Sensory white noise improves reading skills and memory recall in children with reading disability

This chapter reviews the quite extensive literature of magnetoencephalography (MEG) studies on reading. Neuroimaging relying on hemodynamic methods such as functional magnetic resonance imaging (fMRI) and MEG has been instrumental in establishing brain activation profiles during a variety of reading tasks through the phases of acquisition of reading skills. Importantly, both methods have contributed to establishing associations between individual profiles of reading-related brain activity and specific reading skills. More recently, MEG studies have even attempted to account for individual differences of response to educational interventions. The chapter then looks at studies examining the mature outline of the brain circuits for reading; developmental studies of typical reading acquisition; investigations of the activation profiles associated with reading in children manifesting difficulties in learning to read and in adults with a history of reading disability or dyslexia; and studies on the effects of reading interventions on reading-related neuromagnetic activity.

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Reading Readiness and Eye Hand Preference Patterns in First Grade Children

Council review ◽

10.1177/001440296703300706 ◽

1967 ◽

Vol 33 (7) ◽

pp. 481-488 ◽

Cited By ~ 9

Author(s):

Wyatt E. Stephens ◽

Ernest S. Cunningham ◽

B. J. Stigler

Keyword(s):

Reading Disability ◽

Reading Skills ◽

Hand Preference ◽

First Grade ◽

Brain Dysfunction ◽

Reading Readiness ◽

Neurological Dysfunction ◽

Test Results ◽

Minimal Brain Dysfunction ◽

Preference Patterns

To assess the idea that mild neurological dysfunction, as evidenced by crossed eye hand preference patterns, interferes with the learning of reading skills, comparisons were made of reading readiness test results for 89 first grade children. Comparisons on the basis of sex and of eye hand preference patterns yielded no significant differences in levels of reading readiness. Findings suggest that minimal brain dysfunction theories may be unsuitable for explaining reading disability.

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The Paradoxical Relationship between Intelligence and Reading Disability

Perceptual and Motor Skills ◽

10.2466/pms.1985.61.3f.1251 ◽

1985 ◽

Vol 61 (3_suppl) ◽

pp. 1251-1261 ◽

Cited By ~ 7

Author(s):

P. G. Aaron

Keyword(s):

College Students ◽

Reading Comprehension ◽

Reading Disability ◽

Developmental Dyslexia ◽

Reading Skills ◽

Limiting Factor ◽

Specific Reading Disability ◽

Specific Reading ◽

Normal Reading ◽

Tentative Explanation

Specific reading disability or developmental dyslexia is a condition wherein an individual with average or superior intelligence does not acquire normal reading skills. This paper provides a tentative explanation of the paradoxical relationship between the reading disability and intelligence. Study of 15 dyslexic college students showed that they were deficient in grapheme-phoneme conversion and that the decoding skill could be an autonomous, specific ability that is independent of the “g” factor as expressed in terms of IQ. The decoding skill appears to be a subroutine and may, in dyslexia, operate as a limiting factor that affects reading comprehension.

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Integrated Fractional white Noise as an Alternative to Multifractional Brownian Motion

Journal of Applied Probability ◽

10.1017/s0021900200003041 ◽

2007 ◽

Vol 44 (02) ◽

pp. 393-408 ◽

Cited By ~ 1

Author(s):

Allan Sly

Keyword(s):

Stochastic Process ◽

Brownian Motion ◽

White Noise ◽

Gaussian Process ◽

Discrete Data ◽

Hölder Exponent ◽

Scaling Properties ◽

Multifractional Brownian Motion ◽

Local Properties

Multifractional Brownian motion is a Gaussian process which has changing scaling properties generated by varying the local Hölder exponent. We show that multifractional Brownian motion is very sensitive to changes in the selected Hölder exponent and has extreme changes in magnitude. We suggest an alternative stochastic process, called integrated fractional white noise, which retains the important local properties but avoids the undesirable oscillations in magnitude. We also show how the Hölder exponent can be estimated locally from discrete data in this model.

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Auditory Selective Attention in Cerebral-Palsied Individuals

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1604.260 ◽

1985 ◽

Vol 16 (4) ◽

pp. 260-266 ◽

Cited By ~ 4

Author(s):

Lee Ann Laraway

Keyword(s):

Selective Attention ◽

White Noise ◽

Normal Subjects ◽

Auditory Selective Attention ◽

Normal Individuals ◽

Significant Difference

The purpose of this study was to determine whether there is a statistically significant difference between the auditory selective attention abilities of normal and cerebral-palsied individuals. Twenty-three cerebral-palsied and 23 normal subjects between the ages of 5 and 21 were asked to repeat a series of 30 items consisting of from 2 to 4 digits in the presence of intermittent white noise. Results of the study indicate that cerebral-palsied individuals perform significantly poorer than normal individuals when the stimulus is accompanied by noise. Noise was not a significant factor in the performance of the normal subjects regardless of age.

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Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00115 ◽

2020 ◽

Vol 5 (4) ◽

pp. 1026-1038

Author(s):

Sandra Levey ◽

Li-Rong Lilly Cheng ◽

Diana Almodovar

Keyword(s):

Language Learners ◽

Grade Level ◽

Reading Skills ◽

Language Disorder ◽

Academic Development ◽

Review Article ◽

Evidence Based ◽

Clinical Knowledge ◽

Language And Literacy ◽

Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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