scholarly journals Verbal fluency in relation to reading ability in students with and without dyslexia

2018 ◽  
Vol 40 (2) ◽  
pp. 445-472 ◽  
Author(s):  
ZEINAB SHAREEF ◽  
PER ÖSTBERG ◽  
MARTINA HEDENIUS
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Verbal Fluency ◽  
Reading Ability ◽  
Reading Development ◽  
Rapid Automatized Naming ◽  
Impaired Performance ◽  
Backward Elimination

ABSTRACTVerbal fluency tasks, in which participants generate words during a set time, have been used in research and assessments of neurobiological disorders and impairments. Research on verbal fluency in dyslexia has shown impaired performance in semantic and letter fluency. However, studies report inconsistent results, and action fluency has not been examined in dyslexia. Current research has mainly examined verbal fluency in relation to executive functions, vocabulary, and phonological processing. The present study examined performance on letter, semantic, and action fluency in relation to reading ability in 42 students in higher education, of which 16 had developmental dyslexia and 26 had typical reading development. It was examined if verbal fluency can predict variance in reading ability when group, phonological awareness, and rapid automatized naming are controlled for. Results showed impaired verbal fluency in the developmental dyslexia group. Action fluency and group were significant predictors of reading ability, together explaining 73% of the variance, in a backward elimination regression analysis. The results point to a possible, unique connection between action fluency and reading ability; this connection is discussed based on their neurocognitive underpinnings.

scholarly journals Rapid Automatized Naming and Explicit Phonological Processing in Children With Developmental Dyslexia: A Study With Portuguese-Speaking Children in Brazil

2020 ◽  
Vol 11 ◽  
Author(s):  
Patrícia Botelho da Silva ◽  
Pascale M. J. Engel de Abreu ◽  
Paulo Guirro Laurence ◽  
Maria Ângela Nogueira Nico ◽  
Luiz Gustavo Varejão Simi ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Rapid Automatized Naming

scholarly journals Verbal and Non-verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems?

Dyslexia ◽  
2017 ◽  
Vol 23 (3) ◽  
pp. 234-250 ◽  
Author(s):  
James H. Smith-Spark ◽  
Lucy A. Henry ◽  
David J. Messer ◽  
Adam P. Zięcik
Keyword(s):  
Developmental Dyslexia ◽  
Executive Control ◽  
Phonological Processing ◽  
Verbal Fluency ◽  
Control Problems

Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students

2020 ◽  
Vol 29 (3) ◽  
pp. 1133-1151
Author(s):  
Elizabeth Ijalba ◽  
Alicia Bustos ◽  
Sayume Romero
Keyword(s):  
Reading Instruction ◽  
Case Studies ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Word Reading ◽  
Single Case ◽  
Assessment Process ◽  
Rapid Automatized Naming ◽  
Reading Processes ◽  
Reading And Writing

Introduction The purpose of this study is to present three case studies of developmental dyslexia in dual-language learners (DLLs) and our assessment process. We identify how phonological and orthographic deficits influence reading outcomes. We review the literature on theoretical models of bilingualism and reading models of developmental dyslexia to guide the assessment process through a multicomponential approach. We point out differences in the manifestation of dyslexia in more and less transparent writing systems. We suggest that reading instruction in Spanish can afford benefits to English–Spanish DLLs with developmental dyslexia. Method The study included three participants, two in fifth grade (10.3–11.7 years) and one in college (18.7 years). The assessment battery included reading nonwords and sight words (Test of Word Reading Efficiency); reading accuracy, fluency, and comprehension (Gray Oral Reading Tests–Fourth Edition); phonological awareness subtests (Comprehensive Test of Phonological Processing); and rapid automatized naming tests. A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.

THE EFFECT OF REPUTATION AND COMPETENCE ON CUSTOMER LOYALTY THROUGH CUSTOMER SATISFACTION

2020 ◽  
pp. 66-72
Author(s):  
Ari Dwi Astono ◽  
Widji Astuti ◽  
Harianto Respati
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Customer Satisfaction ◽  
Customer Loyalty ◽  
Sampling Method ◽  
Higher Education Institutions ◽  
Direct Influence ◽  
Tertiary Institutions ◽  
Central Java ◽  
Analysis Technique

This study aims to analyze the effect of reputation, competence on customer loyalty with customer satisfaction as an intervening variable. The population in this study were students of private tertiary institutions in Central Java who are members of Services for Higher Education Institutions Region VI, while a sample of 5 private universities, using the purposive sampling method, was taken with the Slovin formula of 190 respondents. The analysis technique uses regression analysis. Research results show the customer satisfaction variable can be an intervening variable or able to mediate between the direct influence of the reputation variable and the competency variable on customer loyalty variables.

Influence of Competitiveness Factor towards Graduate Competency Level

2020 ◽  
Vol 16 (3) ◽  
pp. 292
Author(s):  
Marfunizah Ma'dan ◽  
Muhamad Takiyuddin Ismail ◽  
Sity Daud
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Service Sector ◽  
Survey Methods ◽  
Linear Regression Analysis ◽  
Organizational Management ◽  
Multiple Linear Regression Analysis ◽  
Emotional Control ◽  
Ministry Of Higher Education ◽  
Competency Level

