guiding visual attention. The evidence is consistent with an increasingly sophisticated account of dyslexia that does not single out either phonological, or visual or motor deficits. Rather, temporal processing in all three systems seems to be impaired. Dyslexics may be unable to process fast incoming sensory information adequately in any domain.
A multiple case study was conducted in order to assess three leading theories of developmental dyslexia: (i) the phonological theory, (ii) the magnocellular (auditory and visual) theory and (iii) the cerebellar theory. Sixteen dyslexic and 16 control university students were administered a full battery of psychometric, phonological, auditory, visual and cerebellar tests. Individual data reveal that all 16 dyslexics suffer from a phonological deficit, 10 from an auditory deficit, four from a motor deficit and two from a visual magnocellular deficit. Results suggest that a phonological deficit can appear in the absence of any other sensory or motor disorder, and is sufficient to cause a literacy impairment, as demonstrated by five of the dyslexics. Auditory disorders, when present, aggravate the phonological deficit, hence the literacy impairment. However, auditory deficits cannot be characterized simply as rapid auditory processing problems, as would be predicted by the magnocellular theory. Nor are they restricted to speech. Contrary to the cerebellar theory, we find little support for the notion that motor impairments, when found, have a cerebellar origin or reflect an automaticity deficit. Overall, the present data support the phonological theory of dyslexia, while acknowledging the presence of additional sensory and motor disorders in certain individuals.
Our aim was to analyse the linguistic structure of the Lobrot's Lecture 3 (L3) reading test and to describe the procedure for its adaptation to a Brazilian cultural-linguistic context. The resulting adapted version is called the Reading Test-Sentence Comprehension [Teste de Leitura: Compreensão de Sentenças (TELCS)] and was developed using the European Portuguese adaptation of L3 as a reference. The present study was conducted in seven steps: (1) classification of the response alternatives of L3 test; (2) adaptation of the original sentences into Brazilian Portuguese; (3) back-translation; (4) adaptation of the distractors from TELCS; (5) configuration of TELCS; (6) pilot study; and (7) validation and standardization. In comparison with L3, TELCS included new linguistic and structural variables, such as frequency of occurrence of the distractors, gender neutrality and position of the target words. The instrument can be used for a collective screening or individual clinical administration purposes to evaluate the reading ability of second-to-fifth-grade and 7-to-11-year-old students. Copyright © 2016 John Wiley & Sons, Ltd.
Humanities faculty care finding that they have much to contribute to the revitalization of the undergraduate engineering curriculum. Many courses in the English department have long employed methodologies such as small group discussion, peer writing workshops, and audience analysis that become lifelong skills. Now that the call to innovation in an ever more demanding engineering curriculum has sounded the need for lifelong learning skills and for training in group dynamics and communications, Humanities/English and Engineering faculty have shared goals and methodologies in innovative ways. In particular, integrated programs at Arizona State University, Texas A&M, and Drexel University have explored the problems in adapting to a change from traditional curricula, have found solutions that benefit faculty and students, and are continuing to search for solutions that may encourage others to join a unique learning community. Because existing paradigms do not prepare students for a workplace which is multicultural and demands interdisciplinary teamwork and collaboration, a workplace which is itself a community of diverse workers and learners, new ways,of structuring and delivering these courses must be developed.
There has been a steady increase in students with disabilities attending college and making requests for test accommodations. Most requests are for extended time, presumably due to slow reading speed. Tests of reading rate for adults have been criticized for poor psychometric adequacy, and no current norms exist regarding the expected reading rate for college students. This study examined reading rate via two methods, as well as their relationship to other reading measures. Ninety typical college students (67% female) were administered the Nelson Denny Reading Test (Reading Rate [NDRR] and Comprehension [NDC] tests), the Woodcock Johnson-III Reading Fluency (RF) and Word Attack (WA) tests, and three oral reading probes used to obtain words read correctly per minute (WRCM). On average, college students read 189 words correctly per minute based on oral reading probes and 231 wpm based on NDRR. The WRCM measure was more strongly related to RF and WA than was NDRR and was a better predictor of reading comprehension (NDC). It would appear that WRCM may be a better measure of reading rate than the often used, much criticized, Nelson Denny Reading Rate. Additional research on WRCM with adults is recommended.
