Research has shown that second language reading is the bridge that leads to developing otherlanguage skills such as speaking, writing, and vocabulary acquisition. Hence, the present studyaimed to explore adult language learners’ perspectives regarding the most effective andbeneficial reading strategies that can be used to develop their reading competency. Using aqualitative research method, the study examined what specific reading strategies languagelearners believe is effective in developing their reading skills. Analysis of the focus groupsrevealed five different reading strategies mentioned by the participants. These strategies were:Reading Aloud, Silent Reading, Shared Reading, Scanning or Skimming, and Timed Reading. Findings suggest that understanding the use of different reading strategies is important, solanguage teachers need to devote more learning time to introduce reading strategies during ESL classes.

Reading proficiency is requisite in our read-to-learn educational system, yet two-thirds of American students are not proficient readers. Assuring educational equity means supporting all learners with multiple component reading interventions that individually scaffold students while remediating weak literacy skills and providing intensive and sustainable intervention early. This study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Grade levels of students were assigned to either the treatment intervention or the typical practice condition; and all students were pre-and post-tested using EasyCBM Reading Benchmarks. Students scoring at/below the 30^th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students in the treatment condition received Readable English and students in typical practice condition continued to receive Amplify CKLA during their regular ELA times for 45—60 hours. Students receiving Readable English significantly outperformed students in the typical practice condition on measures of oral reading fluency, reading rate, accuracy, and passage comprehension. Raw scores, growth scale values, and grade equivalents are reported, and implications for practice are discussed. In a school year fraught with pandemic instructional interruptions and learning loss, elementary students in the intervention condition averaged a year’s worth of growth in reading fluency and nine months of growth in reading comprehension compared to three- and five-months fluency and comprehension growth in the typical practice condition. Students in the Readable English condition experienced meaningful gains in reading rate and accuracy that will give exponential word reading volume dividends to students able to read text faster and more accurately going forward. This study adds to accumulating evidence that multiple component reading programs designed to reinforce fluency skills also support reading comprehension gains for all students.

(1) Background: Many processes play a key role in how language functions, and these processes are strongly related to reading. The aim of our research was to explore the relationship between reading impairment associated with adult acquired cognitive-linguistic impairment (aphasia) and the components of verbal working memory involved in language functioning. (2) Methods: We measured the reading abilities of a total of twenty-two adults diagnosed with aphasia using the Adult Acquired Reading Assessment. To assess working memory, we applied the measurement procedures available in Hungarian for measuring verbal working memory. Correlation analyses were performed to investigate the relationship between reading and the components of working memory involved in processing verbal information. In order to explore this relationship as comprehensively as possible, the results were analysed quantitatively through group-level analyses and qualitatively through case studies. (3) Results: The results suggest that the functioning of phonological short-term memory and verbal working memory is crucial for the reading of vowels, for certain word reading sub-processes such as reading complex words and pseudowords, and for text comprehension tasks, in particular for the processing of implicit text-level infor-mation. (4) Conclusions: The data support a strong relationship between reading and working memory, but not all mechanisms are related with the same weighting. The data will contribute to the understanding of the relationship between reading and working memory, which is important in order to see which cognitive components are dominant in reading instruction and which other cognitive mechanisms are affected in poor readers.

This study examined the eye movement patterns of 317 elementary students across reading conditions (audio-assisted reading (AR) and reading-only (R)) and text types (fiction and non-fiction), and identified eye movement parameters that predict their literal comprehension (LC) and inferential comprehension (IC). Participants, randomly assigned to either reading condition and either text type, answered questions assessing their LC and IC. Average fixation duration (AFD), total fixation duration (TFD), and scanpath length were used as eye movement parameters. There were main effects of age on all parameters and interaction effects between age and reading condition on TFD and scanpath length. Controlling for age, TFD had a positive impact on LC of both text types in the AR, while under the R, it affected negatively on IC of both text types. Longer scanpaths predicted IC of fiction in the AR, LC and IC of non-fiction under the AR, and LC of non-fiction within the R. AFD influenced negatively on IC of fiction in the AR, LC and IC of non-fiction in the AR, and LC of non-fiction under the R. These eye movement patterns and predictors indicate children employ different reading strategies based on reading modality and text type.

There have been a vast number of studies on reading strategies from different angles performed at various age levels. However, the COVID-19 pandemic has brought a challenge to students´ lives, especially at the university level where they have to struggle with reading many materials online and offline. Therefore, this study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among 192 Slovak freshmen university students in a Business English class during the COVID-19 pandemic. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.

Background: Nowadays, the prevalence of digital device usage has shifted the demands for multifocal intraocular lenses. To accurately capture outcomes, clinical practice must evaluate digital reading performance. We aimed to assess the digital reading performance using a digital device in patients with diffractive multifocal intraocular lenses. Methods: Patients with bilateral diffractive multifocal intraocular lens implantation were included in the study. Monocular and binocular uncorrected and corrected visual acuity was measured using the LogMAR chart and the MNREAD application. Binocular uncorrected defocus curves were obtained using the LogMAR chart at 4m. The reading acuity was measured using the MNREAD application with positive and negative display polarities. The mean digital critical print size (CPS) was recorded using the MNREAD application at 40cm. Results: Our study reported uncorrected distance, intermediate, and near visual acuity were -0.084 ± 0.079, -0.014 ± 0.078, and 0.040 ± 0.081, respectively. The mean reading acuity at three months postoperatively with positive display polarity at 60cm and 40cm was -0.115 ± 0.102 and -0.008 ± 0.083, respectively. The mean digital CPS at three months postoperatively was 0.238 ± 0.100 logMAR. Conclusions: Incorporating digital reading performance measurements provides additional advantages in assessing the effectiveness of bilateral diffractive multifocal intraocular lens implantation.

