No description available.

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.

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.

No description available.

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.

No description available.

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.

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

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

A problem which confronts education today, and which causes many children to be unsuccessful in academic achievement, is retarded reading.