Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Published in:
The Analysis of Incidental Learning in the Affinity Spaces of a Smartphone Game “Neko Atsume” Read chapter Read first chapter

2017 | OriginalPaper | Chapter

Closing the Reading Gap with Virtual Maze Environments

Authors : Lisa Gabel, Evelyn Johnson, Brett E. Shelton, Jui-Long Hung

Published in: Emerging Technologies for Education

Publisher: Springer International Publishing

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

The purpose of the proposed project is to develop and validate a virtual Hebb-Williams (vHW) maze task for use as a low-cost, time-efficient, and easy-to-use assessment for the early detection of children at risk for reading impairment. The vHW maze offers the potential to serve as a reliable, non-language based predictor of reading difficulty, which can improve early identification and intervention efforts. Unlike current screening measures of reading impairment, the vHW maze could be administered in the classroom, with a fully integrated analytical system. With the successful attainment of this project, the vHW maze task will fill important gaps in early identification screeners by examining a broader range of cognitive processes associated with reading and enhancing our understanding of factors underlying reading impairment. This paper comprises the proposed work and significance while highlighting previous findings related to reading impairments and virtual maze environments.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

inform now
previous chapter Adaptation of Personalized Education in E-learning Environment
next chapter A Comparison of Adaptive Learning Within the SOI Model Using Paper and Computer Presentation
Literature
Adlof, S.M., Catts, H.W., Lee, J.: Kindergarten predictors of second versus eighth grade reading comprehension impairments. J. Learn. Disabil. 43, 332–345 (2010)CrossRef
Catts, H.W., Adlof, S.M., Weismer, S.: Language deficits in poor comprehenders: a case for the simple view of reading. J. Speech Lang. Hearing Res. 49(2), 278–293 (2006)CrossRef
Compton, D.L., Miller, A.C., Elleman, A.M., Steacy, L.M.: Have we forsaken reading theory in the name of quick fix interventions for children with reading disability? Sci. Stud. Reading 18(1), 55–73 (2014). doi:10.​1080/​10888438.​2013.​836200 CrossRef
Fayyad, U.M., Piatetsky-Shapiro, G., Smyth, P.: The KDD process for extracting useful knowledge from volumes of data. Commun. ACM 39(11), 27–34 (1996)CrossRef
Ferrer, E., Shaywitz, B.A., Holahan, J.M., Marchione, K., Shaywitz, S.E.: Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia. Psychol. Sci. 21(1), 93–101 (2015). doi:10.​1177/​0956797609354084​ CrossRef
Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., Morris, R.D.: Neurocognitive predictors of reading outcomes for children with reading disabilities. J. Learn. Disabil. 44(2), 150–166 (2011). doi:10.​1177/​0022219410391185​ CrossRef
Gabel, L.A., Manglani, M., Escalona, N., Cysner, J., Hamilton, R., Pfaffmann, J., Johnson, E.: Translating dyslexia across species. Annals of Dyslexia (2016)
Gough, P., Tunmer, W.: Decoding, reading, and reading disability. Remedial Special Educ. 7, 6–10 (1986)CrossRef
Hawkins, S., He, H., Williams, G., Baxter, R.: Outlier detection using replicator neural networks. In: Kambayashi, Y., Winiwarter, W., Arikawa, M. (eds.) DaWaK 2002. LNCS, vol. 2454, pp. 170–180. Springer, Heidelberg (2002). doi:10.​1007/​3-540-46145-0_​17 CrossRef
Hebb, D.O., Williams, K.: A method of rating animal intelligence. J. Gen. Psychol. 34, 59–65 (1946)CrossRef
Ho, T.K.: The random subspace method for constructing decision forests. IEEE Trans. Pattern Anal. Mach. Intell. 20(8), 832–844 (1998)CrossRef
Jenkins, J., Hudson, R.F., Johnson, E.S.: Screening for service delivery in an RTI framework: candidate measures. School Psychol. Rev. 36(4), 582–601 (2007)
Kriegel, H.P., Kröger, P., Schubert, E., Zimek, A.: Interpreting and unifying outlier scores. In: Proceedings of the 2011 SIAM International Conference on Data Mining, pp. 13–24, Mesa, AZ, April 2011
Lazarevic, A., Kumar, V.: Feature bagging for outlier detection. In: Proceedings of 11th ACM SIGKDD International Conference on Knowledge Discovery in Data Mining, pp. 157–166, August 2005
Meunier, M., Saint-Marc, M., Destrade, C.: The Hebb-Williams test to assess recovery of learning after limbic lesions in mice. Physiol. Behav. 37(6), 909–913 (1986)CrossRef
Nguyen, H.V., Ang, H.H., Gopalkrishnan, V.: Mining outliers with ensemble of heterogeneous detectors on random subspaces. In: Kitagawa, H., Ishikawa, Y., Li, Q., Watanabe, C. (eds.) DASFAA 2010. LNCS, vol. 5981, pp. 368–383. Springer, Heidelberg (2010). doi:10.​1007/​978-3-642-12026-8_​29 CrossRef
Pennington, B.F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., et al.: Individual prediction of dyslexia by single vs. multiple deficit models. J. Abnorm. Psychol. 121(1), 212–224 (2012)CrossRef
Rabinovitch, M.S., Rosvold, H.E.: A closed-field intelligence test for rats. Can. J. Psychol. 5(3), 122–128 (1951)CrossRef
Romero, C., Ventura, S.: Educational data mining: A review of the state of the art. IEEE Trans. Syst. Man Cybern. Part C Appl. Rev. 40(6), 601–618 (2010)CrossRef
Schölkopf, B., Platt, J.C., Shawe-Taylor, J., Smola, A.J., Williamson, R.C.: Estimating the support of a high-dimensional distribution. Neural Comput. 13(7), 1443–1471 (2001)CrossRefMATH
Shelton, B.E., Hung, J., Lowenthal, P.: Predicting student success by modeling student interaction in asynchronous online courses. IEEE Trans. Learn. Technol., 8 pages (under review)
Shore, D.I., Stanford, L., MacInnes, W.J., Klein, R.M., Brown, R.E.: Of mice and men: virtual Hebb-Williams mazes permit comparison of spatial learning across species. Cogn. Affect Behav. Neurosci. 1(1), 83–89 (2001)CrossRef
Spencer, M., Quinn, J.M., Wagner, R.K.: Specific reading comprehension disability: major problem, myth, or misnomer? Learn. Disabil. Res. Pract. 29(1), 3–9 (2014)CrossRef
Torgesen, J.K.: Avoiding the devastating downward spiral: the evidence that early intervention prevents reading failure. Am. Educ. 28, 6–19 (2004). Reprinted in the 56th Annual Commemorative Booklet of the International Dyslexia Association, November 2005
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 English Language Arts Assessment
Metadata
Title
Closing the Reading Gap with Virtual Maze Environments
Authors
Lisa Gabel
Evelyn Johnson
Brett E. Shelton
Jui-Long Hung
Copyright Year
2017
Book
Emerging Technologies for Education

Print ISBN: 978-3-319-52835-9

Electronic ISBN: 978-3-319-52836-6

Copyright Year: 2017

DOI
https://doi.org/10.1007/978-3-319-52836-6_47

Premium Partner

    Image Credits