This study examined the relationships of reading strategies among different programs of English for Specific Purposes (ESP). A total of ninety-seven students in four ESP programs in Ecuador were surveyed regarding their reading strategies. The results found that there were significant differences among the four programs. These findings were discussed in regard to whether differences in reading strategies could potentially influence teaching effectiveness, learning outcomes, and English language applications.

Automated lip reading is a research problem that has developed considerably in recent years. Lip reading is evaluated both visually and audibly in some cases. The lip reading model is a field of use for detecting specific words using images from security cameras, but it is not possible to use audio-visual databases in this situation. It is not possible to obtain the sound input of the pronounced word in all cases. We collected a new Turkish dataset with only the image in this study. The new dataset is produced using Youtube videos, which is an uncontrolled environment. For this reason, images have difficult parameters in terms of environmental factors such as light, angle, color, and personal characteristics of the face. Despite the different features on the human face such as mustache, beard, and make-up, the visual speech recognition problem was developed on 10 classes including single words and two-word phrases using Convolutional Neural Networks (CNN) without any intervention on the data. The proposed study using only-visual data obtained a model which is automated visual speech recognition with a deep learning approach. In addition, since this study uses only-visual data, the computational cost and resource usage is less than in multi-modal studies. It is also the first known study to address the lip reading problem with a deep learning algorithm using a new dataset belonging to the Ural-Altaic languages.

This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1,185) were assessed on Executive Functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as a mediator of associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.

People with Down syndrome present cognitive difficulties that affect their reading skills. In this study we present results about the use of gestural interaction with Kinect sensor to improve the reading skills of students with Down syndrome. Following a case of study method for small samples with disabilities, measuring different variables related to reading skills in an experimental group and in a control group. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. Also, we found that the number of error and delay time of interaction decrease between sessions in the experimental group.

Transmission of values and religious concepts to children is one of the most important issues in the third millennium and it has drawn varied and different views among experts and scholars in the world. Research specialized in religious literature for children and adolescents create new capacities in the presentation of religious concepts to the group. Plans have been considered to transfer values and religious concepts in the curricula of primary school children in the group in Iran. It is one of the topics that the authors note to the introduction of the minutiae of religion in the first three elementary grades. In this study, the collection and analysis methods providing content related to the minutiae of religion in reading books the first till third sections of the years 2013-2015. In addition, the plan includes aspects of other branches of religion in these books on information collected from text books that collected and classified. The result is that "definitely good and forbidding the evil" and "prayer" have the highest frequency of applications in the selected books. Further branches made of branches of religion in these books, represents the values of religious, moral and social as well.

Resilience is an important determinant of the quality of life in adults, among others in the sphere of cognitive activities. Developments in brain imaging technology make it possible to acquire a more accurate understanding of the neuronal mechanisms of these correlations. The aim of this study was to verify whether the level of mental resilience would differentiate reading comprehension performance when using different information carriers. More than 150 adults were surveyed with the use of two questionnaires (original and standardised) and near-infrared spectroscopy (fNIRS). The results obtained did not show differences in correct responses between the groups of individuals with different levels of resilience, however, the results in the group of subjects with moderate levels were differentiated by the type of carrier. Further analysis showed that the results referred to above resulted from different neuronal mechanisms. The differences affected many areas of the brain and also depended on the type of information carrier (medium). They affected, among others, attentional areas as well as areas directly involved in the reading process. This may result in increased energy consumption during the examined activities, which can result in greater fatigue, accelerated job burnout and progressive concentration difficulties.

The visual span refers to the number of letters readers can identify in a single fixation without using linguistic skills. Proponents of the visual span hypothesis postulate an influence of early visual processing on reading speed. Given the slowness of reading Arabic texts, the present work aims to study the development of the visual span and its effects on reading speed in the Arabic-speaking context. Thirty-four subjects participated in the study. The trigram task and the rapid serial visual presentation (RSVP) paradigm were used to estimate visual span size and reading speed. In line with our initial assumptions, the results showed a significant effect of grade level on reading speed (F(2,31) = 30.93, p<0.001), visual span size (F(2,31) = 20.57, p<0.001). In good alignment with previous work, our results show that visual span size could explain around 40% of the reading speed variability. Interestingly, our analyses revealed a narrowing of visual span size in our Arabic sample. The results of study 2, suggest that the poor performance in the trigram task is due to poor visual attention capacities in our Arabic readers

Although working memory (WM) is crucial for intellectual abilities, not much is known about its brain underpinnings, especially the structural connectivity. We used diffusion tensor imaging (DTI) to look across the whole brain for the white matter integrity correlates of the individual differences in the reading span (verbal WM capacity during reading) in healthy adults. Right-handed healthy native Russian speakers (N = 67) underwent DTI on a 3T Philips Ingenia scanner. Verbal WM was assessed with the Daneman-Carpenter reading span test (Russian version). Fractional anisotropy maps from each participant were entered into the group tract-based spatial statistics analysis with the reading span as a covariate; the results were TFCE-corrected. After taking into account effects of age, sex, education and handedness, reading span positively correlated with the white matter integrity in multiple sites: the body, the genu and the splenium of corpus callosum; bilateral corona radiata (anterior, posterior, and superior); bilateral superior longitudinal fasciculus; several tracts in the right hemisphere only, including the internal and external capsule; bilateral superior parietal and frontal white matter. Although the left hemisphere is central for verbal processing, we revealed the important role of the right hemisphere white matter for the verbal WM capacity. Our finding indicates that larger verbal working memory span may originate from additional processing resources of the right hemisphere.

