Executive functions for reading and writing in typical literacy development and dyslexia

2008 ◽  
Vol 30 (5) ◽  
pp. 588-606 ◽  
Author(s):  
Leah E. Altemeier ◽  
Robert D. Abbott ◽  
Virginia W. Berninger
Keyword(s):  
Executive Functions ◽  
Literacy Development ◽  
Reading And Writing

Mothers’ Perceptions of their Young Children's Literacy Development

1995 ◽  
Vol 20 (1) ◽  
pp. 7-11 ◽  
Author(s):  
Gillian Potter
Keyword(s):  
Literacy Development ◽  
Reading And Writing ◽  
Children's Literacy

There has been increasing interest shown by researchers in those children who attain an obvious understanding of reading and writing before attending school. It has been indicated that those children are not necessarily otherwise precocious (Smith, F. 1984; Harste, J., Burke, C., Woodward, V. 1984). Talking with mothers about their perceptions of their preschoolers’ literacy development, revealed how sensitive they are and how perceptive in their observations of what their children are doing. Following, is a report on research carried out to investigate the phenomenon of natural learning of literacy among 50 preschoolers.

Alternative Routes Toward Literacy for Individuals With Deafblindness

2020 ◽  
pp. 369-383
Author(s):  
Vassilios Argyropoulos ◽  
Magda Nikolaraizi ◽  
Maria Papazafiri
Keyword(s):  
Assistive Technology ◽  
Literacy Development ◽  
Critical Role ◽  
Literacy Skills ◽  
Literacy Experiences ◽  
Reading And Writing ◽  
Domains Of Life ◽  
Role Of Teachers ◽  
Alternative Routes

The aim of the current chapter is to describe alternative ways that can enhance literacy development for persons with deafblindness. The conventional concept of literacy, which concerns reading and writing, excludes persons with deafblindness from literacy experiences. Therefore, a broadened and more contemporary concept is supported, which incorporates communication. Within this broader concept, assistive technology can play an important role in the development of literacy and therefore facilitate the access of individuals who are deafblind in different domains of life. Furthermore, the paper emphasizes the critical role of teachers and the importance of training that will enable them to exploit assistive technology in order to enhance the literacy skills of persons who are deafblind.

scholarly journals Verbal and visuospatial executive functions in healthy elderly: The impact of education and frequency of reading and writing

2014 ◽  
Vol 8 (2) ◽  
pp. 155-161 ◽  
Author(s):  
Laura Damiani Branco ◽  
Charles Cotrena ◽  
Natalie Pereira ◽  
Renata Kochhann ◽  
Rochele Paz Fonseca
Keyword(s):  
Executive Functions ◽  
Cognitive Flexibility ◽  
Formal Education ◽  
Wisconsin Card Sorting Test ◽  
Elderly Subjects ◽  
Reading And Writing ◽  
Healthy Elderly ◽  
Verbal Tasks ◽  
The Impact ◽  
Participant Education

ABSTRACT Objective: To assess the predictive role of education and frequency of reading and writing habits (FRWH) on the cognitive flexibility, inhibition and planning abilities of healthy elderly individuals. Methods: Fifty-seven healthy adults aged between 60 and 75 years with 2 to 23 years of formal education were assessed as to the frequency with which they read and wrote different types of text, as well as their number of years of formal education. Executive functions were evaluated using the Hayling Test and the Modified Wisconsin Card Sorting Test (MWCST). Results: Weak to moderate positive correlations were found between education, FRWH and the number of categories completed in the MWCST, while negative correlations were identified between these variables and the number of perseverative and non-perseverative errors on the task. Only the FRWH was significantly correlated with the number of failures to maintain set. Speed and accuracy on the Hayling Test were only correlated with participant education. Both education and FRWH significantly predicted performance on the MWCST, and the combination of these two variables had a greater predictive impact on performance on this task than either of the two variables alone. Variability in scores on the Hayling Test was best accounted for by participant education. Conclusion: In this sample of elderly subjects, cognitive flexibility was sufficiently preserved to allow for adequate performance on verbal tasks, but may have benefitted from the additional stimulation provided by regular reading and writing habits and by formal education in the performance of more complex non-verbal tasks.

Literacy Development in Individuals With Down Syndrome

2009 ◽  
Vol 16 (3) ◽  
pp. 104-108
Author(s):  
Patricia Cleave
Keyword(s):  
Down Syndrome ◽  
Literacy Development ◽  
Writing Development ◽  
Intervention Research ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Reading And Writing

Abstract This article discusses reading and writing development in children with DS. In addition to review of areas of strength and challenges, the author reviews literacy intervention research, and their effectiveness in improving literacy skills with this population.

Literacy, metalinguistic, and executive functions processing in bilingual children speakers of similar typology languages in a border area

2021 ◽  
pp. 1-9
Author(s):  
Talita dos Santos Gonçalves ◽  
Vanisa Fante Viapiana ◽  
Rochele Paz Fonseca ◽  
Lilian Cristine Hübner
Keyword(s):  
Executive Functions ◽  
Cognitive Abilities ◽  
Brazilian Portuguese ◽  
Effect Sizes ◽  
Executive Attention ◽  
Reading And Writing ◽  
Bilingual Advantage ◽  
Verbal Tasks ◽  
Memory Inhibition ◽  
Trail Making

Abstract This study aimed to analyze whether there are differences between bilingual (Brazilian Portuguese and Spanish) and monolingual (Brazilian Portuguese) school children regarding reading and writing learning achievement, in executive functions (EF) components and metalinguistic abilities. Twenty-three bilingual and 23 monolingual children, aged 6 to 8 years, were assessed in terms of their writing, reading, and metalinguistic abilities, and with verbal and non-verbal tasks testing EF. A bilingual advantage was observed in reading and writing abilities and in 16 of the 44 EF measures, including subcomponents of working memory, inhibition, cognitive flexibility, and executive attention, mainly in non-verbal paradigms, while monolingual children outperformed bilingual ones in three scores: counting errors (Five Digits Test), omission of bells (Bells test) and sequential trial B (Trail Making Test). There were moderate and weak effect sizes in metalinguistic subcomponents showing bilingual advantage. Literacy improvement seems to have the potential to increase linguistic and cognitive abilities.

