Downloads & Free Reading Options - Results

This document, the accompanying teacher's guide to the Pre-GED (General Educational Development) Level I reading skills student workbook of the PATHWAYS Curriculum, provides for each lesson in the student workbook a concise explanation of each skill, suggested teaching strategies, answers to the exercises, and a list of available commercial materials that may be used to supplement the exercises in the workbook. The preface of the guide describes in detail the components of the culture-based GED preparatory reading and writing curriculum for American Indian adult education students. (ERB)

Written to accompany the Adult Basic Education (ABE) Level II reading skills workbook of the PATHWAYS Curriculum, this teacher's guide contains brief explanations of the various skills presented in the workbook, suggested teaching strategies, answers to workbook exercises, and a list of available commercial materials that may be used to supplement the exercises. Lessons are grouped under the unit topics of word analysis, vocabulary, comprehension, and study skills. Units contain a total of 19 lessons, each addressing a specific skill such as consonant blends and diagraphs, compound words, identifying the main idea, and using the dictionary. The teaching strategies for each lesson include ways to clarify information for students, provide additional practice, and facilitate participation in group activities. The preface describes the organization of the series of six ABE reading and writing workbooks stressing that the books provide a sequential, systematic approach to adult basic education and contain material based on the culture of Indian tribes of the Southwest. (JHZ)

Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students' chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students--those who had the option to bypass developmental education--who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students' course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice. [This article was published in "Community College Journal of Research and Practice" (EJ1194287).]

Utilizing Southwestern Indian myths, legends, poems, history, and information on religious beliefs, architecture, fine arts, music, dance, and social practices, this Pre-GED (General Educational Development) Level III reading skills workbook, part of the PATHWAYS Curriculum, provides a culture-based GED preparatory reading and writing curriculum for Indian adult education students. The workbook emphasizes student-generated writing, which is achieved in two ways: the student is asked to write brief, one-sentence answers to questions in the exercises, and the student is given instruction and practice in composing short narratives as well as paragraphs. The four units of study and lessons presented in each unit are as follows: word analysis (prefixes, suffixes, and root words); vocabulary (using context clues, synonyms, antonyms, and homonyms); comprehension (identifying the main idea, identifying cause and effect, drawing conclusions, distinguishing between fact and opinion, figurative language); and study skills (map and graph reading, summarizing and skimming, parts of newspaper and reading want ads, test taking skills). Each lesson contains an explanation of the skill to be learned, an example of the skill, an illustration, questions pertaining to the lesson, and a unit test. A glossary of terms concludes the workbook. (REB)

In this episode Penny Hanson (Host) brings on Elizabeth Webb (Liza) from, "Your Yoga Lifestyle Coach" to talk about face reading.

Utilizing Southwestern Indian myths, legends, history, information on religious beliefs, architecture, fine arts, and social practices, the Adult Basic Education (ABE) Reading Skills workbook presents well-researched information about the rich heritage of the Indian culture of the Southwest, whilst offering a sequential, systematic approach to adult learning. The lessons in the workbook, which is divided into three units, are arranged so that each lesson instructs a skill. An information presentation section is provided, explaining the particular skill or concept to the student, and giving examples. This is followed by exercises requiring the application of the skill. The three units are: word analysis (including vowels, consonants and dipthongs, prefixes and suffixes, and alphabetizing); vocabulary (sight word vocabulary and compound words); and, comprehension (following directions, sequencing in narration, finding the main idea, and drawing conclusions). Tests are provided to measure mastery of the skills, and as a means of assessing progress. A glossary is appended. (JMM)

Written for adults learning basic reading, this workbook provides culturally relevant instruction and practice organized under the broad headings of word analysis, vocabulary, reading comprehension, and study skills. Each unit contains a post-test and several lessons devoted to specific skills. Lessons include instructions and examples for the student and practice exercises in a variety of formats--crossword puzzle, fill-in-the-blank, etc. Reading material and exercises draw on the culture of Southwest Indian tribes and include myths, legends, religious beliefs and ceremonies, poetry, history, styles of clothing, dance, music, or art. Specific skills in the word analysis section are consonant blends and digraphs, vowel digraphs and dipthongs, root words and word endings, prefixes and suffixes, contractions, and alphabetizing to three letters. Vocabulary skills include sight words, compound words, context clues, and synonyms and antonyms. The comprehension unit covers following directions, sequencing in narration, identifying the main idea, recognizing supporting details, drawing conclusions, and identifying cause and effect. Use of the dictionary and reference skills are reviewed in the study skills section. (JHZ)

Written for adults learning basic reading, this workbook provides culturally relevant instruction and practice organized under the broad headings of word analysis, vocabulary, reading comprehension, and study skills. Each unit contains a post-test and several lessons devoted to specific skills. Lessons include instructions and examples for the student and practice exercises in a variety of formats--crossword puzzle, fill-in-the-blank, etc. Reading material and exercises draw on the culture of Southwest Indian tribes and include myths, legends, religious beliefs and ceremonies, poetry, history, styles of clothing, dance, music, or art. Specific skills in the word analysis section are consonant blends and digraphs, vowel digraphs and dipthongs, root words and word endings, prefixes and suffixes, contractions, and alphabetizing to three letters. Vocabulary skills include sight words, compound words, context clues, and synonyms and antonyms. The comprehension unit covers following directions, sequencing in narration, identifying the main idea, recognizing supporting details, drawing conclusions, and identifying cause and effect. Use of the dictionary and reference skills are reviewed in the study skills section. (JHZ)

There have been numerous studies on the relationship between dyslexia-related genes and reading ability, and between brain anomalies of dyslexia and dyslexic behavioral phenotypes. However, studies of how brain phenotypes mediate dyslexia-related genes and reading-related behavioral phenotypes are rare. Here we propose to examine how white matter pathways and networks mediate dyslexia-related genes and reading-related behavioral phenotypes. Moreover, we also aimed to examine whether environmental factors, age and sex moduate the relations between genes, brain, and behavior.