At least six small alternate-frame open reading frames (ORFs) overlapping well-characterized SARS-CoV-2 genes have been hypothesized to encode accessory proteins. Researchers have used different names for the same ORF or the same name for different ORFs, resulting in erroneous homological and functional inferences. We propose standard names for these ORFs and their shorter isoforms, developed in consultation with the Coronaviridae Study Group of the ICTV. We recommend calling the 39 codon Spike-overlapping ORF ORF2b; the 41, 57, and 22 codon ORF3a-overlapping ORFs ORF3c, ORF3d, and ORF3b; the 33 codon ORF3d isoform ORF3d-2; and the 97 and 73 codon Nucleocapsid-overlapping ORFs ORF9b and ORF9c. Finally, we document conflicting usage of the name ORF3b in 32 studies, and consequent erroneous inferences, stressing the importance of reserving identical names for homologs. We recommend that authors referring to these ORFs provide lengths and coordinates to minimize ambiguity due to prior usage of alternative names.

To address the problems of insufficient semantic fusion between text and questions and the lack of consideration of global semantic information encountered in machine reading comprehension models, we proposed a machine reading comprehension model called BERT_hybrid based on BERT and hybrid attention mechanism. In this model, BERT is utilized to separately map the text and questions into the feature space. Through the integration of Bi-LSTM, attention mechanism, and self-attention mechanism, the proposed model achieves comprehensive semantic fusion between text and questions. The probabilities distribution of answers is computed using Softmax. Experimental results on the public dataset DuReader demonstrate that the proposed model achieves improvements in BLEU-4 and ROUGE-L scores compared to existing models. Furthermore, to validate the effectiveness of the proposed model design, we analyze the factors influencing the model’s performance.

Reading is a complex cognitive task involving processes from different systems. The present work aims to identify some points of divergence reported in the reading literature and discuss them in a new experimental paradigm framework. Inspired by the paradigms of perceptual identification and rapid parallel presentation (RPVP), we emphasize that the originality of our experimental paradigm lies in the recruitment of multi-stable Arabic percepts within the region where low-level processing occurs (i.e., the visual span area). With good flexibility, the current paradigm has reached higher-order processing levels. In agreement with previous works highlighting the parafoveal-on-foveal effect, results suggest parallel word processing. Furthermore, they suggest a rapid extraction of syntactic and semantic information from words in sentences while attributing an advantage to semantic processing in the emergence of the sentence superiority effect.

Electroencephalograms (EEGs) of children with reading disorder (RD) are characterized by higher power and coherence in slow frequencies (delta and theta bands) and lower power and coherence in the alpha band compared to EEGs of typically developed children. Neurofeedback (NFB) is useful for treating learning disorders by reinforcing the reduction of the theta/alpha ratio. This efficacy is supported by EEG power normalization and cognitive-behavioral improvement. To further explore brain changes in isolated areas, this study aimed to explore the effects of this NFB protocol on functional connectivity (coherence) in children with RD. Twenty children with RD and an abnormally high theta/alpha ratio underwent 30 sessions of NFB. After treatment, 90% of par-ticipants learned to decrease their theta/alpha ratio, and on average, children increased their reading accuracy and comprehension scores. Interhemispheric coherence diminished in the delta, theta and beta bands, mainly between frontopolar regions. Intrahemispheric coherence decreased in delta, theta and beta bands and increased in alpha band. The reduction in theta coherence be-tween the left frontal area and other regions of the left hemisphere had particular relevance for reading. These results suggest that this NFB treatment could positively impact reading-related functions in the brain networks of children with RD.

This paper introduces an innovative approach to lipreading, leveraging a web application designed to generate subtitles for videos where the speaker's mouth is visible and a comprehensive literature review that precedes the discussion, encompassing a thorough examination of various lipreading methods employed over the past decade. Our method employs a powerful deep learning model, featuring a 3D-convolution network and bidirectional LSTM, enabling accurate sentence-level predictions based solely on visual lip movements. With an impressive accuracy of 97%, our model is trained using pre-segmented lips regions, transformed into animated GIFs for effective pre-training. This work stands as a significant contribution to the evolving landscape of lipreading research, offering a practical and accurate solution for real-world applications.

Distributed Energy Resources might have a severe influence on Power Line Communications, as they can generate interfering signals and high frequency emissions or supraharmonics that may cause loss of metering and control data. In this paper, the influence of various energy resources on Narrowband Power Line Communications is described and analyzed through several test measurements performed in a real microgrid. Accordingly, the paper describes the effects on smart metering communications through MAC layer analysis. Results show that the commutation frequency of inverters and the presence of battery chargers are remarkable sources of disturbance in low voltage distribution networks. In this sense, the results presented can contribute to efforts towards standardization and normative of emissions at higher frequencies higher, such as CENELEC EN 50160 and IEC/TS 62749.

The promised dataset was obtained from the daily Turkish words and phrases pronounced by various people in the videos posted on YouTube. The purpose of collecting the dataset is to provide detection of the spoken word by recognizing patterns or classifying lip movements with supervised, unsupervised, semi-supervised learning and machine learning algorithms. Most of the datasets related with lip reading consist of people recorded on camera with fixed backgrounds and the same conditions, but the dataset presented here consists of images compatible with machine learning models developed for real-life challenges. It contains a total of 2335 instances taken from TV series, movies, vlogs, and song clips on YouTube. The images in the dataset vary due to factors such as the way people say words, accent, speaking rate, gender and age. Furthermore, the instances in the dataset consist of videos with different angles, shadows, resolution, and brightness that are not created manually. The most important feature of our lip reading dataset is that we contribute to the non-synthetic Turkish dataset pool, which does not have wide dataset varieties. Machine learning studies can be carried out in many areas, such as the defense industry and social life, with this dataset.

The speed with which text can be read is determined in part by the spatial regularity and similarity of vertical letter strokes as assessed by the height of the first peak in the horizontal autocorrelation of the text. The height of this peak was determined for two passages in 20 fonts. The peak was unaffected by the size of the text or its content but was influenced by the font design. Sans serif fonts usually had a lower peak than serif fonts because the presence of serifs resulted in a more even spacing of letter strokes. There were small effects of justification and font- dependent effects of font expansion and compression. The visual comfort of images can be estimated from the extent to which the Fourier amplitude spectrum conforms to 1/f. Students were asked to adjust iBooks to obtain their preferred settings of font and layout. The preference was predicted by the extent to which the Fourier amplitude spectrum approximated 1/f, which in turn was jointly affected by the design of the font, its weight and the ratio of x-height to line separation. The above algorithms can be usefully applied to any orthography to estimate likely speed and comfort of reading.