Intensity to produce a quality human capital is not sufficient by having basic skills for certain field only. The need to have a competitive attitude to enhance their level of competency is much concern for many employers nowadays. Hence, this study is conducted to identify the competitiveness factors that influence the level of competency among graduates, especially who employed in the service sector in Malaysia. This study used survey methods by distributing questionnaires for data collection. The study used stratified purposive sampling by distributing a questionnaire to 450 graduates from 13 services sectors based on a statistic from the Ministry of Higher Education 2016. The finding from the exploratory factor analysis found that seven competitiveness factors were consisting of 47 items that form the competitiveness attitude among graduates. However, based on multiple linear regression analysis, only five models of competitiveness factors have a significant relationship with graduates’ competency which are job competitiveness, organizational management competitiveness, dominant competitiveness, goal competitiveness and self-improvement competitiveness. In fact, aggressive competitiveness and general competitiveness does not influence graduates’ competency level significantly. Thus, the more competitive attitude of graduates such as emotional control, innovation, and competitiveness to be the best is vital for their future marketability. In addition, it is hoped that their level of competence can be enhanced through the development of competitive factors for the advancement of the country's higher education talent.

scholarly journals E-cigarettes and smoking in Irish teens: a logistic regression analysis of current (past 30-day) use of e-cigarettes

2021 ◽  
Author(s):  
Joan Hanafin ◽  
Salome Sunday ◽  
Luke Clancy
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
Regression Analysis ◽  
Young People ◽  
Cigarette Use ◽  
Cigarette Smokers ◽  
Familial Support ◽  
School Survey ◽  
Binge Drinkers ◽  
Alcohol And Other Drugs

Abstract Aim Electronic cigarette (e-cigarette) use among Irish teenagers has risen significantly. In 2019, prevalence of current use (last 30 days) among 15–17-year-olds was 17.3%. We examine social determinants of adolescent e-cigarette current use. Subject and methods A stratified random sample of 50 schools in Ireland was surveyed in 2019, part of the European School Survey Project on Alcohol and other Drugs (ESPAD), with 3495 students aged 15, 16, and 17. Bivariate and multivariable logistic regression [providing adjusted odds ratios (AORs)] analyses were performed using Stata version 16. Results Current e-cigarette users were more likely to be male (AOR = 0.55, 95% CI:0.32–0.96, p < .01), younger (AOR = 0.34, 95% CI: 0.17–0.67, p = < .05), to participate in sport (AOR = 2.21, 95% CI: 1.05–4.65, p < .05), to have higher-educated parents (maternal higher education: AOR = 27.54, 95% CI: 1.50–505.77, p = < .05, paternal higher education: AOR = 2.44, 95% CI: 1.00–5.91, p < .05), and less likely to consider their families better off (AOR = 0.29, 95% CI: 0.13–0.65, p < .01), or to report familial support (AOR = 0.78, 95% CI: 0.64–0.95, p < .05). They were more likely to be cigarette smokers (AOR = 7.22, 95% CI: 3.97–13.12, p < .001), to report problem cannabis use (AOR = 3.12, 95% CI: 1.40–6.93, p < .01), to be ‘binge’ drinkers (AOR = 1.81, 95% CI : 1.00–3.32, p = .054), and to have friends who get drunk (AOR = 5.30, 95% CI: 1.34–20.86, p < .05). Conclusion Boys, smokers, binge drinkers, problem cannabis users, and sport-playing teenagers from higher-educated families, are at particular risk. As the number of young people using e-cigarettes continues to rise, including teenagers who have never smoked, improved regulation of e-cigarettes, similar to other tobacco-related products, is needed urgently to prevent this worrying new trend of initiation into nicotine addiction.

scholarly journals Reduced Visual Magnocellular Event-Related Potentials in Developmental Dyslexia

2021 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
John Stein
Keyword(s):  
Steady State ◽  
Developmental Dyslexia ◽  
Reading Ability ◽  
Event Related Potentials ◽  
Black And White ◽  
Reverse Pattern ◽  
Related Potentials ◽  
The Right ◽  
Visual Hemifields ◽  
Electroencephalogram Eeg

(1) Background—the magnocellular hypothesis proposes that impaired development of the visual timing systems in the brain that are mediated by magnocellular (M-) neurons is a major cause of dyslexia. Their function can now be assessed quite easily by analysing averaged visually evoked event-related potentials (VERPs) in the electroencephalogram (EEG). Such analysis might provide a useful, objective biomarker for diagnosing developmental dyslexia. (2) Methods—in adult dyslexics and normally reading controls, we recorded steady state VERPs, and their frequency content was computed using the fast Fourier transform. The visual stimulus was a black and white checker board whose checks reversed contrast every 100 ms. M- cells respond to this stimulus mainly at 10 Hz, whereas parvocells (P-) do so at 5 Hz. Left and right visual hemifields were stimulated separately in some subjects to see if there were latency differences between the M- inputs to the right vs. left hemispheres, and these were compared with the subjects’ handedness. (3) Results—Controls demonstrated a larger 10 Hz than 5 Hz fundamental peak in the spectra, whereas the dyslexics showed the reverse pattern. The ratio of subjects’ 10/5 Hz amplitudes predicted their reading ability. The latency of the 10 Hz peak was shorter during left than during right hemifield stimulation, and shorter in controls than in dyslexics. The latter correlated weakly with their handedness. (4) Conclusion—Steady state visual ERPs may conveniently be used to identify developmental dyslexia. However, due to the limited numbers of subjects in each sub-study, these results need confirmation.

scholarly journals Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

2021 ◽  
Author(s):  
Réka Vágvölgyi ◽  
Kirstin Bergström ◽  
Aleksandar Bulajić ◽  
Maria Klatte ◽  
Tânia Fernandes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Empirical Studies ◽  
Developed Countries ◽  
Low Literacy ◽  
Behavioral Profile ◽  
Quantitative Studies ◽  
Functional Illiteracy ◽  
Basic Reading Skills

AbstractA considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

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