Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

2020 ◽  
Vol 5 (5) ◽  
pp. 1212-1220
Author(s):  
Krystal L. Werfel ◽  
Laura Peek ◽  
Gabriella Reynolds ◽  
Sydney Bassard
Keyword(s):  
Hearing Screening ◽  
Literacy Assessment ◽  
Poor Reading ◽  
Reading Deficits ◽  
Reading Impairment ◽  
Underlying Factor ◽  
Specific Reading ◽  
Comprehension Skills ◽  
Preliminary Study ◽  
Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

scholarly journals A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment

2017 ◽  
Vol 60 (9) ◽  
pp. 2680-2686 ◽  
Author(s):  
Krystal L. Werfel ◽  
Hannah Krimm
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Sample ◽  
Language Deficits ◽  
Specific Language ◽  
Reading Impairment ◽  
Word Level ◽  
Specific Reading ◽  
Preliminary Study ◽  
Reading Impairments

Purpose The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype. Method Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension impairment, or garden variety reading impairment. In addition, phonological and nonphonological language skills were evaluated. Results Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits. Conclusions The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language. The findings highlight the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

Reading

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Reading Ability ◽  
Reading Level ◽  
Read Aloud ◽  
Reading Difficulty ◽  
Learning Difficulty ◽  
Poor Reading ◽  
Specific Reading ◽  
Learning Skill ◽  
Language Difficulties ◽  
Specific Learning

Specific reading difficulty is the best known, and best studied, form of specific learning difficulty. This is the condition that many refer to as ‘dyslexia’. We will define specific reading difficulty as a significant, unexplained delay in reading in a child of average, or above average, intelligence. A significant delay is usually defined as a reading level more than two standard deviations below the mean for the child’s age (see Chapter 1, p. 5 for the explanation of this term). Specific reading difficulty is, therefore, a form of specific learning difficulty where reading is the particular learning skill affected. Other forms of specific learning difficulty may also be present, particularly spelling, writing, and spoken language difficulties. It should be noted that the diagnosis of specific reading difficulty is based on the degree of delay in reading, rather than on the particular type of errors that the child makes. Much has been made of certain characteristics of children’s reading, such as difficulty in distinguishing ‘b’ from ‘d’, reluctance to read aloud, a monotonous voice when reading, and a tendency to follow the text with the finger when reading. There is nothing diagnostic about these characteristics. They are seen in many children when they first start learning to read (and some are seen in adults when they learn to read a foreign language). The diagnosis of specific reading difficulty should only be made after a comprehensive assessment of intellectual and reading ability, and an exclusion of other causes of poor reading attainment (see Chapter 2). . . . How common is specific reading difficulty? . . . The best evidence for the existence of specific reading difficulty as an entity is given by the results of a study by Professor Michael Rutter and his colleagues, who tested 9–10-year-olds on the Isle of Wight. They first tested the children to determine their intelligence and reading ability. They then studied all the children whose reading was significantly behind that of their peers and found that these could be divided into two groups: those where the delayed reading could be explained by low intelligence and a second group where the children were of normal intelligence and the reading difficulty could not be explained.

Dyslexia as a Phonological Deficit: Evidence and Implications

1998 ◽  
Vol 3 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Margaret Snowling
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Early Identification ◽  
Normal Development ◽  
Reading Difficulties ◽  
Reading Failure ◽  
Phonological Deficit ◽  
Reading Deficits ◽  
Specific Reading ◽  
Definition Of

In recent years, limitations of the discrepancy definition of specific reading difficulties have led researchers to propose that dyslexia is best described as a core phonological deficit. With studies of the normal development of reading as a backdrop, this paper reviews the phonological processing deficit hypothesis of dyslexia. The extant evidence suggests that phonological difficulties in dyslexia persist throughout development from the preschool years into adulthood, despite compensation of reading deficits. Moreover, individual differences in the behavioural manifestation of dyslexia are consistent with differences in the severity of underlying phonological difficulties. Implications for the early identification of dyslexia and for interventions to prevent reading failure are discussed.