Machine reading comprehension aims to teach machines to understand a text like a human, and is a new challenging direction in Artificial Intelligence. Datasets play an important role while describing or building an algorithm for machine reading comprehension. The type of answers we required from developed algorithm depends on datasets.The datasets are classified into two types, namely datasets with extractive answers and datasets with descriptive answers. This article summarize both datasets with an example of each type to get better insight of datasets in machine reading comprehension and which datasets to use depending the requirements.

Background: This research presents the use of photoplethsmography combined with Traditional Tibetan Pulse reading for the estimation of the three energies of a person: Activity, Transformation and Stability. The growing interest to revive traditional finger pulse reading attests of the need to find alternative ways to approach complex multi-source diseases as well as individualised diagnostic wearable or portable cost effective systems. Method: Our work is presented in two studies. The first study presents the development of the technique of photoplethsmography to classify the three energies. The second study presents a validation of this methodology on mental stress and relaxation. Results: Energies classification achieved a sensitivity above 85% and specificity above 72%. Mental stress and relaxation could be significantly discriminated from baseline condition. Harmonic analysis gave further insights into the dynamic of the pulse wave under stress/relaxation. Conclusion: The photoplethsmogram contains information pertaining to the mental and physiological state of a person as interpreted with the Eastern energies concepts. The implication of this work points towards a holistic understanding and impact of human activities, health and its environment.

With the development of Internet technology, teachers are constantly seeking innovative teaching methods to match the potential of enhanced technology. Although many studies have been performed before , they aren’t enough in this field. The purpose of this paper is to explore innovative teaching designs and examine the impact of Internet-assisted English teaching of reading based on constructivism. The case is carried out in NO.9 middle school of Bengbu, a underdeveloped area of China, most of students aren’t interested in learning English .We compared Internet-assisted with traditional textbook literature methods to improve the reading proficiency of students, using a questionnaire survey,pre-test and post-tests comparisons. The result showed Internet-assisted English reading teaching is better than textbook. It can arouse students' interest and motivation,reading proficiency and exam result of students have been improved significantly, created a positive learning situation.

Appropriate techniques for promoting reading fluency are difficult to implement in the classroom. There is little time to provide students with individualized feedback on reading aloud or to moti-vate them to do so. In this context, VR can be beneficial for learning, to provide individualized feedback and for increasing learners' engagement. Studies analyzing established methods of lan-guage learning in school in VR seem to be lacking so far. Therefore, this study project was the first to analyze the acceptance of students towards the implementation of a concept of reading fluency training with students at a secondary school in VR. The study method was developed based on the Technology Acceptance Model. The VR environment developed is web-based and provides indi-vidual and collaborative opportunities for training reading fluency, giving, and receiving feed-back, and deepening content understanding of the reading texts. To analyze the acceptance of the VR environment, 5 guided interviews were conducted. The results show that despite technical challenges with the VR environment, students accepted and appreciated the reading fluency training in VR. The integration of established concepts of reading fluency training in foreign lan-guage classrooms has great potential as additional added value can be created to address the challenges of face-to-face instruction.

The world of science is drowned in a wealth of information. How to make sense of this wealth of published articles, blog posts and abstracts has become an important challenge given the importance of science to different aspects of societal function. At the crux of the issue lies the increasing trend where scientific discovery informs decision making at the societal level. One example, is the elucidation of the ozone hole to the promulgation of the Montreal Protocol in 1987, and documenting increasing atmospheric carbon dioxide concentration led to climate action and signing of the Paris Agreement in 2015. Hence, understanding a research field becomes an important need for many decision makers across different sectors of society. But, the scientific literature is cryptic and esoteric, and presents a significant barrier to comprehension. One approach to ameliorate the problem is statistical machine reading, which provides the critical capability of identifying key concepts that underpins a research field. Such important concepts help provide an incision point to gain further understanding of the field and initiating further conversation about the field. This work sought to validate the concept of whether applying statistical machine reading to a body of literature comprising short blog posts and abstracts of published articles help in understanding the field of metabolic engineering. One important angle pursued in this research is whether the tabulated list of terms and phrases identified by statistical machine reading could be creatively analyzed to gain a deeper understanding of the research field. For example, the most frequently occurring terms and phrases could describe key concepts of the research field. Moving down in frequency occurrence would be terms and phrases that describe methodologies and approaches of the field. Finally, less frequently occurring terms and phrases may be tools and resources used in the research field. Results validated the utility of statistical machine reading in identifying important terms and phrases associated with the research field. But the small dataset of blog posts and abstracts used in this study severely hampered the identification of most of the key concepts of metabolic engineering, which is a fairly broad field of research. Overall, statistical machine reading shows utility in identifying terms and phrases that could describe a field. However, the level of understanding is closely tied in to the breadth and depth of reading material available, which meant that the methodology is data intensive in nature. Future use of supercomputing or quantum computing could help alleviate constraints of computational capacity, and help tackle the exponential rise in computational complexity as the size of the reading material for machine reading expands.

Recent evidence suggests the existence of shared neural resources for rhythm processing in language and music. Such overlaps could be the basis of the facilitating effect of regular musical rhythm on spoken word processing previously reported for typical children and adults, as well as adults with Parkinson’s disease and children with developmental language disorders. The present study builds upon these previous findings by examining whether musical rhythmic priming also influences visual word processing, and the extent to which such cross-modal priming effect of rhythm is related to individual differences in musical aptitude and reading skills. EEG was recorded while participants listened to a rhythmic tone prime, followed by a visual target word with a stress pattern that either matched or mismatched the rhythmic structure of the auditory prime. Participants were also administered standardized assessments of musical aptitude and reading achievement. ERPs elicited by target words with a mismatching stress pattern showed an increased fronto-central negativity. Additionally, the size of the negative effect correlated with individual differences in musical rhythm aptitude and reading comprehension skills. Results support the existence of shared neurocognitive resources for linguistic and musical rhythm processing, and have important implications for the use of rhythm-based activities for reading interventions.