This guide contains materials which are designed to assist rural school systems in assessing educational needs, in systematically planning strategies to develop a reading program, and in applying for Title III funds. Instructions for a survey and an inventory of needs, suggestions for the allocation of resources according to needs and establishment of priorities, and ways to implement the program are included. The information about the content and organization of a written Title III proposal is programed and divided into two major divisions: the Case Commentary appears on the left hand side of each page, and the Illustrative Case appears on the right. Contents include "Statistical Data"; "Abstract," which contains a sample one-page proposal abstract; "The Community"; "Statement of Need"; "Objectives"; "Procedures"; "Emphasis"; "Planning"; "Participation of Nonpublic School Children"; "Evaluation"; "Dissemination," which suggests the use of press releases as a means of publicizing educational programs; "Qualifications of Professional Personnel"; "Facilities, Equipment, and Materials"; "Subcontracting"; and "Tax Effort." (RB)

This study investigates the intergenerational transmission of reading-related traits in a sample of 22 complete family triads, with a focus on white matter FA in three key reading-related pathways: the dorsal phonological stream (AF), the direct ventral semantic pathway (IFOF), and the indirect ventral orthographic pathway (ILF), as well as standardized reading assessments of word recognition and phonological decoding.

This study investigates the intergenerational transmission of reading-related traits in a sample of 22 complete family triads, with a focus on white matter FA in three key reading-related pathways: the dorsal phonological stream (AF), the direct ventral semantic pathway (IFOF), and the indirect ventral orthographic pathway (ILF), as well as standardized reading assessments of word recognition and phonological decoding.

This study investigates the intergenerational transmission of reading-related traits in a sample of 22 complete family triads, with a focus on white matter FA in three key reading-related pathways: the dorsal phonological stream (AF), the direct ventral semantic pathway (IFOF), and the indirect ventral orthographic pathway (ILF), as well as standardized reading assessments of word recognition and phonological decoding.

2 volumes, 2 audio CDs

2 volumes, 2 audio CDs

This document is designed to assist classroom teachers in preparing students to complete successfully the "Alabama High School Graduation Exam" (AHSGE). The document describes the content for the language and reading comprehension portion of the AHSGE. The teaching strategies, activities, and resources contained in the document were developed to aid teachers in specifically addressing the mandated standards and objectives of the AHSGE and have been correlated with the "Alabama Course of Study." The document is divided into the following parts: Alabama High School Graduation Exam General Information; Language and Reading Comprehension Subject-Area Test Information (Language Checklist; Reading Comprehension Checklist; How Can Teachers Most Effectively Use This Document?; Instructional Strategies and Techniques: What Should Teachers Do?; Suggestions for Preparing and/or Remediating Students; Motivational Ideas); Activities: Language; Activities: Reading Comprehension; Resources; Item Specification: Language; and Item Specifications: Reading Comprehension. The materials in the document used as samples for the Reading Comprehension section were chosen to provide a variety of reading levels and purposes. Teachers are free to arrange the materials in the document in any form that best benefits their students. (NKA)

This document is designed to assist classroom teachers in preparing students to complete successfully the "Alabama High School Graduation Exam" (AHSGE). The document describes the content for the language and reading comprehension portion of the AHSGE. The teaching strategies, activities, and resources contained in the document were developed to aid teachers in specifically addressing the mandated standards and objectives of the AHSGE and have been correlated with the "Alabama Course of Study." The document is divided into the following parts: Alabama High School Graduation Exam General Information; Language and Reading Comprehension Subject-Area Test Information (Language Checklist; Reading Comprehension Checklist; How Can Teachers Most Effectively Use This Document?; Instructional Strategies and Techniques: What Should Teachers Do?; Suggestions for Preparing and/or Remediating Students; Motivational Ideas); Activities: Language; Activities: Reading Comprehension; Resources; Item Specification: Language; and Item Specifications: Reading Comprehension. The materials in the document used as samples for the Reading Comprehension section were chosen to provide a variety of reading levels and purposes. Teachers are free to arrange the materials in the document in any form that best benefits their students. (NKA)

This document is designed to assist classroom teachers in preparing students to complete successfully the "Alabama High School Graduation Exam" (AHSGE). The document describes the content for the language and reading comprehension portion of the AHSGE. The teaching strategies, activities, and resources contained in the document were developed to aid teachers in specifically addressing the mandated standards and objectives of the AHSGE and have been correlated with the "Alabama Course of Study." The document is divided into the following parts: Alabama High School Graduation Exam General Information; Language and Reading Comprehension Subject-Area Test Information (Language Checklist; Reading Comprehension Checklist; How Can Teachers Most Effectively Use This Document?; Instructional Strategies and Techniques: What Should Teachers Do?; Suggestions for Preparing and/or Remediating Students; Motivational Ideas); Activities: Language; Activities: Reading Comprehension; Resources; Item Specification: Language; and Item Specifications: Reading Comprehension. The materials in the document used as samples for the Reading Comprehension section were chosen to provide a variety of reading levels and purposes. Teachers are free to arrange the materials in the document in any form that best benefits their students. (NKA)