Reading is a basic competence that students have to master to be successful. Despite this fact, recent studies show that there may be a significant decline in the reading abilities of college students, one of the most educated segments of any population. This work is a prospecting study regarding the assessment of reading abilities of college students, namely in the context of Engineering education. Based on an existing screening test for assessing reading difficulties of children and teenagers, this work presents the results obtained by administrating that test to students at a top engineering institution in Portugal. An outcome of this study is the determination of a time range suitable for a massive, time limited, use of the previously mentioned test to assess college students, thus enabling a basic tool that will permit, in future works, to screen reading abilities in wider college populations. This work also shows evidence that ca. 20% of college students present a poor reading performance, revealing a strong need for monitoring college students' reading abilities along different generations.
Engineering employers agree that a good understanding of engineering science fundamentals, e.g. mathematics, and a good understanding of verbal and written communication, are among the attributes held by successful engineers. Observations confirm that males, particularly at higher levels, excel over females in mathematics performance, but not written performance. Yet research confirms that good writers show higher mathematics achievement than poor writers. This article discusses an interdisciplinary project that improves mathematics achievement and attitude, and communication skills, and hence, equips more students to consider the field of engineering. Potentially, it could increase the numbers of engineering students among underrepresented groups, especially females.
There are different ways of theorising dyslexia and different ways of constructing meanings around dyslexia in different learning contexts. This paper considers the role of neoliberalist ideology in shaping conversations about dyslexia and ‘fairness’ during two focus group conversations analysed as part of a study into the discursive construction of dyslexia in higher education. Ideological analysis was undertaken with reference to Gee's discourse analysis and Willig's concept of the use of discursive resources in interaction. Investigation identified neoliberalist ideology as a powerful voice within the analysed texts, and as directive for identity and action. This paper argues that recognition of the ways in which neoliberalist ideology shapes everyday conversation about learning and learning differences is vital in the construction and maintenance of fairer higher education in the UK.
In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999)45.
Wolf , M. and
Bowers , P. G. 1999. The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91: 415–438. [CrossRef], [Web of Science ®], [CSA]View all references dyslexia theory.
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Although there are a number of standardised measures to assess dyslexia in children, there are comparatively fewer instruments suitable for the assessment of dyslexia in adults. Given the growing number of students entering UK higher education institutions, there is a need to develop reliable tools for assessing the additional needs of those with dyslexia and related difficulties. This study reports data from a revised version of the York Adult Assessment: An Assessment Battery for Dyslexia Screening in Higher Education. The current York Adult Assessment-Revised (YAA-R) is an assessment battery consisting of tests of reading, spelling, writing and phonological skills. Data from a normative sample of 106 adults without dyslexia and a validation sample of 20 adults with dyslexia illustrate significant group differences on the tests comprising the YAA-R. Additionally, the YAA-R has good discriminatory power yielding 80% sensitivity and 97% specificity. Taken together, the YAA-R is a suitable test battery for the assessment and identification of dyslexia in university students.
The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies found a sizeable average corrected correlation ((r) over bar (c)= .74). Two reader characteristics (age and listening comprehension level) were significant moderators of the relationship. Several assessment characteristics were significant moderators, particularly for young readers: the way that decoding was measured and, with respect to the reading comprehension assessment, text genre; whether or not help was provided with decoding; and whether or not the texts were read aloud. Age and measure of decoding were the strongest moderators. We discuss the implications of these findings for assessment and the diagnosis of reading difficulties.
Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words.