Viruses frequently contain overlapping genes, which encode functionally unrelated proteins from the same DNA or RNA region but in different reading frames. Yet overlapping genes are often overlooked during genome annotation, in particular in DNA viruses. Here we looked for the presence of overlapping genes likely to encode a functional protein in human parvovirus B19 (genus erythroparvovirus), using an experimentally validated software, Synplot2. Synplot2 detected an open reading frame, X, conserved in all erythroparvoviruses, which overlaps the VP1 capsid gene, and is under highly significant selection pressure. In a related virus, human parvovirus (genus tetraparvovirus), Synplot2 also detected an open reading frame under highly significant selection pressure, ARF1, which overlaps the VP1 gene. X and ARF1 have exactly the same location (both overlap the region of VP1 encoding the phospholipase A2 domain), and encode proteins with similar predicted properties, such as a transmembrane region, strongly suggesting that they are homologous. These findings provide compelling evidence that the X protein must be expressed and functional. It is probably translated either from a polycistronic mRNA by a non-canonical mechanism, or from an unmapped monocistronic mRNA. Finally, we also discovered proteins predicted to be expressed from a frame overlapping VP1 in other species related to parvovirus B19: porcine parvovirus 2 (Z protein) and bovine parvovirus 3 (X-like protein).

Objectives: The Implicit Prosody Hypothesis (IPH) posits that individuals generate internal prosodic representations during silent reading, mirroring those produced in spoken language. While converging behavioral evidence supports the IPH, the underlying neurocognitive mechanisms remain largely unknown. Therefore, this study investigated the neurophysiological markers of sensitivity to speech rhythm cues during silent word reading. Methods: EEG was recorded while participants silently read four-word sequences, each composed of either trochaic words (stressed on the first syllable) or iambic words (stressed on the second syllable). Each sequence was followed by a target word that was either metrically congruent or incongruent with the preceding rhythmic pattern. Results: Single-trial event-related potentials (ERPs) and time-frequency representations (TFRs) triggered by the target words were examined using a hierarchical mass univariate general linear modeling approach to investigate the effects of metrical expectancy and stress type. ERP findings revealed significant differences based on expectancy, with words carrying unexpected stress eliciting larger negativities between 240-628 ms after word onset. TFRs further revealed that different frequency bands were sensitive to distinct aspects of rhythmic structure in language. Alpha activity, linked to attention, reflected expectations about the rhythmic pattern. Theta and beta activity, associated with processing rhythm and timing, were sensitive to both the expected rhythm and the specific location of stressed syllables within words. Conclusions: These findings highlight comparable neurophysiological responses to both implicit and explicit speech rhythm, further supporting the IPH and emphasizing the role of prosody in silent reading.

Machine reading comprehension is a crucial area of research in natural language processing, aiming to enable machines to read and understand text as humans do, and to answer questions related to the text content. The pre-trained language model, represented by BERT, has achieved superior results compared to traditional models in many NLP tasks, leading to the rise of the pre-trained paradigm in the field of natural language processing. This paper addresses the issue that the pre-trained language model lacks the ability to extract long-distance semantic relations and make efficient use of linguistic features. Firstly, the recent developments of the pre-trained language model are described. Then, two feature maps are used to intuitively express the structured long-distance semantic correlation features, and the traditional sequence structure features are integrated. The influence of different feature map construction methods on machine reading comprehension is compared. Finally, the application of the pre-trained language model in machine reading comprehension is summarized and prospected. By fusing graph structure features, the model can learn more abundant language knowledge, thus further improving its reasoning ability.

Large language model (LLM) is a representation of a major advancement in AI, and has been used in multiple natural language processing tasks. Nevertheless, in different business scenarios, LLM requires fine-tuning by engineers to achieve satisfactory performance, and the cost of achieving target performance and fine-tuning may not match. Based on the Baidu STI dataset, we study the upper bound of the performance that classical information retrieval methods can achieve under a specific business, and compare it with the cost and performance of the participating team based on LLM. This paper gives an insight into the potential of classical computational linguistics algorithms, and which can help decision-makers make reasonable choices for LLM and low-cost methods in business R&D.

Globalization has had an impact on the education system in the UAE, where increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an 8-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age, and compares the translation of The Little prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