The present neuroimaging study aims to investigate the relationship between auditory skills and the development of reading networks in bilingual Mandarin-English children, as part of a broader project on language exposure and acquisition in Singapore’s multilingual society. In its initial stage (henceforth “time point 1”), the general project examined how different patterns of language exposure in Singapore's bilingual English-Chinese, English-Malay and English-Tamil communities influence the development of bilingualism, biliteracy and of aural skills. The present study aims to expand on this issue, by acquiring neuroimaging data (structural MRI, fMRI, DTI, rsMRI), cognitive and linguistic measures and parent-report surveys regarding children’s bilingual environment in bilingual English-Chinese children in primary school grades 1-3. Time point 1 data on childrens’ aural skills will be used to split the sample into high proficiency and low proficiency groups, which together with the newly acquired neuroimaging data, will allow us to examine how auditory capabilities and language proficiency relate to the development of reading pathways in the brain. in this context, reading networks refer to the two routes through which reading proceeds: a direct route where a whole a whole word is mapped to its meaning (a “lexical” route), or an indirect route with mapping of orthography to phonology to meaning (a “sublexical” route). Reading regular words can proceed through either route, but irregular words that do not follow letter-sound conventions (“yacht”) have to be read through the lexical route. These routes are ascribed to different neurological pathways, with the sublexical route involving regions along the dorsal portion of the brain, and the lexical route involving regions along the ventral portion of the brain, and are considered to be the universal architecture for reading. However, languages differ in their reliance on these routes, so languages where the sound-print correspondence is “shallower” (Tamil, Malay) rely predominantly on the sublexical route, and languages with “deeper” sound-print correspondence (Mandarin Chinese) rely predominantly on the lexical route. Bilingual adults in these languages show an interesting pattern with stronger dorsal neural activation when reading the “shallower” language, and relying on different reading systems for each language rather than assimilating one reading system, although, findings with Chinese-English bilingual are less clear-cut and show common ventral (lexical) stream activation for reading both languages, while reading of English nonwords also shows stronger connectivity with dorsal (sublexical) stream areas . In light of these findings, the present study’s aims are twofold: first, to clarify whether differences in auditory skills correlate with specific patterns of brain structure and neural activity in reading networks, second whether childrens’ engagement of the lexical and sublexical routes during reading mirrors those of their adult counterparts, and third, whether there are other cognitive factors that might modulate the reliance of either network in English and in Chinese.

The present neuroimaging study aims to investigate the relationship between auditory skills and the development of reading networks in bilingual Mandarin-English children, as part of a broader project on language exposure and acquisition in Singapore’s multilingual society. In its initial stage (henceforth “time point 1”), the general project examined how different patterns of language exposure in Singapore's bilingual English-Chinese, English-Malay and English-Tamil communities influence the development of bilingualism, biliteracy and of aural skills. The present study aims to expand on this issue, by acquiring neuroimaging data (structural MRI, fMRI, DTI, rsMRI), cognitive and linguistic measures and parent-report surveys regarding children’s bilingual environment in bilingual English-Chinese children in primary school grades 1-3. Time point 1 data on childrens’ aural skills will be used to split the sample into high proficiency and low proficiency groups, which together with the newly acquired neuroimaging data, will allow us to examine how auditory capabilities and language proficiency relate to the development of reading pathways in the brain. in this context, reading networks refer to the two routes through which reading proceeds: a direct route where a whole a whole word is mapped to its meaning (a “lexical” route), or an indirect route with mapping of orthography to phonology to meaning (a “sublexical” route). Reading regular words can proceed through either route, but irregular words that do not follow letter-sound conventions (“yacht”) have to be read through the lexical route. These routes are ascribed to different neurological pathways, with the sublexical route involving regions along the dorsal portion of the brain, and the lexical route involving regions along the ventral portion of the brain, and are considered to be the universal architecture for reading. However, languages differ in their reliance on these routes, so languages where the sound-print correspondence is “shallower” (Tamil, Malay) rely predominantly on the sublexical route, and languages with “deeper” sound-print correspondence (Mandarin Chinese) rely predominantly on the lexical route. Bilingual adults in these languages show an interesting pattern with stronger dorsal neural activation when reading the “shallower” language, and relying on different reading systems for each language rather than assimilating one reading system, although, findings with Chinese-English bilingual are less clear-cut and show common ventral (lexical) stream activation for reading both languages, while reading of English nonwords also shows stronger connectivity with dorsal (sublexical) stream areas . In light of these findings, the present study’s aims are twofold: first, to clarify whether differences in auditory skills correlate with specific patterns of brain structure and neural activity in reading networks, second whether childrens’ engagement of the lexical and sublexical routes during reading mirrors those of their adult counterparts, and third, whether there are other cognitive factors that might modulate the reliance of either network in English and in Chinese.

The present neuroimaging study aims to investigate the relationship between auditory skills and the development of reading networks in bilingual Mandarin-English children, as part of a broader project on language exposure and acquisition in Singapore’s multilingual society. In its initial stage (henceforth “time point 1”), the general project examined how different patterns of language exposure in Singapore's bilingual English-Chinese, English-Malay and English-Tamil communities influence the development of bilingualism, biliteracy and of aural skills. The present study aims to expand on this issue, by acquiring neuroimaging data (structural MRI, fMRI, DTI, rsMRI), cognitive and linguistic measures and parent-report surveys regarding children’s bilingual environment in bilingual English-Chinese children in primary school grades 1-3. Time point 1 data on childrens’ aural skills will be used to split the sample into high proficiency and low proficiency groups, which together with the newly acquired neuroimaging data, will allow us to examine how auditory capabilities and language proficiency relate to the development of reading pathways in the brain. in this context, reading networks refer to the two routes through which reading proceeds: a direct route where a whole a whole word is mapped to its meaning (a “lexical” route), or an indirect route with mapping of orthography to phonology to meaning (a “sublexical” route). Reading regular words can proceed through either route, but irregular words that do not follow letter-sound conventions (“yacht”) have to be read through the lexical route. These routes are ascribed to different neurological pathways, with the sublexical route involving regions along the dorsal portion of the brain, and the lexical route involving regions along the ventral portion of the brain, and are considered to be the universal architecture for reading. However, languages differ in their reliance on these routes, so languages where the sound-print correspondence is “shallower” (Tamil, Malay) rely predominantly on the sublexical route, and languages with “deeper” sound-print correspondence (Mandarin Chinese) rely predominantly on the lexical route. Bilingual adults in these languages show an interesting pattern with stronger dorsal neural activation when reading the “shallower” language, and relying on different reading systems for each language rather than assimilating one reading system, although, findings with Chinese-English bilingual are less clear-cut and show common ventral (lexical) stream activation for reading both languages, while reading of English nonwords also shows stronger connectivity with dorsal (sublexical) stream areas . In light of these findings, the present study’s aims are twofold: first, to clarify whether differences in auditory skills correlate with specific patterns of brain structure and neural activity in reading networks, second whether childrens’ engagement of the lexical and sublexical routes during reading mirrors those of their adult counterparts, and third, whether there are other cognitive factors that might modulate the reliance of either network in English and in Chinese.

