Can reading rate acceleration improve error monitoring and cognitive abilities underlying reading in adolescents with reading difficulties and in typical readers?

2014 ◽  
Vol 1544 ◽  
pp. 1-14 ◽  
Author(s):  
Tzipi Horowitz-Kraus ◽  
Zvia Breznitz
Keyword(s):  
Cognitive Abilities ◽  
Reading Difficulties ◽  
Reading Rate ◽  
Error Monitoring ◽  
Rate Acceleration

Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children

2021 ◽  
pp. 026565902198940
Author(s):  
Jessica Dean ◽  
Michelle Pascoe ◽  
Jane le Roux
Keyword(s):  
Prospective Study ◽  
Retrospective Analysis ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Reading Rate ◽  
Control Groups ◽  
Reading Accuracy ◽  
Significant Difference ◽  
Reading Partners ◽  
And Control

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives were to qualitatively describe participants’ experience of the intervention, and quantitatively evaluate changes in reading accuracy, rate, comprehension and receptive vocabulary after intervention. Two studies were conducted: (1) A retrospective analysis using data from intervention in mainstream Cape Town schools with peers as reading partners; (2) A prospective study in a Cape Town school with special needs educational provision where speech-language therapists served as reading partners. Both studies used matched participant, pre/post intervention designs. A total of 40 children in grades 3 to 6 participated. In each study the intervention group ( n = 20) received intervention 3 times per week (30 minutes per session) for 10 weeks, while the control group ( n = 20) continued with regular school activities. Participants enjoyed the ICT-based intervention, valued the role of the reading partners, believed they had made literacy gains, and reported positive attitudinal and behavioural changes related to reading. Retrospective analysis revealed no statistically significant differences between intervention and control groups. The prospective study found a statistically significant difference between the intervention and control groups’ gains on one measure of reading rate, but no significant difference in reading accuracy, vocabulary or reading comprehension gains. The study provides a preliminary description of one ICT-based reading intervention. Although an intervention effect could not be demonstrated, the changes noted in reading rate together with qualitative findings suggest a need for further research.

scholarly journals The Relation Between Finnish Conscripts’ Reading Difficulties (Rd), Cognitive Abilities And The Length Of Service Period

2011 ◽  
Vol 2 (1) ◽  
pp. 94-114
Author(s):  
Heidi Hirvasoja-Korkee ◽  
Leena Holopainen ◽  
Asko Tolvanen ◽  
Jukka Leskinen
Keyword(s):  
Cognitive Abilities ◽  
Military Service ◽  
Reading Skills ◽  
Military Training ◽  
Reading Difficulties ◽  
Adult Males ◽  
Length Of Service ◽  
Compulsory Military Service ◽  
Service Period ◽  
A Minor

Abstract In this study, the existence of reading difficulties (RD) among young adults and the relation between RD, cognitive abilities and length of service period were examined. The aim was to study the manifestation of reading difficulties with young adult males, the connection between different cognitive abilities and reading comprehension and decoding skills, and to determine whether the membership of different reading skills groups was related to the length of the service period, which is partly dependent on the scores of cognitive assessment in military service, Basic Test 1. The participants in this study (N=1399) were Finnish adolescents (mean age 20 years, sd .61) participating in compulsory military service. Every Finnish male citizen is obligated to undergo military service and because RD is more common in males than females, warfare becomes more technological and military training is increasingly based on written material that requires reading skills, it is very reasonable to study RD with persons in military service. Results showed that reading difficulties persist into adulthood, but some regional differences were found, and reading difficulties (especially decoding difficulties) had only a minor direct connection to the length of the service period.