NASKAH WAWACAN PANDITA SAWANG SEBAGAI DOKUMEN SOSIAL (Interpretasi Verbal, Teknis, Logis, Psikologis, dan Faktual)

LOKABASA ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 178
Author(s):  
Agus Suherman
Keyword(s):  
Literacy Development ◽  
Reading And Writing ◽  
Logical Interpretation ◽  
The Past ◽  
Manuscript Tradition ◽  
The Common ◽  
Moral Teachings ◽  
Social Document ◽  
Special Studies

Naskah merupakan peninggalan masa lalu yang dihasilkan melalui tradisi literasi. Oleh sebab itu, munculnya tradisi naskah disertai dengan aspek kehidupan lainnya yang berkaitan dengan tradisi baca-tulis, misalnya teknologi yang menyertai kegiatan baca-tulis, bahan dan alat tulis, keberaksaraan, perkembangan intelektualitas, dan kesadaran untuk mencatat atau mendokumentasikan segala sesuatu yang dianggap penting pada masa itu. Sebagai dokumen sosial, naskah menyimpan informasi masa lalu yang meliputi berbagai aspek kehidupan, di antaranya keagamaan, kebahasaan, filsafat, mistik, ajaran moral, peraturan atau hukum, silsilah raja-raja, arsitektur, obat-obatan, astronomi, sastra, dan sejarah. Untuk mengungkap kandungan isinya tersebut, diperlukan kajian khusus, salah satunya melalui ragam interpretasi, di samping kajian filologi yang umum dilakukan terhadap naskah. Ragam interpretasi yang dapat diterapkan terhadap dokumen tertulis di antaranya interpretasi verbal, interpretasi teknis, interpretasi logis, interpretasi psikologis, dan interpretasi faktual. ABSTRACTManuscript is a relic of the past that is generated through traditional literacy. Therefore, the manuscript tradition emerges together with other aspects of life related to traditions of literacy. For example, technology accompanies the activities of reading and writing, materials and stationery, literacy, development of intellectual, and consciousness to record or document everything that is considered important at the time. As a social document, a manuscript stores past information covering various aspects of life, including religious, linguistics, philosophy, mystics, moral teachings, laws or regulations, genealogy of kings, architecture, medicine, astronomy, literature, and history. To reveal its contents, special studies are needed, one of them through a variety of interpretations, in addition to the common study of philology to manuscript. Variety of interpretation that can be applied to a document written in between verbal interpretation, technical interpretation, logical interpretation, psychological interpretation, and interpretation of facts. manuscript, wawacan, social document

Long-term effects of preterm birth on language and literacy at eight years

2009 ◽  
Vol 37 (4) ◽  
pp. 865-885 ◽  
Author(s):  
ANNALISA GUARINI ◽  
ALESSANDRA SANSAVINI ◽  
CRISTINA FABBRI ◽  
SILVIA SAVINI ◽  
ROSINA ALESSANDRONI ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Preterm Birth ◽  
Cognitive Development ◽  
Literacy Development ◽  
Control Group ◽  
Language And Literacy ◽  
Long Term Effects ◽  
Preterm Children ◽  
Reading And Writing

ABSTRACTThe aims of this study were to investigate whether specific linguistic difficulties in preterm children persist at eight years and to examine the interrelationships between language and literacy in this population, compared with a control group of full-term children. Sixty-eight monolingual Italian preterms and 26 chronologically matched controls were recruited. Language (grammar comprehension, lexical production and phonological awareness), literacy (reading comprehension, reading and writing) and general cognitive development were investigated. Results showed no general delay in preterms, but slight difficulties in specific linguistic abilities (grammar, lexicon, phoneme synthesis and deletion of the first syllable), more difficulties in literacy (speed in reading and accuracy in writing) and certain correlations among competencies turning out to be different from the control group. In conclusion, our study established that a partially atypical trajectory emerged in preterms, showing specific long-term effects of preterm birth on language and literacy development.

Tower of Babel?

2021 ◽  
pp. 120-162
Author(s):  
Catherine McBride ◽  
Jianhong Mo
Keyword(s):  
Reading Comprehension ◽  
Literacy Development ◽  
Literacy Learning ◽  
Literacy Acquisition ◽  
Cultural Contexts ◽  
Reading And Writing ◽  
Acquisition Process ◽  
Tower Of Babel ◽  
English Literacy ◽  
Chinese And English

This chapter discusses approaches to literacy development and impairment across cultures. Much of the work has contrasted Chinese and English literacy learning. The chapter reviews the connection between speech and reading; the importance of alphabet knowledge for reading; the nature and significance of morphological awareness for several aspects of literacy; aspects of writing such as maternal mediation, copying, and writing composition; and reading comprehension. Work in different cultural contexts has highlighted the fact that there are universals common to the literacy acquisition process but also aspects that are more important for reading and writing in some languages and scripts than in others.

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