On the Interaction of Selective Attention and Lexical Knowledge: A Connectionist Account of Neglect Dyslexia

1990 ◽  
Vol 2 (2) ◽  
pp. 96-123 ◽  
Author(s):  
Michael C. Mozer ◽  
Marlene Behrmann
Keyword(s):  
Selective Attention ◽  
Reading Performance ◽  
Connectionist Model ◽  
Lexical Knowledge ◽  
Reading Impairment ◽  
Visuospatial Processing ◽  
Neglect Dyslexia ◽  
Attentional Selectivity ◽  
Reading Impairments

Neglect dyslexia, a reading impairment acquired as a consequence of brain injury, is traditionally interpreted as a disturbance of selective attention. Patients with neglect dyslexia may ignore the left side of an open book, the beginning words of a line of text, or the beginning letters of a single word. These patients provide a rich but sometimes contradictory source of data regarding the locus of attentional selectivity. We have reconsidered the patient data within the framework of an existing connectionist model of word recognition and spatial attention. We show that the effects of damage to the model resemble the reading impairments observed in neglect dyslexia. In simulation experiments, we account for a broad spectrum of behaviors including the following: (1) when two noncontiguous stimuli are presented simultaneously, the contralesional stimulus is neglected (extinction); (2) explicit instructions to the patient can reduce the severity of neglect; (3) stimulus position in the visual field affects reading performance; (4) words are read much better than pronounceable nonwords; (5) the nature of error responses depends on the morphemic composition of the stimulus; and (6) extinction interacts with lexical knowledge (if two words are presented that form a compound, e.g., COW and BOY, the patient is more likely to report both than in a control condition, e.g., SUN and FLY). The convergence of findings from the neuropsychological research and the computational modeling sheds light on the role of attention in normal visuospatial processing, supporting a hybrid view of attentional selection that has properties of both early and late selection.

A comparison of audiometric and objective methods in hearing screening of school children. A preliminary study

2011 ◽  
Vol 75 (4) ◽  
pp. 483-488 ◽  
Author(s):  
L. Śliwa ◽  
S. Hatzopoulos ◽  
K. Kochanek ◽  
A. Piłka ◽  
A. Senderski ◽  
...  
Keyword(s):  
School Children ◽  
Hearing Screening ◽  
Preliminary Study

Social constructivist learning theory and reciprocal teaching to teach reading comprehension

2018 ◽  
Vol 10 (1) ◽  
pp. 70
Author(s):  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Reading Comprehension ◽  
Social Constructivism ◽  
English Teachers ◽  
Reciprocal Teaching ◽  
Poor Reading ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Good Reading ◽  
Teaching Learning ◽  
Reading Comprehension Skills

English teachers who teach reading comprehension course surely often give their students reading assignments, for example reading articles, popular press books and/or internet publications. Unfortunately, the results were not satisfying and made English teachers disappointed. This lack of good reading comprehension skills is exacerbated by the central role of reading comprehension required for the success in higher education. One solution to overcome this problem of poor reading comprehension skills is the explicit teaching of reading comprehension strategies to students, specifically, reciprocal teaching (RT). The philosophical root of RT itself is social constructivism which explains how students might acquire knowledge and learn; then, this concept is accumulated with the use of RT strategy to teach reading comprehension course at school. All are clearly discussed, so that the RT could be an alternative reading comprehension strategic choice for all English teachers to teach reading comprehension course at Polytechnic.   Keywords: Social constructivism, reciprocal teaching, learning evaluation.

scholarly journals A blueprint for data-based English reading literacy instructional decision-making

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Carisma Nel
Keyword(s):  
Decision Making ◽  
Reading Instruction ◽  
Reading Literacy ◽  
Literacy Assessment ◽  
Poor Reading ◽  
Reading Outcomes ◽  
Instructional Decision Making ◽  
English Reading ◽  
Instructional Decision ◽  
Effective Use

Making decisions about English reading instruction is as core a component to teaching as providing the instruction itself. When providing support to learners at risk for poor reading outcomes, for which currently there is a large percentage in South Africa, it is especially important to ensure that the decisions that are made have the highest likelihood of accuracy as possible and they lead to improving those reading outcomes. The learners with the greatest needs require the most accurate and effective decisions. Now more than ever, effective use of reading literacy assessment data to plan and critically review instruction is a fundamental competency for good teaching. The purpose of this article is to provide districts, schools and teachers with a blueprint for data-based English reading literacy instructional decision-making at a system-wide level.

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