Printed books have long been an important means for people to obtain knowledge; nevertheless, educators have pointed out problems of learning from some printed books, in particular, the lack of learning supports, such as supplementary materials and learning guiding tools. In this study, a concept map-oriented ubiquitous learning approach is proposed for supporting printed science book reading a...

In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis (Share, 1995), little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading...

The “Simple model” of reading proposes that reading deficits can be understood in terms of single or combined contributions of comprehension and phonological impairments [1]. Phonological or semantic deficits have been effectively tested in isolation in computational models of reading, and their results map onto the predictions of the simple model. However, the subtle interactions between impai...