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The interaction with text of failing and normal readersMulholland, H. January 1984 (has links)
No description available.
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Exploring the relationship between working memory deficits and reading difficulties2015 November 1900 (has links)
This study explored the relationship between working memory (WM) deficits and reading difficulties using secondary data analysis on data collected from 63 English speaking students in two urban school divisions in Saskatchewan participating in a larger SSHRC funded study (Marche, McIntyre, Claypool, 2013). First, this study addressed whether the WM profiles of individuals with reading difficulties were different from those of individuals without reading difficulties. The results showed that individuals with reading difficulties scored lower than individuals with average reading ability on measures of verbal short-term memory (STM), verbal WM, and visuospatial WM. Second, this study looked at the differential effects of computer-based WM training on the WM profiles of children with and without reading difficulties. The results showed that after WM training, there was a difference between the visuospatial STM scores of individuals with and without difficulties, when reading ability was determined by the combination of a decoding and comprehension task. Furthermore, a difference was also noted between the visuospatial WM scores of individuals with and without word decoding difficulties, and the visuospatial STM, verbal WM, and visuospatial WM scores of individuals with and without reading comprehension difficulties. Additionally, the verbal STM scores of individuals with reading comprehension difficulties were marginally different than the scores of individuals without. No differences were found between individuals who did not participate in WM training. The limitations of the study, as well as the implications for practice and future research, are discussed.
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The relationship between reading difficulties and academic perfomance among a group of foundation phase laerners who have been: identified as experiencing difficulty with reading and referred for reading remediationOberholzer, Bronwen January 2005 (has links)
Submitted in part fulfilment of the requirements for the degree of M Ed (Ed. Psych) in the Department of Educational Psychology at the University of Zululand, 2005. / Reading is generally considered to be a critical skill, both within and beyond the walls of the classroom. Its importance for academic success within a school is unlikely to be contested by many people. Reading is well-integrated into our education system generally, such that educational or academic success is almost synonymous with reading success. With this in mind, the purpose of this research was to examine the relationship between reading difficulties and academic performance. To this end a group of Foundation Phase learners were selected on the basis of having an already identified reading difficulty. Using data from their school academic progress reports and from a scholastic assessment carried out by an educational psychologist, correlations were calculated between the learners' reading ability and academic performance. The research findings showed no significant correlation. These results were not in line with the general opinion supported by the literature, in that the children's reading difficulties did not appear to be impacting negatively on their academic potential. Various factors are discussed as possible explanations for this phenomenon.
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Success and failure in early literacy : teachers' predictions and subsequent interventionFeiler, Anthony January 1997 (has links)
No description available.
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Reading difficulties and psychosocial problems: Does social information processing moderate the link?Nathan, Kim January 2006 (has links)
Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.
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The evaluation of a system which gives computer delivered speech feedback for the teaching of readingDavidson, Johan January 1993 (has links)
No description available.
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Reading difficulties and psychosocial problems: Does social information processing moderate the link?Nathan, Kim January 2006 (has links)
Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.
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Treating reading difficulties with colour [Editorial]Henderson, L.M., Taylor, R.H., Barrett, Brendan T., Griffiths, P.G. 08 1900 (has links)
Yes / Around 3-6% of children in the United Kingdom have
substantial difficulties learning to read, a condition often referred
to as dyslexia. They are at high risk of educational
underachievement. In a 1996 editorial in The BMJ, Margaret
Snowling argued that dyslexia is a verbal (not a visual) disorder.1
An accumulation of evidence supports this position and shows
that reading difficulties are best dealt with by interventions that
target underlying weaknesses in phonological language skills
and letter knowledge.2 The 2009 Rose report, which provides
guidance for professionals in schools on identifying and teaching
young people with dyslexia and reading difficulties, stresses
the importance of early, phonological interventions.3
Despite this evidence, dyslexia is often associated with
subjective experiences of visual distortions that lead to
discomfort during reading (sometimes termed visual stress). It
has been argued that these symptoms can be alleviated by using
coloured overlays and lenses.4 Symptoms of visual stress are
not unique to dyslexia, and proponents do not claim that the use
of colour directly addresses the underlying cause of the reading
difficulty. However, they argue that the reduction in visual
distortion brought about by a change in colour can improve
reading accuracy and fluency.4
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Treating reading difficulties with colour: Authors’ reply to Evans and AllenGriffiths, P.G., Henderson, L.M., Taylor, R.H., Barrett, Brendan T. 30 September 2014 (has links)
Yes / We thank Professors Evans and Allen for their interest in our article.1 2
The charity websites we reviewed refer to colour as though it offers a scientific, evidence based treatment; none referred to feedback from the membership. For example, one charity website makes the claim that “Research in the UK and in Australia shows that people who need coloured filters, who are said to have visual stress, need to have exactly the right colour.” This is incorrect. The research overwhelmingly shows little advantage, or at best conflicting results.3 4 5
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The Effects of Individualized Programs of Physical Education on Normal Children Who Have Reading DifficultiesWilliams, Sebron Belton, 1925- 05 1900 (has links)
A problem which confronts education today, and which causes many children to be unsuccessful in academic achievement, is retarded reading.
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