Language skills, learning to read and reading intervention

2006 ◽  
Author(s):  
Margaret J Snowling ◽  
Charles Hulme
Keyword(s):  
Language Processing ◽  
Reading Intervention ◽  
Speech Processing ◽  
Reading Interventions ◽  
Language Skills ◽  
Reading Difficulties ◽  
Spoken Language ◽  
Reading Failure ◽  
Learning To Read ◽  
Skills Learning

The paper outlines a framework for the development of reading that shows it is heavily dependent upon spoken language processes. Within this view, reading difficulties can follow from difficulties with speech processing (decoding problems) or from broader language processing impairments (comprehension problems). The paper describes the literacy development of children at high-risk of reading failure and shows how their reading outcome depends on the interaction of the phonological and language skills they bring to the task of reading. Findings have implications for the development of theoretically motivated reading interventions. The evaluation of such interventions is described.

scholarly journals Children with reading difficulties show differences in brain regions associated with orthographic processing during spoken language processing

2010 ◽  
Vol 1356 ◽  
pp. 73-84 ◽  
Author(s):  
Amy S. Desroches ◽  
Nadia E. Cone ◽  
Donald J. Bolger ◽  
Tali Bitan ◽  
Douglas D. Burman ◽  
...  
Keyword(s):  
Language Processing ◽  
Reading Difficulties ◽  
Spoken Language ◽  
Brain Regions ◽  
Orthographic Processing ◽  
Spoken Language Processing

scholarly journals Do Musicians and Non-musicians Differ in Speech-on-Speech Processing?

2021 ◽  
Vol 12 ◽  
Author(s):  
Elif Canseza Kaplan ◽  
Anita E. Wagner ◽  
Paolo Toffanin ◽  
Deniz Başkent
Keyword(s):  
Speech Perception ◽  
Eye Tracking ◽  
Language Processing ◽  
Speech Processing ◽  
Time Course ◽  
Spoken Language ◽  
Recall Task ◽  
Spoken Language Processing ◽  
Sentence Recall ◽  
Gaze Fixations

Earlier studies have shown that musically trained individuals may have a benefit in adverse listening situations when compared to non-musicians, especially in speech-on-speech perception. However, the literature provides mostly conflicting results. In the current study, by employing different measures of spoken language processing, we aimed to test whether we could capture potential differences between musicians and non-musicians in speech-on-speech processing. We used an offline measure of speech perception (sentence recall task), which reveals a post-task response, and online measures of real time spoken language processing: gaze-tracking and pupillometry. We used stimuli of comparable complexity across both paradigms and tested the same groups of participants. In the sentence recall task, musicians recalled more words correctly than non-musicians. In the eye-tracking experiment, both groups showed reduced fixations to the target and competitor words’ images as the level of speech maskers increased. The time course of gaze fixations to the competitor did not differ between groups in the speech-in-quiet condition, while the time course dynamics did differ between groups as the two-talker masker was added to the target signal. As the level of two-talker masker increased, musicians showed reduced lexical competition as indicated by the gaze fixations to the competitor. The pupil dilation data showed differences mainly in one target-to-masker ratio. This does not allow to draw conclusions regarding potential differences in the use of cognitive resources between groups. Overall, the eye-tracking measure enabled us to observe that musicians may be using a different strategy than non-musicians to attain spoken word recognition as the noise level increased. However, further investigation with more fine-grained alignment between the processes captured by online and offline measures is necessary to establish whether musicians differ due to better cognitive control or sound processing.

Multimodal input in second-language speech processing

2020 ◽  
pp. 1-15
Author(s):  
Debra M. Hardison
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Speech Processing ◽  
Spoken Language ◽  
Spoken Language Processing

This timeline provides an update on research since 2009 involving auditory-visual (AV) input in spoken language processing (see Hardison, 2010 for an earlier timeline on this topic). A brief background is presented here as a foundation for the more recent studies of speech as a multimodal phenomenon (e.g., Rosenblum, 2005).

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

2020 ◽  
Vol 37 (2) ◽  
pp. 140-146 ◽  
Author(s):  
Linda S. Siegel
Keyword(s):  
Response To Intervention ◽  
Early Identification ◽  
First Language ◽  
Reading Difficulties ◽  
Reading Failure ◽  
Learning To Read ◽  
Students First ◽  
Prerequisite Skills ◽  
Rti Model ◽  
Simple Screening

AbstractThis article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

scholarly journals Effects of Noise and a Speaker's Impaired Voice Quality on Spoken Language Processing in School-Aged Children: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 1-31
Author(s):  
Isabel S. Schiller ◽  
Angélique Remacle ◽  
Nancy Durieux ◽  
Dominique Morsomme
Keyword(s):  
Systematic Review ◽  
Language Processing ◽  
Speech Processing ◽  
Listening Comprehension ◽  
Signal To Noise Ratio ◽  
Meta Analysis ◽  
Voice Quality ◽  
Spoken Language ◽  
Spoken Language Processing ◽  
The Impact

Purpose: Background noise and voice problems among teachers can degrade listening conditions in classrooms. The aim of this literature review is to understand how these acoustic degradations affect spoken language processing in 6- to 18-year-old children. Method: In a narrative report and meta-analysis, we systematically review studies that examined the effects of noise and/or impaired voice on children's response accuracy and response time (RT) in listening tasks. We propose the Speech Processing under Acoustic DEgradations (SPADE) framework to classify relevant findings according to three processing dimensions—speech perception, listening comprehension, and auditory working memory—and highlight potential moderators. Results: Thirty-one studies are included in this systematic review. Our meta-analysis shows that noise can impede children's accuracy in listening tasks across all processing dimensions (Cohen's d between −0.67 and −2.65, depending on signal-to-noise ratio) and that impaired voice lowers children's accuracy in listening comprehension tasks ( d = −0.35). A handful of studies assessed RT, but results are inconclusive. The impact of noise and impaired voice can be moderated by listener, task, environmental, and exposure factors. The interaction between noise and impaired voice remains underinvestigated. Conclusions: Overall, this review suggests that children have more trouble perceiving speech, processing verbal messages, and recalling verbal information when listening to speech in noise or to a speaker with dysphonia. Impoverished speech input could impede pupils' motivation and academic performance at school. Supplemental Material https://doi.org/10.23641/asha.17139377

scholarly journals The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention

2021 ◽  
pp. 002221942110103
Author(s):  
Johny Daniel ◽  
Sharon Vaughn ◽  
Gregory Roberts ◽  
Amie Grills
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Intervention ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Controlled Trial ◽  
Reading Difficulties ◽  
Student Response ◽  
Lower Baseline

To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties ( N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.

Neurocognitive Bases of Crossmodal Integration Deficit in Dyslexia

2019 ◽  
Author(s):  
Margaret Gullick ◽  
James R. Booth
Keyword(s):  
Reading Interventions ◽  
Training Programs ◽  
Reading Difficulties ◽  
Visual Representations ◽  
Future Research ◽  
Typically Developing ◽  
Critical Component ◽  
Crossmodal Integration ◽  
Phonological Deficits ◽  
And Training

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

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