The present neuroimaging study aims to investigate the relationship between auditory skills and the development of reading networks in bilingual Mandarin-English children, as part of a broader project on language exposure and acquisition in Singapore’s multilingual society. In its initial stage (henceforth “time point 1”), the general project examined how different patterns of language exposure in Singapore's bilingual English-Chinese, English-Malay and English-Tamil communities influence the development of bilingualism, biliteracy and of aural skills. The present study aims to expand on this issue, by acquiring neuroimaging data (structural MRI, fMRI, DTI, rsMRI), cognitive and linguistic measures and parent-report surveys regarding children’s bilingual environment in bilingual English-Chinese children in primary school grades 1-3. Time point 1 data on childrens’ aural skills will be used to split the sample into high proficiency and low proficiency groups, which together with the newly acquired neuroimaging data, will allow us to examine how auditory capabilities and language proficiency relate to the development of reading pathways in the brain. in this context, reading networks refer to the two routes through which reading proceeds: a direct route where a whole a whole word is mapped to its meaning (a “lexical” route), or an indirect route with mapping of orthography to phonology to meaning (a “sublexical” route). Reading regular words can proceed through either route, but irregular words that do not follow letter-sound conventions (“yacht”) have to be read through the lexical route. These routes are ascribed to different neurological pathways, with the sublexical route involving regions along the dorsal portion of the brain, and the lexical route involving regions along the ventral portion of the brain, and are considered to be the universal architecture for reading. However, languages differ in their reliance on these routes, so languages where the sound-print correspondence is “shallower” (Tamil, Malay) rely predominantly on the sublexical route, and languages with “deeper” sound-print correspondence (Mandarin Chinese) rely predominantly on the lexical route. Bilingual adults in these languages show an interesting pattern with stronger dorsal neural activation when reading the “shallower” language, and relying on different reading systems for each language rather than assimilating one reading system, although, findings with Chinese-English bilingual are less clear-cut and show common ventral (lexical) stream activation for reading both languages, while reading of English nonwords also shows stronger connectivity with dorsal (sublexical) stream areas . In light of these findings, the present study’s aims are twofold: first, to clarify whether differences in auditory skills correlate with specific patterns of brain structure and neural activity in reading networks, second whether childrens’ engagement of the lexical and sublexical routes during reading mirrors those of their adult counterparts, and third, whether there are other cognitive factors that might modulate the reliance of either network in English and in Chinese.

Written to accompany the Adult Basic Education (ABE) Level III reading skills workbook of the PATHWAYS Curriculum, this teacher's guide contains brief explanations of the various skills presented in the workbook, suggested teaching strategies, answers to workbook exercises, and a list of available commercial materials that may be used to supplement the exercises. Lessons are grouped under the unit topics of word analysis, vocabulary, comprehension, and study skills. Units contain a total of 15 lessons, each addressing a specific skill such as root words, prefixes and suffixes, compound words, context clues, drawing conclusions, identifying cause and effect, use of the dictionary, and map and graph reading. The teaching strategies for each lesson include ways to clarify information for students, provide additional practice, and facilitate participation in group activities. The preface describes the organization of the series of six ABE reading and writing workbooks stressing that the books provide a sequential, systematic approach to adult basic education and contain material based on the culture of Indian tribes of the Southwest. (JHZ)

Written to prepare the American Indian student entering a General Educational Development (GED) program, the Pre-GED Level I reading skills student workbook of the PATHWAYS Curriculum provides lessons that will teach skills needed to pass the reading and writing sections of the GED examination, along with writing skills for seeking employment. The workbook is divided into four units, each continuing culturally relevant lessons which provide instruction and practice in a skill. Each lesson may contain or describe a myth, legend, religious beliefs and ceremonies, poetry, history, styles of architecture, clothing, dance, music, or art from one of the southwestern tribes, as well as writing exercises, and a unit test. The units of study and lessons presented are: word analysis (prefixes, suffixes, and root words); vocabulary (using context clues, synonyms, antonyms, and homonyms); reading comprehension (identifying the main idea, recognizing supporting details, sequencing in narration, identifying cause and effect, drawing conclusions, distinguishing between fact and opinion, following directions); and study skills (map and graph reading, reading timetables and schedules, summarizing, reading want ads, test-taking skills). The workbook concludes with a glossary, in alphabetical order, of all the terms used. (ERB)

Over the last decade, Canada has experienced a substantial increase in the number of individuals participating in post-secondary education (PSE). This trend emphasizes the importance of understanding the pathways leading to PSE enrolment and the competencies that are associated with them. This chapter describes a range of possible education and work outcomes at the age of 21, and the pathways that led to them. It describes the wealth of information that is available in the combination of the PISA and YITS databases. This overview provides a useful context in which to consider the complexity and importance of transitioning to postsecondary education and work. (Contains 12 tables, 3 figures, 1 box and 11 footnotes.) [This research paper was prepared for Human Resources and Skills Development Canada by Tomasz Gluszynski Human Resources and Skills Development Canada and Justin Bayard, Human Resources and Skills Development Canada, as a background paper to the PISA Thematic Report--Pathways to Success.]