AI-driven tools can identify nursing students' strengths and weaknesses, thus enabling the development of customized learning plans that target specific areas for improvement. This targeted approach can enhance knowledge retention and skill development, resulting in better prepared healthcare professionals. Nursing students are required to overcome their own psychological stress during their internship in order to understand sick children’s emotional reactions, as well as to be able to interact and communicate with such children. The application of AI picture-based teaching e-books helps nursing students to understand how to use therapeutic games to improve communication with sick children. A comparison of the differences between nursing teachers’ self-efficacy scores and nursing students’ application of AI picture-based teaching e-books (experimental group) and narrative handouts (control group) was achieved via therapeutic games to deal with sick children’s fear of medical examinations and treatments. In addition, a comparison was also conducted on the differences between the impact of the self-efficacy of the experimental group and that of the control group in dealing with sick children’s behavioral responses with respect to fears of medical examinations and treatments. This study is a quasi-experimental study, in which the self-efficacy scores of 30 nursing students were collected and analyzed in both the experimental group and the control group before and after intervention in dealing with sick children’s behavioral responses to fears of medical examinations and treatments. It was found that the self-efficacy score of the experimental group was higher than that of the control group (β coefficient is 0.356) when assessing the self-efficacy scores and behavior of the experimental and control groups in dealing with sick children’s fears of medical examinations and treatments through one-way analysis of covariance (one-way ANCOVA), moreover, a statistically significant difference (p < 0.05) was observed. The experimental group’s score of behavioral responses to the fears of sick children to examinations and treatments was lower than that of the control group (β coefficient was -1.540), wherein a statistically significant difference (p < 0.05) was shown. The self-efficacy of the experimental group in dealing with sick children’s fears of medical examinations and treatments had a statistically significant impact on the sick children’s behavioral responses to the fear of medical examinations and treatments (p < 0.05). In addition, the higher the self-efficacy scores of the experimental group in dealing with sick children’s fear of medical examinations and treatments, the lower the sick children’s behavioral responses to fears of medical examinations and treatments (the β coefficient was -0.914), the control group’s self-efficacy scores in dealing with sick children’s fears of medical examinations and treatments did not have a statistically significant impact on the sick children’s behavioral responses to fears of medical examinations and treatments (p > 0.05). This study proves that the application of AI picture-based teaching e-books by nursing teachers is more effective than narrative handouts in improving nursing students’ self-efficacy when using therapeutic games to deal with, as well as reduce, sick children’s fears of medical examinations and treatments.

This study investigated whether reciprocal collaborative pedagogy significantly impacts Indonesian electrical engineering polytechnic students in reducing reading anxiety and improving self-efficacy in ESP reading comprehension skills. Fifty Polytechnic students were equally assigned to two groups. Control groups learned in the traditional reciprocal teaching method individually. Experimental group engaged in reciprocal collaborative pedagogy. Each group received a 6-week reading strategy training. E-learning platforms were used in this study as a complementary tool to distribute ESP reading materials, announcements, and the experiment details being taught. The quantitative and qualitative results demonstrated that the tasks in reciprocal collaborative pedagogy positively affects Indonesian electrical engineering polytechnic students' learning experience and outcomes. This pedagogy promotes a productive learning environment through peer interaction, active engagement, and peer group discussions of the whole learning activities, reducing feelings of anxiety and building confidence in ESP-specialized text.

A reduced ability to work with information contained in a text is usually registered in low-achieving students. One important internal factor influencing reading comprehension concerns the child’s executive functioning. The current study investigated whether the domain-specific intervention ExeFun-READ targeting language abilities related to reading comprehension and executive functioning in primary school children would be effective in improving their scholastic performance in their reading domain and executive functioning. ExeFun-READ is designed to address the relations between domain-specific versus thinking-skill-oriented (domain-general) instruction. A child’s active learning is focused on semantic, phonetic, morphological and syntactical comprehension of linguistic material. In total, 151 students attending grade four from seven elementary schools took part in the project. The study concerned a pretest-intervention-posttest experimental design with three conditions: the experimental condition, an active, and a passive control group. To assess the children’s level of EF, the Delis–Kaplan Executive Function System test battery was used; to assess children’s language ability in reading domain, the Cognitive Abilities Test (the verbal battery, Thorndike &amp; Hagan, 1986 [1]), was used. In the current study, the intervention led to improved language abilities related to reading comprehension, but in terms of executive functioning the improvement only extended to switching fluency. Regarding the effects of the ExeFun-READ intervention on children’s reading abilities, specified as language abilities related to reading comprehension, significant improvements were found in vocabulary, completion of sentences, and classification of terms in the group of children that received the ExeFun-READ intervention.

The study investigated the influence of white vs 12 background and overlay colours on the reading process in school age children. Previous research reported that colours could affect reading skills as an important factor of the emotional and physiological state of the body. The aim of the study was to assess developmental differences between second and third grade students of elementary school and to evaluate differences in electroencephalography (EEG), ocular, electrodermal activities (EDA) and heart rate variability (HRV). Our findings showed a decreasing trend with age regarding EEG power bands (Alpha, Beta, Delta, Theta) and lower scores of reading duration and eye-tracking measures in younger children compared to older children. As shown in the results, HRV parameters showed higher scores in 12 background and overlay colours among second than third grade students which is linearly correlated to the level of stress and readable from EDA measures as well. The existing study showed the calming effect on second graders in turquoise and blue background colours. Considering other colours separately for each parameter, we assumed that there are no systematic differences in Reading duration, EEG power band, Eye-tracking and EDA measures.

Subjective cognitive decline (SCD) would correspond to a preclinical phase of Alzheimer's disease. The aim of this study was to find associations between lifestyle individual factors compatible scores with cognitive impairment (CI) in SCD people. Methods: This is a case-control study to detect SCD, CI and potential associated factors in 497 patients over 50 years in Community Pharmacies. Three screening tests detected possible CI and patients with at least one test compatible with CI were referred to Primary Care to be evaluated. Results: In self-complaint patients statistically significant with depressive feelings were found (86.8%) with benzodiazepines consumers (83.9%) and female patients (81.2%). Thirty percent of our sample obtained scores compatible with CI. Being older than 70 years old increased the odds of obtaining scores compatible with CI. High level education, reading and internet use were able to reduce the odds of positive scores compatible with CI (37%-91%, 7%-18% and 67%-86%), whereas, one extra hour television/day increased the risk in 8%-30%. Reading was able to nullify the effect of both internet and TV consumption. Conclusion: Not just the age but also modifiable lifestyle factors are acting in favour of a cognitive decline.

