scholarly journals The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

2021 ◽  
pp. 1-20
Author(s):  
Chris Counihan ◽  
Steve Humble ◽  
Louise Gittins ◽  
Pauline Dixon
Keyword(s):  
Primary Schools ◽  
Word Reading ◽  
Northern Nigeria ◽  
Reading Abilities ◽  
Literacy Training ◽  
Training Programmes

Learning Orthographic and Semantic Representations Simultaneously During Shared Reading

2021 ◽  
pp. 1-13
Author(s):  
Sharry Shakory ◽  
Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Word Reading ◽  
Shared Reading ◽  
The Novel ◽  
Word Meanings ◽  
Standardized Measures ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Orthographic Representations ◽  
Nonverbal Reasoning

Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999

scholarly journals Spelling Scoring Metrics in Malay Language: An Investigation among Young Spellers

2018 ◽  
Vol 8 (12) ◽  
pp. 1622
Author(s):  
Swee Gek Tang ◽  
Julia Ai Cheng Lee ◽  
Jecky Misieng
Keyword(s):  
Primary Schools ◽  
Word Reading ◽  
Strong Relationship ◽  
Phonological Coding ◽  
Correct Letter ◽  
Highly Correlated ◽  
The Relationship

The aim of this study was to investigate the relationship among three spelling scoring metrics, namely, words spelled correctly (WSC), correct letter sequences (CLS), and phonological coding (PC) in Malay language. The relationship between spelling measure and word reading measure was studied. There were 866 Primary 1 (Grade 1 equivalent) students from 11 randomly selected public primary schools in Kuching, Sarawak Malaysia who participated in this study. The study showed that the scores from each scoring metric were highly correlated to each other. There was a strong relationship between each spelling outcome to word reading.

scholarly journals Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES)

2021 ◽  
Author(s):  
Courtenay Norbury ◽  
Sarah Louise Griffiths ◽  
George Vamvakas ◽  
Gillian Baird ◽  
Tony Charman ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Word Reading ◽  
Language Disorder ◽  
Language Disorders ◽  
Population Based ◽  
Language And Literacy ◽  
Developmental Language Disorders

Objectives. The purpose of this study was to determine the changing prevalence of developmental language disorders at different quintiles of the Income Deprivation Affecting Children Index (IDACI), a measure of neighbourhood deprivation. In addition, this study investigated the long term association of IDACI rank with growth in language and literacy skills for children with and without language disorder over a six year period.Design. Prospective, population-based, longitudinal cohort study.Setting. State-maintained primary schools in Surrey, England.Participants and procedure. Teachers rated the language skills of 7267 children starting a state-maintained school in 2011 (aged 4;9-5;10, 59% of all eligible children). Comprehensive language and literacy assessment was conducted with a monolingual sub-sample in Year 1 (n = 529, age 5-6), Year 3 (n = 499, age 7-8), and Year 6 (n = 384, age 10-11).Analytic methods. Logistic regression determined the association of IDACI scores and teacher-rated language proficiency. Structural Equation Models using auxiliary variables estimated the association of IDACI and prevalence of developmental Language Disorder (LD) in Year 1, and IDACI and language and literacy growth from Years 1 – 6.Results. Predicted probability of language disorder was 2.5 times greater at the 10th centile of IDACI rank (.19 [.11, .27]) versus the 90th centile (.07 [.04, .09]). IDACI rank did not associate with growth in raw scores on measures of vocabulary, grammar, or word reading. Socioeconomic gaps in vocabulary and grammar were ameliorated when language status at school entry was accounted for, but persisted for word reading. Conclusions. The association of neighbourhood disadvantage with language and literacy primarily reflects higher rates of language disorder in areas of socio-economic deprivation. Interventions that alleviate deprivation and enhance the language and literacy experiences of disadvantaged children could reduce socioeconomic attainment gaps. However, the persistence of language disorder suggests on-going support is required to attenuate personal and societal cost.

scholarly journals Schistosomiasis and Associated Risk Factors Among School-Aged Children in Northern Nigeria

2020 ◽  
Vol 4 (2) ◽  
pp. 103-111
Author(s):  
Musa M. Dogara ◽  
Saadatu Ahmad ◽  
Babalola J. Balogun ◽  
Salwa S. Dawaki ◽  
Muzammil B. Mustapha ◽  
...  
Keyword(s):  
Risk Factors ◽  
Primary Schools ◽  
Cross Sectional Study ◽  
Northern Nigeria ◽  
Preventive Chemotherapy ◽  
Cross Sectional ◽  
Creative Commons ◽  
School Aged Children ◽  
Intestinal Schistosomiasis ◽  
Associated Risk Factors