This guide presents reading-focused learning projects and accompanying inquiry activities to help students pass the language arts/reading portion of the General Education Development (GED) Test 2002. Section 1 relates GED as project to the reading portion of the GED and explains how inquiry activities used Official GED Reading Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for reading inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2, an introductory learning project that helps learners comprehend and internalize information about the GED, is entitled "GED Language Arts, Reading and You." The two inquiry activities are based on the template described in volume 1 of this series. The reading template is also the basis for the inquiry activities found in these eight learning projects: Identifying the Kinds of Questions on the GED Reading Test; Reading Drama; Reading Stories; Reading Business Documents; Reading Stories ; Reading Reviews; Reading Poetry; and Reading Stories . (The template is a five-step inquiry process that consists of the following steps: identify the problem; become familiar with the problem; planning, assigning, and performing; sharing with others; and reflecting, extending, and evaluating.) Appendices include a document entitled "Learning from Text: A Multidimensional and Developmental Perspective,""think alouds" for the eight learning projects, and a graphic organizer. Contains six references. (MO)

This is a pre-registration which aims to examine if engagement of the dorsal pathway (i.e., dIFG to pSTG) during phonological processing is related to word reading skill and engagement of the ventral pathway (i.e., vIFG to pMTG) during semantic processing is related to reading comprehension skill in children ages 8-15 years old. This study uses functional magnetic resonance imaging (fMRI) and behavioral data from a publicly accessible dataset on OpenNeuro.org (https://openneuro.org/datasets/ds002236/versions/1.0.0).

STAT Sanitized Copy Approved for Release 2010/06/14: CIA-RDP89-00244R001002420002-6 _ IA Sanitized Copy Approved for Release 2010/06/14: CIA-RDP89-00244R001002420002-6 Sanitized Copy Approved for Release 2010/06/14: CIA-RDP89-00244R001002420002-6 STA T FROM. STAT ROUTING AND RECORD SHEET suwEa: toai

STAT Sanitized Copy Approved for Release 2010/06/14: CIA-RDP89-00244R001002420002-6 _ IA Sanitized Copy Approved for Release 2010/06/14: CIA-RDP89-00244R001002420002-6 Sanitized Copy Approved for Release 2010/06/14: CIA-RDP89-00244R001002420002-6 STA T FROM. STAT ROUTING AND RECORD SHEET suwEa: toai

xvi, 267 pages : 28 cm

xvi, 267 pages : 28 cm

Developed to facilitate the teaching/learning process, this guide corresponds to the Adult Basic Education (ABE) Reading Skills Workbook Level I, and may be used as an answer book, as well as a reference manual. It contains concise explanations of the various skills presented, suggested teaching strategies, answers to workbook exercises, and a list of available commercial materials (with specific pages cited) that may be used to supplement the materials. The guide covers three units: word analysis (consonants, vowels and dipthongs, prefixes and suffixes, and alphabetizing); vocabulary (sight word vocabulary and compound words); and comprehension (following directions, sequencing in narration, finding the main idea, and drawing conclusions). Unit post-tests are also given, as well as a preface to the teachers and a brief summary of what is to be found in the reading and writing workbooks, and how they are organized. (JMM)

Since 7 volumes make up the Southeastern Education Laboratory's SEL Pathway Series, SEL suggests that Volume 1, "Comprehensive Planning Guide," be used before any other volume in this series which is designed to assist local school planners in assessing their needs and systematically planning strategies to meet these needs. The present document, "A Reading Program," is illustrative in nature and is intended to suggest ideas to local planners about the content and organization of a written Title III proposal. The reading program described in the document is presented according to the Title III format of the "Pace Manual" and therefore is programmed for the reader. The information is separated into 2 major divisions: (1) Case Commentary and (2) Illustrative Case. The illustrative case suggests the type of content necessary, and the case commentary serves to assist the planner in making the presentation of his plan qualitatively and quantitatively better. The illustrative case in this volume has as its general objectives the improvement of reading skills of elementary school children, the training of teachers to improve teaching of reading, and the provision of an exemplary plan for improving reading in a rural isolated setting. A list of language materials and a bibliography are appended. (LS)

This workbook for adults learning basic reading, provides culturally relevant instruction and practice organized under the broad headings of word analysis, vocabulary, comprehension, and study skills. Each unit contains a post-test and several lessons devoted to specific skills. Lessons include instructions and examples for the student and practice exercises in a variety of formats--crossword puzzle, fill-in-the-blank, etc. Reading material and exercises draw on the culture of Southwest Indian tribes and include myths, legends, religious beliefs and ceremonies, poetry, history, styles of clothing, dance, music, or art. Specific skills in the word analysis section are consonant blends and digraphs, vowel digraphs and dipthongs, root words and word endings, prefixes and suffixes, contractions, and alphabetizing to three letters. Vocabulary skills include sight words, compound words, context clues, and synonyms and antonyms. The comprehension unit covers following directions, sequencing in narration, identifying the main idea, recognizing supporting details, drawing conclusions, and identifying cause and effect. Use of the dictionary and reference skills are reviewed in the study skills section. (JHZ)

