Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9

Dyslexia ◽  
2021 ◽  
Author(s):  
Eva Commissaire ◽  
Elisabeth Demont
Keyword(s):  
Reading Aloud ◽  
Silent Reading ◽  
Typically Developing ◽  
L2 Reading ◽  
Developing Readers

Phonological Processing During Silent Reading in Developing Readers With Permanent Childhood Hearing Impairment and With Dyslexia

2013 ◽  
Author(s):  
Jonathan H. Dickins ◽  
Hazel I. Blythe ◽  
Simon P. Liversedge
Keyword(s):  
Hearing Impairment ◽  
Phonological Processing ◽  
Silent Reading ◽  
Developing Readers

Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

2021 ◽  
pp. 174702182199892
Author(s):  
Chiara Valeria Marinelli ◽  
Marika Iaia ◽  
Cristina Burani ◽  
Paola Angelelli
Keyword(s):  
Low Frequency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Knowledge ◽  
Priming Effects ◽  
Lexical Priming ◽  
Distributional Properties ◽  
Developing Readers ◽  
Priming Paradigm ◽  
Italian Children

The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.

scholarly journals What does professional experience have to offer?

2021 ◽  
Author(s):  
Chen-En Ho
Keyword(s):  
Fixation Duration ◽  
Reading Aloud ◽  
Silent Reading ◽  
Professional Experience ◽  
Time Length ◽  
Oral Production ◽  
Task Time ◽  
The Mean ◽  
Interpreter Training ◽  
The Impact

Abstract This study investigated the impact of professional experience on the process and product of sight interpreting/translation (SiT). Seventeen experienced interpreters, with at least 150 days’ professional experience, and 18 interpreting students were recruited to conduct three tasks: silent reading, reading aloud, and SiT. All participants had similar interpreter training backgrounds. The data of the SiT task have been reported here, with two experienced interpreters (both AIIC members) assessing the participants’ interpretations on accuracy and style, which includes fluency and other paralinguistic performance. The findings show that professional experience contributed to higher accuracy, although there was no between-group difference in the mean score on style, overall task time, length of the SiT output, and mean fixation duration of each stage of reading. The experienced practitioners exhibited more varied approaches at the beginning of the SiT task, with some biding their time longer than the others before oral production started, but quality was not affected. Moving along, the practitioners showed better language flexibility in that their renditions were faster, steadier, and less disrupted by pauses and the need to read further to maintain the flow of interpretation.

scholarly journals The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

2019 ◽  
Vol 23 (6) ◽  
pp. 523-532
Author(s):  
Laura M. Steacy ◽  
Lesly Wade-Woolley ◽  
Jay G. Rueckl ◽  
Kenneth R. Pugh ◽  
James D. Elliott ◽  
...  
Keyword(s):  
At Risk ◽  
Reading Disabilities ◽  
Word Reading ◽  
Typically Developing ◽  
Irregular Word ◽  
Students At Risk ◽  
Developing Readers

Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype

2019 ◽  
Vol 52 (6) ◽  
pp. 442-455 ◽  
Author(s):  
Neena M. Saha ◽  
Stephanie N. Del Tufo ◽  
Laurie E. Cutting
Keyword(s):  
Learning Approach ◽  
Learning Approaches ◽  
Typically Developing ◽  
Lexical Information ◽  
Learning To Read ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Developing Readers ◽  
Reading Impairments

Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g., learning new words in isolation or context) and outcome (fluency or comprehension). In this study, 45 children participated in three tasks that differentially tested PO and semantic attributes of novel pseudo-words learned through two learning approaches. Children were classified into groups as having dyslexia (DYS), having specific reading comprehension deficits (S-RCDs), or being typically developing readers (TD). Differences were found between groups, with S-RCD poorer than TD on semantic but not PO components of learning. Children with DYS displayed impaired results on both semantic and PO learning but showed an interaction on task by LA performance. Specifically, in the DYS group, isolation LA yielded better performance on PO learning, while context LA was better for semantic learning. These results indicate that (a) children with S-RCDs have a unique learning profile that is dissociable from DYS and TD and (b) reading impairments are not static but rather influence acquisition of reading skill in different ways, depending on reading profile.

