This study explores the influence of after-school tutoring on reading comprehension skills of students with dyslexia(DD)in grades 3-5 in China and its participating factors.Using a mixed-methods design,the quantitativ...This study explores the influence of after-school tutoring on reading comprehension skills of students with dyslexia(DD)in grades 3-5 in China and its participating factors.Using a mixed-methods design,the quantitative data(GORT-4 reading test)of 50 public primary school students in Qingdao and their parents’feedback were collected through questionnaires,supplemented by semi-structured interviews with eight parents for qualitative analysis.The findings are as follows:(1)Family socioeconomic status and parents’awareness of DD are the key factors to participate in after-school counseling;(2)The students who participated in the after-school counseling performed significantly better in the GORT-4 comprehension test(P<0.05);(3)Counseling makes up for the lack of classroom learning through personalized strategies(such as multi-sensory teaching and phonological awareness training),but parents’psychological support is the core of successful intervention.The necessity of early targeted intervention was emphasized,and practical enlightenment was provided for the educational support system of DD students in China.展开更多
Referring expression comprehension(REC)aims to locate a specific region in an image described by a natural language.Existing two-stage methods generate multiple candidate proposals in the first stage,followed by selec...Referring expression comprehension(REC)aims to locate a specific region in an image described by a natural language.Existing two-stage methods generate multiple candidate proposals in the first stage,followed by selecting one of these proposals as the grounding result in the second stage.Nevertheless,the number of candidate proposals generated in the first stage significantly exceeds ground truth and the recall of critical objects is inadequate,thereby enormously limiting the overall network performance.To address the above issues,the authors propose an innovative method termed Separate Non-Maximum Suppression(Sep-NMS)for two-stage REC.Particularly,Sep-NMS models information from the two stages independently and collaboratively,ultimately achieving an overall improvement in comprehension and identification of the target objects.Specifically,the authors propose a Ref-Relatedness module for filtering referent proposals rigorously,decreasing the redundancy of referent proposals.A CLIP†Relatedness module based on robust multimodal pre-trained encoders is built to precisely assess the relevance between language and proposals to improve the recall of critical objects.It is worth mentioning that the authors are the pioneers in utilising a multimodal pre-training model for proposal filtering in the first stage.Moreover,an Information Fusion module is designed to effectively amalgamate the multimodal information across two stages,ensuring maximum uti-lisation of the available information.Extensive experiments demonstrate that the approach achieves competitive performance with previous state-of-the-art methods.The datasets used are publicly available:RefCOCO,RefCOCO+:https://doi.org/10.1007/978-3-319-46475-6_5 and RefCOCOg:https://doi.org/10.1109/CVPR.2016.9.展开更多
This study investigates how English morphological awareness contributes to reading comprehension in beginner Chinese EFL learners.The research examines both derivational and compounding morphological awareness at mult...This study investigates how English morphological awareness contributes to reading comprehension in beginner Chinese EFL learners.The research examines both derivational and compounding morphological awareness at multiple levels(identification,discrimination,and manipulation)on English reading comprehension and explores whether their contributions are mediated by vocabulary knowledge.Data were collected from 71 Grade 9 students using various morphological awareness tasks,a vocabulary test,and a reading comprehension assessment.Mixed-effects regression and mediation analyses revealed that all components of morphological awareness,except derivational identification,significantly contributed to reading comprehension.Derivational manipulation was found to have both direct and indirect effects on reading comprehension,partially mediated by vocabulary knowledge.In contrast,compounding awareness influenced reading comprehension primarily through its effect on vocabulary.These findings provide a more nuanced understanding of how different facets of morphological awareness impact reading comprehension in EFL contexts,offering valuable insights for vocabulary and reading instruction.展开更多
文摘This study explores the influence of after-school tutoring on reading comprehension skills of students with dyslexia(DD)in grades 3-5 in China and its participating factors.Using a mixed-methods design,the quantitative data(GORT-4 reading test)of 50 public primary school students in Qingdao and their parents’feedback were collected through questionnaires,supplemented by semi-structured interviews with eight parents for qualitative analysis.The findings are as follows:(1)Family socioeconomic status and parents’awareness of DD are the key factors to participate in after-school counseling;(2)The students who participated in the after-school counseling performed significantly better in the GORT-4 comprehension test(P<0.05);(3)Counseling makes up for the lack of classroom learning through personalized strategies(such as multi-sensory teaching and phonological awareness training),but parents’psychological support is the core of successful intervention.The necessity of early targeted intervention was emphasized,and practical enlightenment was provided for the educational support system of DD students in China.
基金funded by the National Natural Science Foundation of China(No.62076032).
文摘Referring expression comprehension(REC)aims to locate a specific region in an image described by a natural language.Existing two-stage methods generate multiple candidate proposals in the first stage,followed by selecting one of these proposals as the grounding result in the second stage.Nevertheless,the number of candidate proposals generated in the first stage significantly exceeds ground truth and the recall of critical objects is inadequate,thereby enormously limiting the overall network performance.To address the above issues,the authors propose an innovative method termed Separate Non-Maximum Suppression(Sep-NMS)for two-stage REC.Particularly,Sep-NMS models information from the two stages independently and collaboratively,ultimately achieving an overall improvement in comprehension and identification of the target objects.Specifically,the authors propose a Ref-Relatedness module for filtering referent proposals rigorously,decreasing the redundancy of referent proposals.A CLIP†Relatedness module based on robust multimodal pre-trained encoders is built to precisely assess the relevance between language and proposals to improve the recall of critical objects.It is worth mentioning that the authors are the pioneers in utilising a multimodal pre-training model for proposal filtering in the first stage.Moreover,an Information Fusion module is designed to effectively amalgamate the multimodal information across two stages,ensuring maximum uti-lisation of the available information.Extensive experiments demonstrate that the approach achieves competitive performance with previous state-of-the-art methods.The datasets used are publicly available:RefCOCO,RefCOCO+:https://doi.org/10.1007/978-3-319-46475-6_5 and RefCOCOg:https://doi.org/10.1109/CVPR.2016.9.
文摘This study investigates how English morphological awareness contributes to reading comprehension in beginner Chinese EFL learners.The research examines both derivational and compounding morphological awareness at multiple levels(identification,discrimination,and manipulation)on English reading comprehension and explores whether their contributions are mediated by vocabulary knowledge.Data were collected from 71 Grade 9 students using various morphological awareness tasks,a vocabulary test,and a reading comprehension assessment.Mixed-effects regression and mediation analyses revealed that all components of morphological awareness,except derivational identification,significantly contributed to reading comprehension.Derivational manipulation was found to have both direct and indirect effects on reading comprehension,partially mediated by vocabulary knowledge.In contrast,compounding awareness influenced reading comprehension primarily through its effect on vocabulary.These findings provide a more nuanced understanding of how different facets of morphological awareness impact reading comprehension in EFL contexts,offering valuable insights for vocabulary and reading instruction.