This 1994 yearbook presents 24 papers and a summary of the dissertation award winner "Overcoming Misconceptions about Science Beliefs" (G. Qian). Papers are: "The Roots of Reading: Preserving the Heritage of a Profession" (N. A. Stahl and others; "CRA Professional Programs and Progress: A Personal Twenty-Five Year Perspective" (James E. Walker); "The Cohesiveness of Preservice and Inservice Teachers' Whole Language Perceptions and the Information Sources Contributing to This Knowledge" (R. J. Rickelman and others); "Change as a Process: A View of an Instructor and Her Students" (M. B. Sampson and W. M. Linek); "Preservice Teacher's Epistemology of Diagnostic Reading Instruction: Observations of Shifts During Coursework Experience (Barbara J. Walker and Kathy Roskos); "Analyzing Preservice Teachers' Efficacy Beliefs and Conceptions of Literacy Development" (R. Johnson and N. E. Hoffman); "Moving toward Change: One School's Experience" (J. Shapiro); "Mental Imagery, Text Illustrations, and Reading Comprehension of Adult Readers" (B. J. Walker and others); "Workplace Literacy: Why Participants Dropped Out of School and Why They Remain in a Workplace Program" (S. B. Merlin); "The Creation of Writing/Reading Intensive Discipline-Specific Courses (A. Friedman and J. Resnick); "Processes and Learning Strategies: What Works for Postsecondary Students" (YeVette McWhorter); and "Writer's Block: A Case Study of Holistic Intervention Using Reader Response and Metacognitive Writing Tasks" (E. V. Newton); "Using Technology in Support of Preservice Teachers' Generative Learning" (V. J. Risko and others); "Authentic Contexts for Learning to Teach: Approximation and Feedback in Field-Based Preservice Literacy Courses" (M. E. Robbins and L. Patterson); "The Efficacy of a Site-Based Literacy Methods Course Developed within the Context of a School-University Partnership" (S. Lefever-Davis and J. P. Helfeldt); "Literature-Based Instruction in Preservice Teacher Education" (M. Craig and others); "Classroom Research in Cooperative Learning: Assessing Methodology in a Teaching of Reading Course" (J. Elliot and B. Illig); Using Peer Coaching To Provide Additional Feedback to Preservice Teachers of Reading in an Early Field Experience (Nancy A. Anderson and others); "The Research Process of Eighth-Grade Students" (S. J. Davis and M. A. Wham); "Increasing Story Recall through Prereading Instruction: Use of Advanced Organizers Combined with Teacher-Guided Discussion" (S. D. Rinehart and others); "Read to Me? A Program Designed To Enhance Children's Attitudes toward Reading through Teacher and Parent Read Alouds" (J. E. Barnhart and M. A. Wham); "Storymates: A Cross-Age Reading Program" (B. J. Fox); and "Curriculum, Instruction, and Evaluation in Ohio's Family Literacy Programs" (N. D. Padak). (RS)

This 1994 yearbook presents 24 papers and a summary of the dissertation award winner "Overcoming Misconceptions about Science Beliefs" (G. Qian). Papers are: "The Roots of Reading: Preserving the Heritage of a Profession" (N. A. Stahl and others; "CRA Professional Programs and Progress: A Personal Twenty-Five Year Perspective" (James E. Walker); "The Cohesiveness of Preservice and Inservice Teachers' Whole Language Perceptions and the Information Sources Contributing to This Knowledge" (R. J. Rickelman and others); "Change as a Process: A View of an Instructor and Her Students" (M. B. Sampson and W. M. Linek); "Preservice Teacher's Epistemology of Diagnostic Reading Instruction: Observations of Shifts During Coursework Experience (Barbara J. Walker and Kathy Roskos); "Analyzing Preservice Teachers' Efficacy Beliefs and Conceptions of Literacy Development" (R. Johnson and N. E. Hoffman); "Moving toward Change: One School's Experience" (J. Shapiro); "Mental Imagery, Text Illustrations, and Reading Comprehension of Adult Readers" (B. J. Walker and others); "Workplace Literacy: Why Participants Dropped Out of School and Why They Remain in a Workplace Program" (S. B. Merlin); "The Creation of Writing/Reading Intensive Discipline-Specific Courses (A. Friedman and J. Resnick); "Processes and Learning Strategies: What Works for Postsecondary Students" (YeVette McWhorter); and "Writer's Block: A Case Study of Holistic Intervention Using Reader Response and Metacognitive Writing Tasks" (E. V. Newton); "Using Technology in Support of Preservice Teachers' Generative Learning" (V. J. Risko and others); "Authentic Contexts for Learning to Teach: Approximation and Feedback in Field-Based Preservice Literacy Courses" (M. E. Robbins and L. Patterson); "The Efficacy of a Site-Based Literacy Methods Course Developed within the Context of a School-University Partnership" (S. Lefever-Davis and J. P. Helfeldt); "Literature-Based Instruction in Preservice Teacher Education" (M. Craig and others); "Classroom Research in Cooperative Learning: Assessing Methodology in a Teaching of Reading Course" (J. Elliot and B. Illig); Using Peer Coaching To Provide Additional Feedback to Preservice Teachers of Reading in an Early Field Experience (Nancy A. Anderson and others); "The Research Process of Eighth-Grade Students" (S. J. Davis and M. A. Wham); "Increasing Story Recall through Prereading Instruction: Use of Advanced Organizers Combined with Teacher-Guided Discussion" (S. D. Rinehart and others); "Read to Me? A Program Designed To Enhance Children's Attitudes toward Reading through Teacher and Parent Read Alouds" (J. E. Barnhart and M. A. Wham); "Storymates: A Cross-Age Reading Program" (B. J. Fox); and "Curriculum, Instruction, and Evaluation in Ohio's Family Literacy Programs" (N. D. Padak). (RS)

