Impact of visual processing skills on reading ability in Chinese deaf children

2021 ◽  
Vol 113 ◽  
pp. 103953
Author(s):  
Ying Zhao ◽  
Xinchun Wu
Keyword(s):  
Visual Processing ◽  
Reading Ability ◽  
Deaf Children

Featural and Configural Processing of Faces and Houses in Matched Dyslexic and Typical Readers

2020 ◽  
Author(s):  
Bahareh Jozranjbar ◽  
Arni Kristjansson ◽  
Heida Maria Sigurdardottir
Keyword(s):  
Object Recognition ◽  
Visual Processing ◽  
Reading Ability ◽  
Visual Recognition ◽  
Reading Deficits ◽  
Domain Specific ◽  
Configural Information ◽  
Lower House ◽  
Single Process ◽  
Processing Mechanisms

While dyslexia is typically described as a phonological deficit, recent evidence suggests that ventral stream regions, important for visual categorization and object recognition, are hypoactive in dyslexic readers who might accordingly show visual recognition deficits. By manipulating featural and configural information of faces and houses, we investigated whether dyslexic readers are disadvantaged at recognizing certain object classes or utilizing particular visual processing mechanisms. Dyslexic readers found it harder to recognize objects (houses), suggesting that visual problems in dyslexia are not completely domain-specific. Mean accuracy for faces was equivalent in the two groups, compatible with domain-specificity in face processing. While face recognition abilities correlated with reading ability, lower house accuracy was nonetheless related to reading difficulties even when accuracy for faces was kept constant, suggesting a specific relationship between visual word recognition and the recognition of non-face objects. Representational similarity analyses (RSA) revealed that featural and configural processes were clearly separable in typical readers, while dyslexic readers appeared to rely on a single process. This occurred for both faces and houses and was not restricted to particular visual categories. We speculate that reading deficits in some dyslexic readers reflect their reliance on a single process for object recognition.

scholarly journals KEMAMPUAN MEMBACA PERMULAAN ANAK TUNARUNGU USIA DINI

2018 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Murni Winarsih
Keyword(s):  
Hearing Impairment ◽  
Reading Ability ◽  
Reading Programs ◽  
Deaf Children ◽  
Special School ◽  
Hearing Impairments ◽  
Learning To Read ◽  
Childhood Education ◽  
Hearing Difficulties

The purpose of this article is to provide an overview of the ability to read early for children with hearing impairment in Extraordinary Kindergarten in DKI Jakarta. This research is motivated by the limitations of the language possessed by children with hearing impairment due to hearing difficulties they experience. Due to hearing impairments, children with hearing impairment does not experience the acquisition of language, so they experience various problems, one of which is learning to read. Characteristically children with hearing impairment use the visual senses in learning to read the beginning. Reading the beginning for deaf children begins with the process of identifying words through images and writing in the form of visualization. The research method used is a case study. This research was conducted at Pangudi Luhur Special School in March-April 2017. Based on the results of the research, the reading ability of children with hearing impairment is still low and the ability of nouns dominates in reading the beginning, so it needs to be optimized using special media specifically designed to read the beginning.    References Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Bunawan, L., & Yuwati, C.S. (2007). Pemerolehan bahasa tunarungu. Jakarta: Yayasan Santirama. Chard, D. J., & Osborn, J. (2012). Phonics and word recognition instruction in early reading programs: Guideslines for accessibility. Diakses dari http://www.readingrockets.org/article/phonics-andword-recognition¬instruction-early-readingprograms-guidelines-accessibillity pada tanggal 24 Maret 2017  Choate, et all. (1992). Curriculum-bases assessment and programing. USA: Allyn and Bacon.  Endaswara, S. (2012). Metodologi penelitian kebudayaan. Yogyakarta: Gadjahmada University Press.  Santrock, J.W. (2008). Psikologi pendidikan. Jakarta: Kencana.  Tjoe, J.L. (2013). Peningkatan kemampuan membaca permulaan melalui pemanfaatan multimedia. Jurnal Pendidikan Usia Dini, 7(1), 17-48. https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A. (2010). Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara Yogyakarta. Jurnal Mutiara Medika, 10(1), 29-36. http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M. (2007). Intervensi dini bagi anak tunarungu dalam pemerolehan bahasa. Jakarta: Depdiknas Dirjen Dikti. Winarsih, M. (2017). Membaca ideovisual untuk siswa tunarungu. Jurnal Perspektif Ilmu Pendidikan, 31(2), 130-133. doi: https://doi.org/10.21009/PIP.312.8

