Miscue Analysis in School-Age Children

2002 ◽  
Vol 11 (4) ◽  
pp. 407-416 ◽  
Author(s):  
Sandra P. Laing
Keyword(s):  
Language Learning ◽  
Oral Reading ◽  
Reading Ability ◽  
Learning Disorders ◽  
School Age Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Reading Abilities ◽  
Text Word ◽  
Reading Miscues

It has been suggested that children who have trouble learning to read may use less effective decoding strategies than children who learn to read typically. The present investigation examined reading miscues (errors) made by typically developing children and children who demonstrated below-average language and reading abilities to answer the following questions: (a) Do typically developing children and children with below-average language and reading skills evidence similar types of miscues while reading aloud? (b) Do typically developing children make more grapho-phonemically similar errors (in which the error resembles the text word in two or more phonemes) and more nonsense-word errors than children with below-average language and reading ability and, (c) What is the relationship between the nature of reading miscues and comprehension performance? Results suggested that typically developing children made more miscues that preserved the meaning of the text than children with below-average language and reading abilities. Groups were equally likely to make errors that were grapho-phonemically similar and/or nonsense words. Comprehension performance for both groups was best predicted by omission of content words and phonologically similar real-word errors that maintained the meaning of the text. Analysis of oral-reading errors may be useful in prescribing specific intervention to improve automaticity and efficiency in reading for children with language-learning disorders.

scholarly journals Distributional learning aids linguistic category formation in school-age children

2017 ◽  
Vol 45 (3) ◽  
pp. 717-735 ◽  
Author(s):  
Jessica HALL ◽  
Amanda OWEN VAN HORNE ◽  
Thomas FARMER
Keyword(s):  
First Language ◽  
School Age Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Learning Aids ◽  
Distributional Properties ◽  
Grammatical Categories ◽  
Distributional Information ◽  
Distributional Learning ◽  
Category Formation

AbstractThe goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of categories of words with shared distributional properties. Children's ratings revealed that they could discriminate grammatical and ungrammatical sentences. These data lend support to the hypothesis that distributional learning is a potential mechanism for learning grammatical categories in a first language.

scholarly journals The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

2012 ◽  
Vol 40 (1) ◽  
pp. 221-243 ◽  
Author(s):  
SILVANA E. MENGONI ◽  
HANNAH NASH ◽  
CHARLES HULME
Keyword(s):  
Down Syndrome ◽  
Word Learning ◽  
Oral Language ◽  
Reading Ability ◽  
Relative Strength ◽  
Spoken Word ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Phonological Learning

ABSTRACTChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support.

scholarly journals Timed Oral Reading Tests May not Reflect True Reading Abilities in School-age Children who Stutter

2015 ◽  
Vol 193 ◽  
pp. 234-238
Author(s):  
Kathleen Scaler Scott ◽  
Lourdes Ramos-Heinrichs ◽  
Edna J. Carlo ◽  
Sandra Garzon ◽  
Diane Paul
Keyword(s):  
Oral Reading ◽  
School Age Children ◽  
School Age ◽  
Reading Tests ◽  
Reading Abilities ◽  
True Reading

scholarly journals Beyond typical learning: Variation in language experience as a lens to the developing mind

2017 ◽  
Vol 38 (6) ◽  
pp. 1336-1340
Author(s):  
Judith F. Kroll ◽  
Andrea Takahesu Tabori ◽  
Emily Mech
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Deaf Children ◽  
Typically Developing ◽  
Language Experience ◽  
Typically Developing Children ◽  
History Of Research ◽  
History Of ◽  
External Conditions ◽  
Primary Focus

Infants are exposed to the language of the environment in which they are born and, in most instances, become native speakers of that language. Although the history of research on language acquisition provides a colorful debate on the specific ways that nature and nurture shape this process (e.g., MacWhinney, 1999; Pinker, 1995), its primary focus has been on typically developing children exposed to a single language from birth. Pierce, Genesee, Delcenserie, and Morgan (2017) turn the table on this discussion to argue that critically important lessons can be learned by shifting the focus from typically developing children to children for whom the trajectory of language learning follows a different course. Some of the variation in language development reflects attributes of child learners themselves, such as whether they are born hearing or deaf and whether they have conditions that disrupt their ability to fully perceive the speech input to which they are exposed. Other variations reflect attributes of the external conditions in which learners develop, including whether they remain in their country of birth or move to a location in which another language is spoken, whether exposure to the native language is continuous or disrupted, and whether they are exposed to a second language (L2) early or late in development. For deaf children, there is also variation in whether their parents or caregivers are themselves deaf or hearing and able to expose them to sign language during infancy. Pierce et al. use the diversity of early language experience as a tool to examine the relation between phonological working memory and language development and to begin to suggest how conditions that may produce costs or benefits in language learning may be related to one another.