Silent reading rates have been converted into grade equivalent (GE) units. Data presented in several different sources were evaluated and the Taylor (1965) data were selected to represent GEs. The Taylor data were further evaluated by comparisons with the results of other research data. From all these data it appears that the growth in reading rate is approximately constant each year in school for typical students. And, the Taylor GEs seem to provide reasonably valid, criterion-referenced GEs that may be used to evaluate the status and progress of individuals or groups.
This article reports the findings from a survey of all self‐reported disabled students in a single UK higher education institution. Undertaken as the initial phase of a project that focuses upon students' experience of learning in higher education, it is one of the first systematic analyses to be undertaken of the experience that disabled students in higher education have of barriers to learning. The article reports both statistical data about the quality and variety of 173 students' experience of learning as well as qualitative comments from the students about learning and assessment. Analysis of the survey points to the need for attention to be paid to issues of parity and flexibility of provision and to staff development in making the ‘reasonable adjustments’ required by recent disability legislation.
This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education. Without information to make informed choices, disabled students not only experience stress and anxiety, but also difficulty in preparing themselves for higher education study. This is, perhaps, reason for the low proportion of disabled learners in further and higher education. There are many reasons to explain this disparity. Many factors are inextricably linked to disablism institutionalized within many sectors of education. The education arena is not being singled out here. However, it does serve as further notice of the pervasiveness of disablism existing in wider society.
Specific learning disabilities (SLDs) are estimated to affect up to 10% of the population, and they co-occur far more often
than would be expected, given their prevalences. We need to understand the complex etiology of SLDs and their co-occurrences
in order to underpin the training of teachers, school psychologists, and clinicians, so that they can reliably recognize SLDs
and optimize the learning contexts for individual learners.
This paper is concerned with those who display positive indicators on tests for dyslexia but seemingly do not have any severe
literacy problems. A case study is presented by way of illustration. On the basis of data from the British Births Cohort Study
(12,905 10-year-old children), it was found that some seemingly normal achievers who showed signs of dyslexia (N=422) obtained
different results on five measures associated with dyslexia than did other normal achievers without such signs (N=4,998).
The measures used were: underachievement at word recognition; and underachievement at spelling, reading comprehension, pseudoword
reading, and mathematics. The proportion of boys to girls in the groups was also noted. It is suggested that these were cases
of mild dyslexia, who, on the basis simply of reading and spelling tests, might escape detection. The consequences for the
concept of dyslexia are discussed, and it is suggested that the needs of dyslexics with only mild literacy problems should
not be overlooked.
Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. Dyslexia has been reported in every culture studied, and mounting evidence draws attention to cross-linguistic similarity in its neurobiological and neurocognitive bases. Much progress has been made across research specialties spanning the behavioural, neuropsychological, neurobiological, and causal levels of analysis in the past 5 years. From a neuropsychological perspective, the phonological theory remains the most compelling, although phonological problems also interact with other cognitive risk factors. Work confirms that, neurobiologically, dyslexia is characterised by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development. Studies accounting for reading experience demonstrate that many recorded neural differences show causes rather than effects of dyslexia. Six predisposing candidate genes have been identified, and evidence shows gene by environment interaction.
We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability ('dyslexia') over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in reading-related cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.
The past two decades have witnessed an explosion in our understanding of dyslexia (or specific reading disability), the most common and most carefully studied of the learning disabilities. We first review the core concepts of dyslexia: its definition, prevalence, and developmental course. Next we examine the cognitive model of dyslexia, especially the phonological theory, and review empiric data suggesting genetic and neurobiological influences on the development of dyslexia. With the scientific underpinnings of dyslexia serving as a foundation, we turn our attention to evidence-based approaches to diagnosis and treatment, including interventions and accommodations. Teaching reading represents a major focus. We first review those reading interventions effective in early grades, and then review interventions for older students. To date the preponderance of intervention studies have focused on word-level reading; newer studies are beginning to examine reading interventions that have gone beyond word reading to affect reading fluency and reading comprehension. The article concludes with a discussion of the critical role of accommodations for dyslexic students and the recent neurobiological evidence supporting the need for such accommodations.
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