Background: The Jigawa State Ministry of Health in Northern Nigeria undertook a pilot intervention without a follow-up to control schistosomiasis through preventive chemotherapy by ensuring that each child swallows praziquantel from 2009 to 2013 in five primary schools in Dutse metropolis. Previously, the overall prevalence for urinary and intestinal schistosomiasis determined using Sedimentation and Kato Katz methods was 22.9%. Methods: A cross sectional study involving 150 randomly selected pupils, aged 6 - 15 years old was conducted using sedimentation and Kato-Katz methods to determine the prevalence of urinary and intestinal schistosomiasis respectively in three schools in July, 2018. Information on demographic and associated risk factors was collected using a structured questionnaire and the data generated was analyzed using SPSS statistics version 18.0. Results: The overall prevalence was 10% with S. haematobium 8%, S. mansoni 2.67% and co-infection 0.67%. Males had higher prevalence, 15.10% than females 1.75%. The 11 - 15 years age group had higher prevalence, 10.10% than 6 - 10 years, 9.68%. Nearly all the infections occurred among class 4-6 pupils with 12.10% and 2.94% in 1-3. Based on parental occupations, children of unskilled laborer had the highest prevalence of 16.67% followed by children of civil servants 12.50%, and children of butchers 0%. Kachi School had the highest prevalence of 14.00% while Sir Muhammadu Sunusi had the lowest 4.00%. Schistosomiasis prevalence was found only to be significantly associated with gender; higher among males than females (15.1% vs 1.75%, P = 0.011). Conclusion and Implications for Translation: Schistosomiasis is still endemic among school-aged children in Dutse metropolis, but with a drop in overall prevalence from 22.9% to 10.00%. Chemotherapy and health education should be sustained on both in and out of school-aged children in order to control the transmission. Key words: • Schistosomiasis • Tropical diseases • Northern Nigeria • Chemotherapy• School-aged Children • Kato - Katz • Sedimentation   Copyright © 2020 Dogara et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.

scholarly journals Atypical relationships between neurofunctional features of print-sound integration and reading abilities in Chinese children with dyslexia

2021 ◽  
Author(s):  
Zhichao Xia ◽  
Ting Yang ◽  
Xin Cui ◽  
Fumiko Hoeft ◽  
Hong Liu ◽  
...  
Keyword(s):  
Word Reading ◽  
Multisensory Processing ◽  
Temporal Cortex ◽  
Audiovisual Integration ◽  
Chinese Children ◽  
Control Group ◽  
Typically Developing ◽  
Significant Group ◽  
Reading Abilities ◽  
Integration Effect

Conquering grapheme-phoneme correspondence is necessary for developing fluent reading in alphabetic orthographies. In neuroimaging research, this ability is associated with brain activation differences between the audiovisual congruent against incongruent conditions, especially in the left superior temporal cortex. Studies have also shown such a neural audiovisual integration effect is reduced in individuals with dyslexia. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. Of note, semantic information is deeply involved in Chinese character processing. In this study, we applied a functional magnetic resonance imaging audiovisual integration paradigm to investigate the possible dysfunctions in processing character-sound pairs and pinyin-sound pairs in Chinese dyslexic children compared with typically developing readers. Unexpectedly, no region displayed significant group difference in the audiovisual integration effect in either the character or pinyin experiment. However, the results revealed atypical correlations between neurofunctional features accompanying audiovisual integration with reading abilities in Chinese children with dyslexia. Specifically, while the audiovisual integration effect in the left inferior cortex in processing character-sound pairs correlated with silent reading comprehension proficiency in both dyslexia and control group, it was associated with morphological awareness in the control group but with rapid naming in dyslexics. As for pinyin-sound associations processing, while the stronger activation in the congruent than incongruent conditions in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral word reading in the control group, an opposite pattern was found in children with dyslexia. On the one hand, this pattern suggests Chinese dyslexic children have yet to develop an efficient grapho-semantic processing system as typically developing children do. On the other hand, it indicates dysfunctional recruitment of the regions that process pinyin-sound pairs in dyslexia, which may impede character learning.

scholarly journals Indirect Effects of Task-switching on Reading Comprehension via Decoding Skills among Adolescents with Autism

2021 ◽  
Author(s):  
Teresa Ober ◽  
Bruce D. Homer ◽  
Jan L. Plass
Keyword(s):  
Reading Comprehension ◽  
Task Switching ◽  
Indirect Effect ◽  
Indirect Effects ◽  
Word Reading ◽  
Autism Spectrum ◽  
Control Group ◽  
Reading Abilities ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Purpose: We examined whether variation in task-switching indirectly predicted variation in reading comprehension by way of variation in decoding, and furthermore, whether this effect differed among adolescents with ASD compared to an age-matched control group. Methods: We examined whether the association between task-switching and reading comprehension was mediated by decoding among a sample of autistic adolescents with autism spectrum disorder (ASD; N = 45, Mage = 14.9 years) and an age-matched comparison group (N = 43, Mage = 14.3 years). Analyses were conducted using path models to test for direct effects of decoding and task switching on reading comprehension, as well as indirect effects of task-switching on reading comprehension by way of decodingResults: Though the indirect effect did not significantly differ between the ASD and comparison groups, the indirect effect of task-switching on reading comprehension via decoding was only significant among adolescents with ASD. This suggest that task-switching plays a particularly prominent role in decoding and reading comprehension among adolescents with ASD.Conclusion: Though further work is necessary to replicate this effect, the findings may have implications for interventions that may target improvements in word reading abilities as a means for improving reading comprehension outcomes among youth with ASD.

