scholarly journals Binocular coordination of saccades in 7 years old children in single word reading and target fixation

2006 ◽  
Vol 46 (4) ◽  
pp. 457-466 ◽  
Author(s):  
Maria Pia Bucci ◽  
Zoï Kapoula
NeuroImage ◽  
2006 ◽  
Vol 29 (2) ◽  
pp. 429-438 ◽  
Author(s):  
L.E. Cutting ◽  
A.M. Clements ◽  
S. Courtney ◽  
S.L. Rimrodt ◽  
J.G.B. Schafer ◽  
...  

2000 ◽  
Vol 12 (4) ◽  
pp. 622-634 ◽  
Author(s):  
Matti Laine ◽  
Riitta Salmelin ◽  
Päivi Helenius ◽  
Reijo Marttila

Magnetoencephalographic (MEG) changes in cortical activity were studied in a chronic Finnish-speaking deep dyslexic patient during single-word and sentence reading. It has been hypothesized that in deep dyslexia, written word recognition and its lexical-semantic analysis are subserved by the intact right hemisphere. However, in our patient, as well as in most nonimpaired readers, lexical-semantic processing as measured by sentence-final semantic-incongruency detection was related to the left superior-temporal cortex activation. Activations around this same cortical area could be identified in single-word reading as well. Another factor relevant to deep dyslexic reading, the morphological complexity of the presented words, was also studied. The effect of morphology was observed only during the preparation for oral output. By performing repeated recordings 1 year apart, we were able to document significant variability in both the spontaneous activity and the evoked responses in the lesioned left hemisphere even though at the behavioural level, the patient's performance was stable. The observed variability emphasizes the importance of estimating consistency of brain activity both within and between measurements in brain-damaged individuals.


2018 ◽  
pp. 203-223
Author(s):  
Erica D. Palmer ◽  
Timothy T. Brown ◽  
Steven E. Petersen ◽  
Bradley L Schlaggar

2004 ◽  
Vol 47 (6) ◽  
pp. 1424-1439 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice Light ◽  
David McNaughton ◽  
Kathryn Drager ◽  
Carol Hammer

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.


2009 ◽  
Vol 47 (12) ◽  
pp. 2436-2445 ◽  
Author(s):  
Verena Thaler ◽  
Karolina Urton ◽  
Angela Heine ◽  
Stefan Hawelka ◽  
Verena Engl ◽  
...  

2020 ◽  
Vol 5 (5) ◽  
pp. 1272-1281
Author(s):  
Kelsey Mandak ◽  
Janice Light ◽  
David McNaughton

Purpose The purpose of this study was to investigate the effect of the Transition to Literacy (T2L) feature within video visual scene displays (VSDs) on the single-word reading of academic vocabulary concepts (i.e., weather concepts) by a preliterate adolescent with cerebral palsy and minimal speech. Method A single-subject, multiple-probe, across-word-sets design was used to evaluate the effects of the intervention. The intervention used an augmentative and alternative communication app programmed with video VSDs embedded with hot spots with the T2L feature to teach the adolescent 12 academic vocabulary words. Results The adolescent acquired all target words successfully with only minimal exposure to the written words through the app and was able to generalize her learning to two novel tasks. Using Tau-U to evaluate the size of the observed effects, there were very large effects across all word sets. Conclusions The findings from this study demonstrate the effectiveness of the T2L feature to improve single-word reading in preliterate individuals with minimal speech. The use of video VSDs and T2L technology together may offer professionals a unique way to complement current augmentative and alternative communication devices and literacy instruction for adolescents with minimal speech who are preliterate.


NeuroImage ◽  
2009 ◽  
Vol 47 ◽  
pp. S165
Author(s):  
T. Rickards ◽  
K.Z. Osipowicz ◽  
A. Berman ◽  
A. Shah ◽  
S. Lai ◽  
...  

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