Theories of reading comprehension emphasize decoding and listening comprehension as two essential components. The current study aimed to investigate how Chinese character decoding and context-driven auditory semantic integration contribute to reading comprehension in Chinese middle school students. Seventy-five middle school students were tested. Context-driven auditory semantic integration was assessed with speech-in-noise tests in which the fundamental frequency (F0) contours of spoken sentences were either kept natural or acoustically flattened with the latter requiring a higher degree of contextual information. Statistical modelling with hierarchical regression was conducted to examine the contributions of Chinese character decoding and context-driven auditory semantic integration to reading comprehension. Performance on Chinese character decoding and auditory semantic integration scores with the flattened (but not natural) F0 sentences significantly predicted reading comprehension. Furthermore, the contributions of these two factors to reading comprehension were better fitted with an additive model instead of a multiplicative model. These findings indicate that reading comprehension in middle schoolers is associated with not only character decoding but also the listening ability to make better use of the sentential context for semantic integration in a severely degraded speech-in-noise condition. The results add to our better understanding of the multi-faceted reading comprehension in children. Future research could further address the age-dependent development and maturation of reading skills by examining and controlling other important cognitive variables, and apply neuroimaging techniques such as functional magmatic resonance imaging to reveal the neural substrates for the contribution of auditory semantic integration and the observed additive model to reading comprehension.

Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1,720 caregiver-child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. Qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

One of the robust explanation related to sociological educational inequality is Bourdieu’s cultural reproduction theory. Admittedly, prior work investigated that children’s cultural capital (CC) have significant effects on educational success. Although, it remain unclear in the context of developing countries specifically Vietnam. Also, how children’s conversion mechanism of CC works and drive educational success. Meanwhile, Bourdieu theory argue that CC effects educations outcomes largely via teachers biasness by using support of school grades, in contrast some of the scholars argue that absorption of children’s CC may directly transmit into educational abilities and skill development. This study employed partial least square structural equation modelling to analyze 5th grades students’ data collected from educational policy and data center. This study argue that conversion mechanism grounded on CC dimensions. This study provide implications for the policy makers and future researchers.

Abstract: Letter migrations between words in reading aloud (e.g., reading "cane love" as "lane love" or "lane cove") are known to result from a deficit in the visual-orthographic analysis and characterize attentional dyslexia. In spontaneous speech, individuals with impairment in the phonological output buffer may show migrations of phonemes between words. The purpose of this study was to examine whether migrations between words in reading aloud can also result from a deficit in the phonological output buffer, to explore the characteristics of migrations resulting from orthographic input and from phonological output deficits, and to examine methods to distinguish these two sources. Using tasks of reading aloud of 92-182 word pairs, we identified 18 adults and adolescents with developmental dyslexia who made between-word letter migrations in reading aloud, significantly more than age-matched controls (372 adults and 26 7th-graders). To distinguish between orthographic-input and phonological-output sources for these migrations, we administered a test assessing orthographic-input without spoken-output (written-semantic-decision on 140 migratable word pairs) and a test of repetition of 36 auditorily-presented migratable word pairs, assessing spoken output without orthographic-input (and word span tests). These tests indicated that the migrations of ten of the participants with dyslexia resulted from an orthographic-input deficit, and for the other eight participants, migrations resulted from a phonological-output deficit. We identified several differences between the two types of between-word errors: first, whereas the individuals with attentional dyslexia made omissions of a letter that appeared in the same position in the two words, the phonological output buffer group did not make such omissions. In addition, the groups differed in the origin of migration: orthographic input migrations involve letters that are orthographically adjacent, whereas phonological output migrations involve phonemes that have just been spoken or that are prepared together in the phonological buffer for production. This was manifested in that migrations from the line below and from two lines above occurred only in the orthographic input deficit group, and migrations occurred from a word vertically close to the target in the orthographic input group but from a word that has just been spoken (placed diagonally to the target) in the phonological output group. This study thus indicates that between-word migrations in reading-aloud can result not only from attentional dyslexia, but also from a phonological output buffer deficit, and offers ways to distinguish between the two.

Reading is one of the essential processes during the maturation of an individual. It is estimated that 5-10% of school-age children are affected by dyslexia, the reading disorder characterised by difficulties in the accuracy or fluency of word recognition. There are many studies which have reported that colour overlays and background could improve the reading process, especially in children with reading disorders. As dyslexia has neurobiological origins, the aim of the present research was to understand the relationship between physiological parameters and colour modifications in the text and background during reading in children with and without dyslexia. We have measured differences in electroencephalography (EEG), heart rate variability (HRV), electrodermal activities (EDA), and eye movement of the 36 school-age children (18 with dyslexia and 18 of control group) during the reading performance in 13 combinations of background and overlay colours during the reading task. Our findings showed that the dyslexic children have longer reading duration, fixation count, fixation duration average, fixation duration total, and longer saccade count, saccade duration total, and saccade duration average while reading on white and coloured background/overlay. It was found that the turquoise, turquoise O, and yellow colours are beneficial for dyslexic readers, as they achieved the shortest time duration during the reading tasks when these colours were used. Also, dyslexic children have higher values of beta and the whole range of EEG while reading in particular colour (purple), as well as increasing theta range while reading on the purple overlay colour. We have observed no significant differences between HRV parameters on white colour, except for single colours (purple, turquoise overlay and yellow overlay) where the control group showed higher values for Mean HR, while dyslexic children scored higher with Mean RR. Regarding EDA measure we have found systematically lower values in children with dyslexia in comparison to the control group. Based on present results we can conclude that both colours (warm and cold background/overlays) are beneficial for both groups of readers and all sensor modalities could be used to better understand the neurophysiological origins in dyslexic children.

(1) Background: Substantial evidence that neural timing deficits are prevalent in developmental disorders, aging, and concussions resulting from a mild Traumatic Brain Injury (mTBI) is presented. We show that if timing deficits are remediated using low-level movement discrimination training, then high-level cognitive skills, including reading, attention, processing speed, and working memory improve substantially. (2) Methods: Two case studies are presented using MEG source imaging on an adult dyslexic, and a healthy older adult observed before and after training on movement discrimination two times/week for 8 weeks for adult dyslexic. (3) Results: We found improvements in reading, attention, processing speed, and working memory on neuropsychological tests. Substantial MEG signal increases in visual Motion Networks (V1, V3, MT, MST), Attention Networks (ACC, dlPFC, vlPFC and precuneous/ PCC areas) and Memory Networks (dlPFC). (4) Conclusions: Improving neural timing deficits before cognitive exercises to improve specific cognitive skills provides a rapid and effective method to improve cognitive skills. Improving the timing and sensitivity of low-level dorsal pathways, improving feedforward and feedback pathways, is essential to improve high-level cognitive skills. This adaptive training with substantial feedback shows cognitive transfer to tasks not trained on, significantly improving a person’s quality of life rapidly and effectively.