scholarly journals Cognitive Correlates of Japanese Language (Hiragana) Reading Abilities among School-Aged very Low Birth Weight Children

2017 ◽  
Vol 7 (2) ◽  
pp. 33
Author(s):  
Motohiro Isaki ◽  
Tadahiro Kanazawa ◽  
Toshihiko Hinobayashi ◽  
Hiroyuki Kitajima
Keyword(s):  
Birth Weight ◽  
Low Birth Weight ◽  
Word Reading ◽  
Very Low Birth Weight ◽  
Naming Task ◽  
Reading Test ◽  
Cognitive Correlates ◽  
Multiple Stepwise Regression Analysis ◽  
Reading Abilities ◽  
Attention Tasks

Previous studies have examined that the reading abilities of Very Low Birth Weight (VLBW) children are poorer than those of Normal Birth Weight (NBW) children. However, little is known about the cognitive functions that have been used to explain the reading problems in VLBW children. This study investigated that the effects of attention function on reading abilities in VLBW children. 23 VLBW children (mean age 9.1 years old) and 23 NBW children (mean age 9.2 years old) completed a reading test (containing word reading and non-word reading tasks), attention tasks, a phonological task and a naming task. The group differences were significant for the non-word reading task and attention tasks. Moreover, there were significant correlations between scores on the reading test and those on attention tasks. Multiple stepwise regression analysis suggested the reading scores were influenced by attention. These results of the present study suggest that attentional dyslexia is a characteristic of reading among VLBW children.

Semantic memory and reading abilities: A case report

1995 ◽  
Vol 1 (1) ◽  
pp. 104-110 ◽  
Author(s):  
Lisa Cipolotti ◽  
Elizabeth K. Warrington
Keyword(s):  
Semantic Memory ◽  
Phonological Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Word Meaning ◽  
Frequency Effect ◽  
Word Frequency Effect ◽  
Word Comprehension ◽  
Reading Abilities ◽  
The Common

AbstractWe document the unexpected dissociation of preserved reading skills in a patient with severely impaired semantic memory. The common co-occurrence between impairment of word meaning and surface dyslexia has not been observed. The patient (hereafter called DRN) had marked naming and word comprehension difficulties. A strong word frequency effect was observed on tests of word comprehension but was absent in a test of word reading. DRN's ability to read both regular and exception words that he failed to comprehend was remarkably well preserved. We will argue that these findings provide further support for the independence of semantic and phonological processing. (JINS, 1995, I, 104–110.)

scholarly journals The relationship between phonological awareness time and reading abilities: an assessment using self-organizing maps

2013 ◽  
Vol 12 (3) ◽  
Author(s):  
Ana Sucena ◽  
João Falcão Carneiro ◽  
Ana Paula Vale ◽  
Fernanda Leopoldina Viana
Keyword(s):  
Response Time ◽  
Phonological Awareness ◽  
Word Reading ◽  
Self Organizing Maps ◽  
Nonword Reading ◽  
Reading Abilities ◽  
Task Time ◽  
Good And Poor Readers ◽  
The Relationship ◽  
Self Organizing

AbstractClassically, the assessment of reading disabilities is based on the accuracy for word and nonword reading, as well as on the accuracy or sensibility measures (such as d′) for phonological awareness tasks. Recent studies indicate that in terms of phonological awareness results, the response time is a more accurate indicator than sensibility measures (such as d′), thus providing an important measure explaining some of the differences between good and poor readers. This article explores the discriminative capability of phonological awareness task time (PATT) in reading disability assessment.One hundred and eighty-six children were tested using conventional tasks, specifically word reading, nonword reading, and phonological awareness tasks. The word and nonword accuracy and PATT were used to train self-organizing maps (SOM) to classify children into three distinct groups.Phonological awareness response time provides a powerful discriminative measure.Our results indicate that the PATT constitutes a useful selective measure, particularly in the third and fourth grades when classical variables such as word and nonword reading accuracy lose their discriminative capabilities. Also, the use of SOM to classify children’s reading abilities can successfully categorize children and capture meaningful measures such as the lexicality effect.

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