Relation of Reading Rate and Rapid Automatic Naming among Third Graders

2002 ◽  
Vol 95 (3) ◽  
pp. 925-926 ◽  
Author(s):  
Elisa Huff ◽  
Jody Sorenson ◽  
Jess Dancer
Keyword(s):  
Cognitive Abilities ◽  
Reading Aloud ◽  
Reading Rate ◽  
Third Graders ◽  
Third Grade ◽  
Moderate Correlation ◽  
Rapid Automatic Naming ◽  
Reading Deficits ◽  
Woodcock Johnson

The relation of reading rate and rapid automatic naming (RAN) for pictures was investigated for 31 third graders. Reading rate was measured as the number of seconds required for reading aloud a third-grade passage. Rapid automatic naming was assessed with the RAN portion of the Woodcock Johnson III Tests of Cognitive Abilities. A moderate correlation of −.61 between the sets of scores suggests RAN assessment may be useful in screening for reading deficits in third-grade children.

scholarly journals Colored Overlays: An Intervention Tool in Reading for the Grade Two Learners of Bongbongon Elementary School – Division of Cagayan de Oro City, Philippines

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Tiffany Ivana J. Geonzon
Keyword(s):  
Academic Success ◽  
Reading Difficulties ◽  
Reading Rate ◽  
School Division ◽  
Colored Overlays ◽  
Wide Range ◽  
Instructional Level ◽  
Time Reading ◽  
Experimental Group ◽  
Class Teacher

  Reading is a foundation skill that plays a major role in a child’s academic success. It is also an ability that unlocks the door of learning and success. At the same time, reading can be very challenging, especially when the materials are unfamiliar, technical, and complex. The researcher thought of a material that could alleviate reading difficulties particularly the reading rate of the learners. This material is called Color Overlays. It is a type of tinted filter and is a plastic reading sheet tinted with color and placed over text to eliminate a wide range of reading difficulties such as low reading rate, accuracy, and comprehension. This research investigated the effects of Irlen’s Colored Overlays on reading rate as an intervention tool for the Grade Two Instructional Level of learners, with a class teacher initiating the study and a teacher-librarian conducting the assessment. All of the 52 learners were screened with a vision test. They were grouped into two wherein only the experimental group used the color overlays as their intervention. The result of the study implies that with or without the intervention, the reading rate of the learners is expected to increase. Therefore, color overlays made a difference in improving the reading rate of the learners.

Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

2017 ◽  
Vol 51 (2) ◽  
pp. 124-136 ◽  
Author(s):  
Rollanda E. O’Connor
Keyword(s):  
Reading Comprehension ◽  
General Education ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Difficulties ◽  
Fourth Grade ◽  
Reading Rate ◽  
Second Grade ◽  
Local Regression ◽  
Oral Reading Rate

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337 students with reading difficulties in second and fourth grade (61% eligible for special education; 80% with a diagnosis of LD in the area of reading) and 150 typical readers from the same general education classes. LOESS (LOcal regrESSion) plots (logistic regression) were used to determine where linear relations between reading rate and comprehension broke down for these students: the rate at which getting faster no longer contributed clearly to reading comprehension improvement. Although typical readers in this sample showed patterns of oral reading rate and comprehension similar to students in other studies, patterns for students with reading difficulties differed. For dysfluent readers, improving reading rate improved comprehension only in the bands between 35 and 75 words correct per minute in second grade and between 40 and 90 words correct in fourth grade. Reading at faster rates revealed no clear advantage for reading comprehension.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Psychosocial Risks and Management for Children and Adolescents With 22q11.2 Deletion Syndrome

2019 ◽  
Vol 4 (4) ◽  
pp. 633-640 ◽  
Author(s):  
Canice E. Crerand ◽  
Ari N. Rabkin
Keyword(s):  
Cognitive Abilities ◽  
Psychotic Disorders ◽  
Developmental Stages ◽  
Early Adulthood ◽  
22Q11.2 Deletion Syndrome ◽  
Deletion Syndrome ◽  
22Q11.2 Deletion ◽  
Psychosocial Risks ◽  
Empirically Supported ◽  
Specific Education

Purpose This article reviews the psychosocial risks associated with 22q11.2 deletion syndrome, a relatively common genetic condition associated with a range of physical and psychiatric problems. Risks associated with developmental stages from infancy through adolescence and early adulthood are described, including developmental, learning, and intellectual disabilities as well as psychiatric disorders including anxiety, mood, and psychotic disorders. Other risks related to coping with health problems and related treatments are also detailed for both affected individuals and their families. Conclusion The article ends with strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, routine assessment of cognitive abilities, regular mental health screening, and referrals for empirically supported psychiatric and psychological treatments.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

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