Cognitive models of reading models propose that understanding written words can be accomplished via two reading pathways, one that maps from print-to-sound and then from sound-to-meaning and another that maps directly from print-to-meaning [1-3]. The print-to-sound pathway supports the phonic decoding processes necessary to read unfamiliar words in alphabetic languages, whereas the print-to-meaning pathway supports whole-word recognition and efficient comprehension. These pathways have been associated with different brain areas. Dorsal stream regions (in particular left posterior occipitotemporal cortex (OTC), inferior parietal cortex (IPC) and dorsal inferior frontal gyrus (IFG)) are primarily involved in mapping from print-to-sound. Ventral stream regions (including left occipitotemporal cortex, anterior fusiform gyrus (aFG) and middle temporal gyrus (MTG)) are involved in mapping print-to-meaning [4-6]. Diffusion tensor imaging (DTI) has shown that the major white matter tracts that underpin these pathways include the fronto-temporal and fronto-parietal segments of the arcuate fasciculus and the inferior longitudinal fasciculus [7]. One promising way to investigate the neural underpinnings of reading skill involves examination of functional networks while participants are at rest. Resting state analyses measure temporal correlations in the BOLD signal of different brain areas. Patterns of resting state functional connectivity (RSFC) are thought to reflect the brain’s functional networks [8]. Investigations of RSFC offer opportunity to probe these networks in a manner that is uncontaminated by strategies or processes associated with a specific task. Resting state fMRI studies have shown that connectivity between reading related regions relates to reading ability. For example, reading ability positively correlates with RSFC between left fusiform gyrus and left dorsal stream regions implicated in phonological output (dorsal IFG/PCG) and phonological representation/processing (left posterior superior temporal/inferior parietal regions) [9-11]. However, no previous study with adults has examined whether different reading subskills correlate with RSFC between different reading related regions. One recent study with 8- to 14-year-old children did obtain several reading and related measures including word and pseudoword reading efficiency (TOWRE), reading comprehension (WJ-III; Passage Comprehension), and rapid automatized letter naming [12]. However, these tasks are not clearly dependent on different cognitive components of reading and therefore it is challenging to interpret the observed brain-behavior relationships. Our study therefore took a different approach, starting from specific tasks thought to tap different cognitive components of reading and examining correlations between these and RSFC between left OTC and the rest of the brain. To help guide our predictions, we first established which brain regions showed significant whole-brain correlations with a seed in left OTC at well-established co-ordinates for the visual word form area [VWFA , MNI [x, y, z]: -42, -57, -15; 13]. To this end, we projected the coordinates of the VWFA seed to the nearest corresponding surface of the left hemisphere midthickness surface of each participant. Subsequently, we created a circular region of interest (ROI) with 5 mm radius around this vertex. The mean signal within the ROI was used to calculate the correlation with the signal in each vertex across the whole hemisphere controlling for confounding signals (see Methods section). Subsequently, we averaged the seed correlation maps across participants. The results of this analysis are shown in Figure 2. We also examined the correspondence between this seed correlation map and clusters in key dorsal and ventral pathway regions that showed differential activity for [pseudoword – word] or [word – pseudoword] reading in a meta-analysis [4]. These clusters are projected onto the cortical surface in Figure 2 and it can be seen that there are relatively high correlations between the VWFA seed and regions that overlap with these clusters. The behavioural tasks are described in Table 1 and comprised: nonword reading, nonword repetition, spoonerisms, word reading, word spelling, vocabulary, and a pseudomorpheme lexical decision task in which half the pseudowords were comprised of existing morphemes (e.g., TOWERLY). Correlations among these measures are shown in Table 2. Based on the cognitive models of reading described earlier, nonword reading, nonword repetition, and spoonerisms should index print-to-sound processes. The positive correlation among these variables supports the idea that these all tap a common underlying skill. The vocabulary task indexes print-to-meaning knowledge. The pseudomorphemic lexical decision task accuracy cost metric taps sensitivity to print-to-meaning regularities. These measures are not correlated, but this is not unexpected since they index somewhat different aspects of print-to-meaning knowledge. Word reading and spelling require both print-to-sound and print-to-meaning processes, since good print-to-sound decoding is necessary to develop good performance on these tasks, but it is not sufficient, as the tasks include irregular items that require lexical/semantic knowledge to be read/spelled accurately. It is surprising that these two measures are not correlated, particularly given that spelling correlates with all three measures thought to tap print-to-sound processes, including the nonword reading task which took the same format as the word reading task. However, the idea that spelling also indexes lexical/semantic knowledge is supported by its strong positive correlation with vocabulary knowledge. Before detailing our research questions and hypotheses it is important to consider the fact that the print-to-sound and print-to-meaning pathways are not independent. Specifically, theories of reading development suggest that good print-to-sound decoders are better equipped to self-teach and develop the print-to-meaning pathway [14]. This means that, for example, although nonword reading primarily depends on processes supported by the dorsal pathway, nonword reading skill may correlate with connectivity between left OTC and both dorsal and ventral pathway regions. The hypotheses outlined below are, therefore, somewhat tentative and we regard our analyses as exploratory and requiring replication. However, our study contributes to the literature since the dataset is relatively large and it is the first to examine the relationship between RSFC and multiple reading/language measures that are widely used to tap reading subskills in individual differences studies with both developing and skilled readers. References 1. Coltheart, M., et al., DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 2001. 108(1): p. 204-256. 2. Plaut, D.C., et al., Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 1996. 103(1): p. 56-115. 3. Harm, M.W. and M.S. Seidenberg, Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 2004. 111(3): p. 662-720. 4. Taylor, J.S.H., K. Rastle, and M.H. Davis, Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies. Psychol Bull, 2013. 139(4): p. 766-791. 5. Price, C.J., A review and synthesis of the first 20 years of PET and fMRI studies of heard speech, spoken language and reading. Neuroimage, 2012. 62(2): p. 816-47. 6. Carreiras, M., et al., The what, when, where, and how of visual word recognition. Trends Cogn Sci, 2014. 18(2): p. 90-98. 7. Yablonski, M., et al., Structural properties of the ventral reading pathways are associated with morphological processing in adult English readers. Cortex, 2019. 116: p. 268-285. 8. Fox, M.D. and M.E. Raichle, Spontaneous fluctuations in brain activity observed with functional magnetic resonance imaging. Nat Rev Neurosci, 2007. 8(9): p. 700-11. 9. Koyama, M.S., et al., Resting-state functional connectivity indexes reading competence in children and adults. J Neurosci, 2011. 31(23): p. 8617-24. 10. Stevens, W.A.-O., et al., Privileged Functional Connectivity between the Visual Word Form Area and the Language System. Journal of Neuroscience, 2017. 37: p. 5288-5297. 11. Zhang, M., et al., Resting-state functional connectivity and reading abilities in first and second languages. NeuroImage, 2014. 84: p. 546-553. 12. Cross, A.M., et al., Resting-state functional connectivity and reading subskills in children. Neuroimage, 2021. 243: p. 118529. 13. Cohen, L., et al., Language-specific tuning of visual cortex functional properties of the Visual Word Form Area. Brain, 2002. 125: p. 1054-1069. 14. Share, D.L., Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 1995. 55(2): p. 151-218. 15. Dickie, E.W., et al., Ciftify: A framework for surface-based analysis of legacy MR acquisitions. Neuroimage, 2019. 197: p. 818-826.