Until the 1950s, developmental dyslexia was defined as a hereditary visual disability, selectively affecting reading without compromising oral or non-verbal reasoning skills. This changed radically after the development of the phonological theory of dyslexia; this not only ruled out any role for visual processing in its aetiology, but also cast doubt on the use of discrepancy between reading and reasoning skills as a criterion for diagnosing it. Here I argue that this theory is set at too high a cognitive level to be explanatory; we need to understand the pathophysiological visual and auditory mechanisms that cause children’s phonological problems. I discuss how the ‘magnocellular theory’ attempts to do this in terms of slowed and error prone temporal processing which leads to dyslexics’ defective visual and auditory sequencing when attempting to read. I attempt to deal with the criticisms of this theory and show how it leads to a number of successful ways of helping dyslexic children to overcome their reading difficulties.

The COVID-19 pandemic first observed in December 2019 caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has influenced every individual on the planet. The virus has influenced our lifestyle, education, economy and the environment. Though the vaccines against COVID-19 have provided protection against the disease; new strains of the virus have lowered the efficiency of the vaccines. There is still no effective therapy for the treatment of the disease. Understanding the protein structure of the virus may lead to the development of effective therapies for the disease. We recently mapped the structural proteins and non-structural proteins of SARS-CoV-2. The accessory proteins (Open reading frames, Orfs) of SARS-CoV-2 modulate the host environment to favor virus replication. This paper reports mapping the accessory proteins (Orfs) of SARS-CoV-2.

Porcine circovirus type 2 (PCV2) is a small non-enveloped DNA virus that causes swine immunosuppression by inducing apoptosis in lymphocytes. The ORF3 protein plays a major role in PCV2-induced apoptosis in porcine kidney cells, but there is little information regarding this protein in PCV2-infected lymphocytes. In this study, hybridoma screening and epitope mapping were determined by using an indirect ELISA. The mAb 7D3 against ORF3 peptide (residues 35–65) of PCV2 were generated in this study. In vivo situation, the mAb 7D3 recognized ORF3 protein existed in PCV2-infected apoptotic porcine PBMCs. It is noteworthy that thimerosal interfered with the binding of mAb 7D3 to epitope and it was diminished by adding cysteine. Additionally, thimerosal interacting with cysteine-containing peptide was demonstrated by the PTI assay. Furthermore, thimerosal specifically interacted with the antigen-binding sites of mAb 7D3. This study suggested that thimerosal blockade the occlusion of the antigen-binding sites of mAb 7D3 to bind ORF3 peptide (residues 35–65) via thimerosal interacting with cysteine residues which should be located within the antigen-binding sites of mAb 7D3. Overall, the mAb 7D3 has been characterized and it will be a valuables tool in future studies of ORF3 function and the wider mechanism of cell apoptosis caused by PCV2 infection. Similarly, these techniques will be useful for applications in detecting thimerosal too.

Primary varicella-zoster virus (VZV) infection causes varicella (chickenpox) and the establishment of a lifelong latent infection in ganglionic neurons. VZV reactivates in about one-third of infected individuals to cause herpes zoster, often accompanied by neurological complications. The restricted host range of VZV and, until recently, the lack of suitable in vitro models to study VZV latency have seriously hampered molecular studies of viral latency. Nevertheless, recent technological advances facilitated a series of exciting studies that resulted in the discovery of a VZV latency-associated transcript (VLT) and have redefined our understanding of VZV latency and factors that initiate reactivation. Together, these findings pave the way for a new era of research that may finally unravel the precise molecular mechanisms that govern latency. In this review, we will summarize the implications of recent discoveries in the VZV latency field from both a virus and host perspective and provide a roadmap for future studies.

The SARS (severe acute respiratory syndrome)-CoV (Coronavirus)-2 S(spike)-protein mRNA/cDNA currently being used as vaccines are antigenic but not antigens against SARS-CoV-2, that causes COVID (Coronavirus Disease) -19. Furthermore, the mRNA and cDNA antigenic vaccines also have potentials for homologous as well as heterologous recombination, primarily into the somatic cell DNA of the vaccine recipients. On the contrary, a SARS-CoV-2 RBD-protein antigen, a part of the S-protein, will directly stimulate antibody production against SARS-CoV-2. Hence, a vaccine composed of SARS-CoV-2 RBD-protein as a safer, fast acting, and effective vaccine against SARS-CoV-2 and thus against COVID-19. This is also useful for some immune compromised individuals.

For Visually impaired People (VIPs), the ability to convert text to sound can mean a new level of independence or the simple joy of a good book. With significant advances in Optical Character Recognition (OCR) in recent years, a number of reading aids are appearing on the market. These reading aids convert images captured by a camera to text which can then be read aloud. However, all of these reading aids suffer from a key issue – the user must be able to visually target the text and capture an image of sufficient quality for the OCR algorithm to function – no small task for VIPs. In this work, a Sound-Emitting Document Image Quality Assessment metric (SEDIQA) is proposed which allows the user to hear the quality of the text image and automatically captures the best image for OCR accuracy. This work also includes testing of OCR performance against image degradations, to identify the most significant contributors to accuracy reduction. The proposed No-Reference Image Quality Assessor (NR-IQA) is validated alongside established NR-IQAs and this work includes insights into the performance of these NR-IQAs on document images.

This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.