Manual Communication as an Alternative Mode of Language Instruction for Children with Severe Reading Disabilities

1984 ◽  
Vol 15 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Deborah Webb Blackburn ◽  
John D. Bonvillian ◽  
Robert P. Ashby
Keyword(s):  
Reading Instruction ◽  
Visual Processing ◽  
Reading Disabilities ◽  
Reading Ability ◽  
Reading Skills ◽  
Current Theory ◽  
Language Instruction ◽  
Communication Training ◽  
Alternative Mode ◽  
Early Results

The development of an effective program to teach reading skills to children with severe reading disabilities is an important area of concern for educators, parents, clinicians, and researchers. Current theory ascribes many reading difficulties to deficits in auditory-visual processing; children often have improved in their reading skills through a structured program of tactile-kinesthetic training. Recently, a few programs for children with severe reading disabilities have begun to include training in manual communication, using one of the sign languages of the deaf or the manual alphabet as the additional processing mode. Early results of these training programs have been encouraging, as some of the students exposed to manual communication training have shown impressive gains in reading and personal behavior. However, these findings are based on very preliminary results with limited populations, and systematic longitudinal studies have not yet been conducted. The present paper presents a critical review of these initial studies, plus the case report of two severely reading-disabled adolescent boys who were given reading instruction with the aid of fingerspelling and sign language. Over the 5-month training period, the two boys demonstrated considerable improvement in reading ability, although their progress probably should not be attributed solely to their manual communication training.

scholarly journals Perceptual Expertise and Top–Down Expectation of Musical Notation Engages the Primary Visual Cortex

2014 ◽  
Vol 26 (8) ◽  
pp. 1629-1643 ◽  
Author(s):  
Yetta Kwailing Wong ◽  
Cynthia Peng ◽  
Kristyn N. Fratus ◽  
Geoffrey F. Woodman ◽  
Isabel Gauthier
Keyword(s):  
Visual Cortex ◽  
Object Recognition ◽  
Primary Visual Cortex ◽  
Visual Processing ◽  
Reading Ability ◽  
Stimulus Onset ◽  
Perceptual Expertise ◽  
Stimulus Category ◽  
Music Reading ◽  
Musical Notation

Most theories of visual processing propose that object recognition is achieved in higher visual cortex. However, we show that category selectivity for musical notation can be observed in the first ERP component called the C1 (measured 40–60 msec after stimulus onset) with music-reading expertise. Moreover, the C1 note selectivity was observed only when the stimulus category was blocked but not when the stimulus category was randomized. Under blocking, the C1 activity for notes predicted individual music-reading ability, and behavioral judgments of musical stimuli reflected music-reading skill. Our results challenge current theories of object recognition, indicating that the primary visual cortex can be selective for musical notation within the initial feedforward sweep of activity with perceptual expertise and with a testing context that is consistent with the expertise training, such as blocking the stimulus category for music reading.

Reading Ability in Signing Deaf Children

1998 ◽  
Vol 18 (4) ◽  
pp. 30-46 ◽  
Author(s):  
Carol Padden ◽  
Claire Ramsey
Keyword(s):  
Reading Ability ◽  
Deaf Children

Visual-Motor Skills and Reading Ability of Deaf Children

1971 ◽  
Vol 33 (1) ◽  
pp. 263-268 ◽  
Author(s):  
Bryan R. Clarke ◽  
Perry T. Leslie
Keyword(s):  
Reading Ability ◽  
Block Design ◽  
Statistical Treatment ◽  
Reading Level ◽  
Deaf Children ◽  
Motor Tasks ◽  
Picture Arrangement ◽  
Picture Completion ◽  
Visual Motor ◽  
Age Range

A battery of tests was administered to 59 deaf children with an age range of 8 to 12 yr. On the basis of performance IQ and reading level, 27 Ss were divided into three groups of 9 retarded readers with IQs below 90, 9 retarded readers with IQs above 90, and 9 non-retarded readers with IQs above 90. Statistical treatment of Ss' scores on the Bender-Gestalt, the Graham and Kendall Memory-for-Designs, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly and Coding subtests of the WISC did not significantly differentiate between deaf retarded readers and non-retarded readers. However, the data show that deaf children's performance on visual-motor tasks, irrespective of their reading ability, is generally below that of their hearing peers.

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