The teacher's guide for the Pre-GED (General Educational Development) Level III reading skills student workbook path of the PATHWAYS Curriculum contains a concise explanation of each skill, suggested teaching strategies, answers to the exercises, and a list of available commercial materials that may be used to supplement the exercises for each lesson. Lessons deal with the components of the following topics: word analysis, vocabulary, comprehension, and study skills. The guide presents detailed, step-by-step instructions for implementing the suggested strategies, which may be used for both individualized and group instructional settings. The preface describes in detail the components of the culture-based GED preparatory reading and writing curriculum for American Indian adult education students. (ERB)

Developed for use with the PATHWAYS ABE (Adult Basic Education) and Pre-GED (General Educational Development) Curriculum, a scope and sequence of reading and writing skills, or continuum, was designed with tasks of both educator and Indian Adult learner in mind. The continuum introduces individual skills at students' entry proficiency levels and reinforces skills at subsequent levels. A student who displays competency in all the skills listed will be ready to enter a GED-level preparatory program or to function in an office or other urban setting in which reading and writing skills are needed. Intended for Indian students who have reading and writing skill levels ranging from third through eight grade, the continuum is divided into six levels: ABE Levels I-III and Pre-GED Levels I-III with a listing of skills and objectives of lessons in each unit. Before instruction begins, it is recommended that a thorough, reliable skill-referenced test, such as the McGraw-Hill TABE Test, be administered to students. Individual plans of study are then prepared for students using the PATHWAYS ABE and Pre-GED workbooks or commercial materials. The continuum may also be used as a student tracking system by checking off each skill as it is mastered. (ERB)

Pathways, Second Edition is a global, five-level academic English program

Pathways, Second Edition is a global, five-level academic English program

Pathways, Second Edition is a global, five-level academic English program

xvi, 224 pages : 28 cm

This article is from Frontiers in Human Neuroscience , volume 8 . Abstract Several studies suggest the existence of ventral-lexical and dorsal-sublexical systems for reading. The relative contribution of these pathways can be manipulated by stimulus type and task demands. However, little is known about how bilinguals use these systems to read in their second language. In this study diffusion tensor imaging (DTI) was used to investigate the relationship between white matter (WM) integrity and reaction time in a group of 12 Chinese–English bilingual and 11 age-matched English monolingual adults. Considering a dual-route model of reading, the following four tracts were isolated in both the left and right hemispheres using a tractography measurement approach. Ventral tracts included the uncinate fasciculus (UF) and the inferior longitudinal fasciculus (ILF). The dorsal tracts of interest were the arcuate fasciculus (AF) and the superior longitudinal fasciculus (SLF). A significant correlation between the reaction time in a reading task and the mean diffusivity (MD) value was observed in the right UF in both bilingual and monolingual groups. Moreover, in the bilingual group we observed significantly more positive relationships between reaction time and MD in the right AF, and bilaterally in the SLF. We concluded that the relative contribution of the dorsal system for reading is greater in bilinguals than monolinguals. Further, these findings implicate a role of the right hemisphere in reading.

This article is from Frontiers in Human Neuroscience , volume 8 . Abstract Several studies suggest the existence of ventral-lexical and dorsal-sublexical systems for reading. The relative contribution of these pathways can be manipulated by stimulus type and task demands. However, little is known about how bilinguals use these systems to read in their second language. In this study diffusion tensor imaging (DTI) was used to investigate the relationship between white matter (WM) integrity and reaction time in a group of 12 Chinese–English bilingual and 11 age-matched English monolingual adults. Considering a dual-route model of reading, the following four tracts were isolated in both the left and right hemispheres using a tractography measurement approach. Ventral tracts included the uncinate fasciculus (UF) and the inferior longitudinal fasciculus (ILF). The dorsal tracts of interest were the arcuate fasciculus (AF) and the superior longitudinal fasciculus (SLF). A significant correlation between the reaction time in a reading task and the mean diffusivity (MD) value was observed in the right UF in both bilingual and monolingual groups. Moreover, in the bilingual group we observed significantly more positive relationships between reaction time and MD in the right AF, and bilaterally in the SLF. We concluded that the relative contribution of the dorsal system for reading is greater in bilinguals than monolinguals. Further, these findings implicate a role of the right hemisphere in reading.