scholarly journals Electrophysiological Examination of Feedback-Based Learning in 8–11-Year-Old Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Yael Arbel ◽  
Annie B. Fox
Keyword(s):  
Learning Task ◽  
School Age Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Feedback Processing ◽  
Learning Retention ◽  
Electrophysiological Examination ◽  
Declarative Learning ◽  
The Relationship

The study aimed at evaluating the extent to which the feedback related negativity (FRN), an ERP component associated with feedback processing, is related to learning in school-age children. Eighty typically developing children between the ages of 8 and 11 years completed a declarative learning task while their EEG was recorded. The study evaluated the predictive value of the FRN on learning retention as measured by accuracy on a follow-up test a day after the session. The FRN elicited by positive feedback was found to be predictive of learning retention in children. The relationship between the FRN and learning was moderated by age. The P3a was also found to be associated with learning, such that larger P3a to negative feedback was associated with better learning retention in children.

Children with SLI exhibit delays resolving ambiguous reference

2014 ◽  
Vol 42 (1) ◽  
pp. 180-195 ◽  
Author(s):  
JULIE M. ESTIS ◽  
BRENDA L. BEVERLY
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Distinct Word ◽  
Phonological Activation ◽  
The Impact

ABSTRACTFast mapping weaknesses in children with specific language impairment (SLI) may be explained by differences in disambiguation, mapping an unknown word to an unnamed object. The impact of language ability and linguistic stimulus on disambiguation was investigated. Sixteen children with SLI (8 preschool, 8 school-age) and sixteen typically developing age-matched children selected referents given familiar and unfamiliar object pairs in three ambiguous conditions: phonologically distinct word (PD), phonologically similar word (PS), no word (NW). Preschoolers with SLI did not disambiguate, unlike typically developing age-matched participants, who consistently selected unfamiliar objects given PD. School-age children with SLI disambiguated given PD. Delays in disambiguation for young children with SLI suggest limitations in processes that facilitate word learning for typically developing children. School-age children with SLI consistently selected familiar objects for PS, unlike typically developing children, suggesting differences in phonological activation for word learning.

The Use of Graphic and Contextual Information by Average and Below-Average Readers

1980 ◽  
Vol 12 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Lauren Leslie
Keyword(s):  
Oral Reading ◽  
Contextual Information ◽  
Second Grade ◽  
Reading Levels ◽  
Reading Abilities ◽  
Rate Effects ◽  
Unknown Words ◽  
Reading Miscues ◽  
Average Readers ◽  
Below Average Readers

The use of graphic and contextual information by average and below-average readers was inferred by examining their oral reading miscues. It was hypothesized that inconsistent findings of previous studies comparing children of differing reading abilities were due to unequal miscue rates between the groups. The present study equated miscue rate of average and below-average readers and examined the effects of different miscue rates on the use of graphic and contextual information. Forty second-grade average readers and forty below-average readers in third to sixth grades read two selections of second grade readability. Three levels of miscues per hundred words which span the functional reading levels were examined: 1–5, 6–10, and 11–15. The results show that miscue rate effects the use of contextual information: miscues which are not syntactically correct increase as miscue rate increases, and miscues which are syntactically correct but change the author's meaning decrease as miscue rate increases. Below-average readers made proportionally more miscues which changed the author's meaning and showed greater dependence on graphic cues; a dependence which was unsuccessful in decoding unknown words. Average readers made proportionally more miscues which made no changes in the author's meaning. Instructional implications were discussed.

scholarly journals Neural bases of phonological and semantic processing in early childhood

2019 ◽  
Author(s):  
Avantika Mathur ◽  
Douglas Schultz ◽  
Yingying Wang
Keyword(s):  
Early Childhood ◽  
Phonological Processing ◽  
Reading Ability ◽  
Semantic Processing ◽  
Inferior Frontal Gyrus ◽  
Early Period ◽  
Semantic Knowledge ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Neural Bases

AbstractDuring the early period of reading development, children gain phonological (letter-to-sound mapping) and semantic knowledge (storage and retrieval of word meaning). Their reading ability changes rapidly, accompanied by their learning-induced brain plasticity as they learn to read. This study aims to identify the specialization of phonological and semantic processing in early childhood using a combination of univariate and multivariate pattern analysis. Nineteen typically developing children between the age of five to seven performed visual word-level phonological (rhyming) and semantic (related meaning) judgment tasks during functional magnetic resonance imaging (fMRI) scans. Our multivariate analysis showed that young children with good reading ability have already recruited the left hemispheric regions in the brain for phonological processing, including the inferior frontal gyrus (IFG), superior and middle temporal gyrus, and fusiform gyrus. Additionally, our multivariate results suggested that the sub-regions of the left IFG were specialized for different tasks. Our results suggest the left lateralization of fronto-temporal regions for phonological processing and bilateral activations of parietal regions for semantic processing during early childhood. Our findings indicate that the neural bases of reading have already begun to be shaped in early childhood for typically developing children, which can be used as a control baseline for comparison of children at-risk for reading difficulties.

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