Effects of printed word repetition in good and poor readers: An fMRI study

2006 ◽  
Author(s):  
W. Einar Mencl ◽  
Stephen J. Frost ◽  
Rebecca Sandak ◽  
Nicole Landi ◽  
Jay Rueckl ◽  
...  
Keyword(s):  
Poor Readers ◽  
Word Repetition ◽  
Fmri Study ◽  
Printed Word ◽  
Good And Poor Readers

The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers

1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett
Keyword(s):  
Learning Disabilities ◽  
Assessment Tool ◽  
French Immersion ◽  
Poor Readers ◽  
Reading Problems ◽  
Good Readers ◽  
Spelling Errors ◽  
Assessment Of Learning ◽  
Good And Poor Readers

The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.

scholarly journals Gerai ir silpnai skaitančių studentų kalbiniai ir kognityviniai rašytinio teksto suvokimo ypatumai | Text Comprehension in Good and Poor Readers: Cognitive and Linguistic Aspects

Kalbotyra ◽  
2015 ◽  
Vol 67 (67) ◽  
pp. 7
Author(s):  
Ingrida Balčiūnienė ◽  
Aleksandr N. Kornev ◽  
Sergej R. Oganov
Keyword(s):  
Text Comprehension ◽  
Poor Readers ◽  
Good And Poor Readers

Straipsnyje pristatomas rašytinio teksto suvokimo tyrimas, atliktas dviem etapais tikrinant suaugusiųjų (aukštosios mokyklos studentų) skaitymo ir kognityvinės veiklos gebėjimus. Pirmajame tyrimo etape visi tiriamieji (N = 40) atliko tris teksto suvokimo ir tris kognityvinės veiklos užduotis. Remiantis gautais rezultatais, buvo sudarytos dvi grupės (gerai ir silpnai suvokusiųjų rašytinį tekstą) tiriamųjų antrajam tyrimo etapui. Jo metu, pasitelkus reikšminių žodžių metodą, buvo toliau tiriamas rašytinės kalbos suvokimas. Tyrimas atskleidė, kad skaitymo užduoties pobūdis lemia konkrečios skaitymo strategijos būtinumą. Kadangi šios strategijos skirtingų skaitytojų nevienodai išlavintos, skiriasi tiek to paties skaitytojo gebėjimas vienodai sėkmingai įveikti skirtingas skaitymo užduotis, tiek skirtingų skaitytojų gebėjimas vienodai sėkmingai įveikti tą pačią skaitymo užduotį. Tyrimo rezultatai parodė, kad gerai ir silpnai suvokiantys rašytinį tekstą tiriamieji statistiškai reikšmingai skiriasi ir kognityvinių išteklių valdymo rezultatais; tai leidžia daryti išvadą, kad tam tikrų kognityvinių išteklių stoka arba netinkamas valdymas lemia žemus rašytinio teksto suvokimo rezultatus. Tyrimas atliktas testuojant rusakalbius tiriamuosius, tačiau jo rezultatai aktualūs ir lietuvių mokslininkams bei praktikams, kurių profesinė veikla susijusi su rašytinės kalbos ugdymu, skaitymo sutrikimų diagnostika ir korekcija.Abstract in English

Auditory Evoked Responses to Similar Words with Phonemic Difference: Comparison between Children with Good and Poor Reading Scores

2001 ◽  
Vol 32 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Ignacio Valencia ◽  
Gloria B. McAnulty ◽  
Deborah P. Waber ◽  
Frank H. Duffy
Keyword(s):  
Poor Reader ◽  
Auditory Evoked Potentials ◽  
Poor Readers ◽  
Poor Reading ◽  
The Poor ◽  
Parietal Area ◽  
Long Latency ◽  
Lower Amplitude ◽  
Reader Group ◽  
Good And Poor Readers

Our previous study demonstrated a physiologic deficit in two-tone discrimination in poor readers. 1 This was specific to the left parietal area suggesting that poor readers handled rapid tones differently. The current paper extends this finding in the same population, demonstrating that poor readers also have difficulty with phonemic discrimination. Long latency auditory evoked potentials (AEP) were formed using a phonemic discrimination task in a group of children with reading disabilities and controls. Measuring peak-to-peak amplitude of the waveforms, we found reduced N1-P2 amplitude in the Poor Reader group. Using the t-statistic significance probability map (SPM) technique, we also found a group difference, maximal over the mid-parietal area, from 584 msec to 626 msec after the stimulus onset. This difference was due to a lower amplitude on the Poor Reader group. We hypothesized that this late difference constitutes a P3 response and that the Poor Reader group generated smaller P3 waves. These auditory evoked response (AER) data support a discrimination deficit for close phonemes in the Poor Reader group as they had smaller N1-P2 absolute amplitude and developed smaller P3 waves. Based on these data we should be able to differentiate between Good and Poor readers based on long latency potentials created from phonemic stimuli.

Classroom Behavior of Good and Poor Readers

1990 ◽  
Vol 83 (3) ◽  
pp. 162-165 ◽  
Author(s):  
Barbara B. Wasson ◽  
Paul L. Beare ◽  
John B. Wasson
Keyword(s):  
Classroom Behavior ◽  
Poor Readers ◽  
Good And Poor Readers

scholarly journals Eye Movement Dynamics of Good and Poor Readers: Then and Now

1979 ◽  
Vol 11 (4) ◽  
pp. 319-328 ◽  
Author(s):  
Lester A. Lefton ◽  
Richard J. Nagle ◽  
Gwendolyn Johnson ◽  
Dennis F. Fisher
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fifth Graders ◽  
Poor Readers ◽  
Movement Behavior ◽  
Poor Reading ◽  
Movement Dynamics ◽  
Reading Text ◽  
One Year ◽  
Good And Poor Readers

While reading text, the eye movements of good and poor reading fifth graders, third graders and adults were assessed. Subjects were tested in two sessions one year apart. Dependent variables included the duration and frequency of forward going fixations and regressions; an analysis of individual differences was also made. Results showed that poor reading fifth graders have relatively unsystematic eye movement behavior with many more fixations of longer duration than other fifth graders and adults. The eye movements of poor readers are quantitatively and qualitatively different than those of normal readers.

Sign in / Sign up

Export Citation Format

Share Document