Neuroimaging and Reading Comprehension

2019 ◽  
Vol 8 (2) ◽  
pp. 74-94
Author(s):  
Kyle Perkins ◽  
Xuan Jiang
Keyword(s):  
Reading Comprehension ◽  
Reading Disability ◽  
Position Paper ◽  
Cognitive Capacity ◽  
Typically Developing ◽  
Reading Behaviors ◽  
Learning To Read ◽  
Capacity Limits ◽  
Developing Readers ◽  
Made In

In this position paper, we advocate that advancements made in other disciplinary areas such as neurolinguistics should be included into contemporary reading comprehension courses and programs.  We present findings from neurobiology of reading that suggest explanation of certain reading behaviors: (1) the differences between reading disability and typically developing readers; (2) an inverted U-shaped function that reflects the fact that learning to read is associated with increased activation (the rising part of the inverted U) and activation decreases are associated with familiarity, experience, and expertise (the falling part of the inverted U); (3) and, the identification of reading networks.  As potential pedagogical implications of neuroimaging studies to reading, a list of sentence structures is proposed as an example to further relate reading comprehension to cognitive capacity limits. 

scholarly journals Respiratory Sinus Arrhythmia During Speech Production

2003 ◽  
Vol 46 (1) ◽  
pp. 164-177 ◽  
Author(s):  
Kevin J. Reilly ◽  
Christopher A. Moore
Keyword(s):  
Speech Production ◽  
Cognitive Processes ◽  
Respiratory Sinus Arrhythmia ◽  
Lung Volume ◽  
Reading Aloud ◽  
Respiratory Control ◽  
Silent Reading ◽  
Cardiovascular Responses ◽  
Audio Signals ◽  
Sinus Arrhythmia

The amplitude of the respiratory sinus arrhythmia (RSA) was investigated during a reading aloud task to determine whether alterations in respiratory control during speech production affect the amplitude of RSA. Changes in RSA amplitude associated with speech were evaluated by comparing RSA amplitudes during reading aloud with those obtained during rest breathing. A third condition, silent reading, was included to control for potentially confounding effects of cardiovascular responses to cognitive processes involved in the process of reading. Calibrated respiratory kinematics, electrocardiograms (ECGs), and speech audio signals were recorded from 18 adults (9 men, 9 women) during 5-min trials of each condition. The results indicated that the increases in respiratory duration, lung volume, and inspiratory velocity associated with reading aloud were accompanied by similar increases in the amplitude of RSA. This finding provides support for the premise that sensorimotor pathways mediating metabolic respiration are actively modulated during speech production.

Reading Together: “Communitarian Reading” and Women Readers in Colonial Bengal

Hypatia ◽  
2017 ◽  
Vol 32 (3) ◽  
pp. 627-643 ◽  
Author(s):  
Swati Moitra
Keyword(s):  
Nineteenth Century ◽  
Reading Aloud ◽  
Silent Reading ◽  
Public Spaces ◽  
Women Readers ◽  
Reading Practices ◽  
Feminist Scholarship ◽  
Colonial Modernity ◽  
Woman Reader

In this article, I seek to consider this practice of “communitarian” reading—reading aloud, reading together—as a defining aspect of the cultures of reading among Bengali women in the nineteenth century. I wish to contest the privileging of “silent” reading as a “modern” mode of reading and the subsequent celebration of the protean incorporeality of the “silent” reader, in the works of prominent scholars of readership, arguing that the privileging of “silent” reading as the predominant “modern” mode of reading does not offer a sufficient framework for the study of reading practices of the “historical” “woman reader” in the age of colonial “modernity” in a terrain such as that of Bengal. The article thus engages with alternate frameworks of considering the practice of reading aloud, drawing upon diverse feminist scholarship on practices of reading to argue in favor of considering the practice of “communitarian” reading as a form of female sociality for Bengali women in the nineteenth century, at a time when public spaces remained largely inaccessible to women.

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