Skilled reading proficiency and parafoveal lexical activation

2013 ◽  
Author(s):  
Aaron Veldre ◽  
Sally Andrews
Keyword(s):  
Reading Proficiency ◽  
Lexical Activation ◽  
Skilled Reading

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Reading Comprehension for ESL Students. Processes of Perceiving Texts

2020 ◽  
Vol 26 (2) ◽  
pp. 278-282
Author(s):  
Maria-Miruna Ciocoi-Pop
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Process ◽  
Reading Proficiency ◽  
Second Language Reading ◽  
Linguistic Knowledge ◽  
Esl Students ◽  
Unknown Words ◽  
Second Language Reading Comprehension ◽  
Esl Learners

AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa

2021 ◽  
Author(s):  
Jacobus Cilliers ◽  
Brahm Fleisch ◽  
Janeli Kotzé ◽  
Nompumelelo Mohohlwane ◽  
Stephen Taylor ◽  
...  
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Language Proficiency ◽  
Oral Language ◽  
Low Cost ◽  
Reading Proficiency ◽  
Home Language ◽  
Oral Language Proficiency ◽  
Virtual Coaching ◽  
Negative Effect

Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

scholarly journals Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 68
Author(s):  
Stéphanie Bellocchi ◽  
Virginie Leclercq
Keyword(s):  
Reading Proficiency ◽  
Beginning Readers ◽  
Primary School Children ◽  
Moderation Effect ◽  
Magnocellular System ◽  
Reading Abilities ◽  
Developing Readers ◽  
System Functioning ◽  
Advanced Readers ◽  
The Relationship

Many studies have investigated the visual magnocellular system functioning in dyslexia. However, very little is known on the relationship between the visual magnocellular system functioning and reading abilities in typical developing readers. In this study, we aimed at studying this relationship and more specifically the moderation effect of educational stage on this link. We thus tested 82 French typical developing readers (40 beginning readers—Grade 1 and 42 advanced readers—Grade 5) with reading tests and a coherent dot motion task measuring the visual magnocellular functioning. Results indicate positive correlations between visual magnocellular functioning and reading for beginning readers but not for advanced readers. Moreover, moderation analyses confirm that reading proficiency moderates the relationship between magnocellular system functioning and reading outcomes. We concluded that the relationship between visual magnocellular pathway functioning and reading abilities in typical developing readers could depend on reading proficiency.

scholarly journals Letter transpositions and morphemic boundaries in the second language processing of derived words: An exploratory study of individual differences

2021 ◽  
Vol 42 (2) ◽  
pp. 417-446
Author(s):  
Hasibe Kahraman ◽  
Bilal Kırkıcı
Keyword(s):  
Individual Differences ◽  
Language Processing ◽  
Exploratory Study ◽  
Reading Proficiency ◽  
Individual Variability ◽  
Morphological Processing ◽  
Group Level ◽  
Priming Effects ◽  
Second Language Processing ◽  
Morphological Priming

AbstractResearch into nonnative (L2) morphological processing has produced largely conflicting findings. To contribute to the discussions surrounding the contradictory findings in the literature, we examined L2 morphological priming effects along with a transposed-letter (TL) methodology. Critically, we also explored the potential effects of individual differences in the reading networks of L2 speakers using a test battery of reading proficiency. A masked primed lexical decision experiment was carried out in which the same target (e.g., ALLOW) was preceded by a morphological prime (allowable), a TL-within prime (allwoable), an substituted letter (SL)-within prime (allveable), a TL-across prime (alloawble), an SL-across prime (alloimble), or an unrelated prime (believable). The average data yielded morphological priming but no significant TL priming. However, the results of an exploratory analysis of the potential effects of individual differences suggested that individual variability mediated the group-level priming patterns in L2 speakers. TL-within and TL-across priming effects were obtained only when the performance of participants on nonword reading was considered, while the magnitude of the morphological priming effects diminished as the knowledge of vocabulary expanded. The results highlight the importance of considering individual differences while testing L2 populations.

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