Dyslexia

2017 ◽  
Author(s):  
Linda Siegel
Keyword(s):  
Genetic Basis ◽  
Word Reading ◽  
Structural Characteristics ◽  
Great Difficulty ◽  
Reading Performance ◽  
Evidence Based ◽  
Reading Tests ◽  
Cognitive Difficulties ◽  
Based Instruction ◽  
The Continuum

Dyslexia, or a reading disability, occurs when an individual has great difficulty at the level of word reading and decoding. Comprehension of text, writing, and spelling are also affected. The diagnosis of dyslexia involves the use of reading tests, but the continuum of reading performance means that any cutoff point is arbitrary. The IQ score does not play a role in the diagnosis of dyslexia. Dyslexia is a language-based learning disability. The cognitive difficulties of dyslexics include problems with recognizing and manipulating the basic sounds in a language, language memory, and learning the sounds of letters. Dyslexia is a neurological condition with a genetic basis. There are abnormalities in the brains of dyslexic individuals. There are also differences in the electrophysiological and structural characteristics of the brains of dyslexics. Hope for dyslexia involves early detection and intervention and evidence-based instruction.

What Strategies Do Less-Skilled Adult Readers Use to Read Words, and How Aware Are They of These Strategies?

2020 ◽  
Vol 71 (1) ◽  
pp. 73-89
Author(s):  
Janet McHardy ◽  
Elaine Chapman ◽  
Marnie O’Neill
Keyword(s):  
Reading Strategies ◽  
Word Reading ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Adult Readers ◽  
Reading Tests ◽  
Reading Behaviors ◽  
Direct Observations ◽  
Effective Reading Strategies ◽  
Unknown Words

Less-skilled adult readers have been found to be limited in their awareness and use of effective reading strategies. In this study, we aimed to (a) identify the strategies used by less-skilled adult readers that best predict word reading performance on standardized reading tests and (b) identify the word reading strategies that less-skilled adult readers reported using, as well as the extent to which these reports correlated with direct observations of reading behaviors. Results indicated that readers relied on six main strategies to read unknown words, but only two significantly contributed to prediction of actual word reading performance. These were also the two strategies that were most poorly understood by the readers. The findings emphasize the need for programs to incorporate methods to increase metacognitive awareness and strategy use in adults with reading difficulties.

scholarly journals A Bilingual Perspective on the Possible Universality of Phonological Awareness Skills Across Two Languages

2020 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Victor Martinelli ◽  
Bernardette Brincat
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Reading Performance ◽  
Pragmatic Language ◽  
Statistical Regression ◽  
Language Abilities ◽  
Reading Tests ◽  
Components Analysis ◽  
Reading Measures ◽  
Single Word Reading

Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading across Maltese and English in bilingual children. The view that the phonological skills underpinning reading development across alphabetic languages may not differ substantially between different orthographies is supported.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

A Knowledge Translation Framework for Optimizing Physical Therapy in Patients With Heart Failure

2021 ◽  
Author(s):  
Konrad J Dias ◽  
Michael J Shoemaker ◽  
Kristin M Lefebvre ◽  
John D Heick
Keyword(s):  
Heart Failure ◽  
Clinical Practice ◽  
Physical Therapy ◽  
Knowledge Translation ◽  
Cardiorespiratory Fitness ◽  
Practice Guideline ◽  
Physical Therapist ◽  
Evidence Based ◽  
Patients With Heart Failure ◽  
The Continuum

Abstract The American Physical Therapy Association (APTA) has supported the development of clinical practice guidelines to promote and support evidence-based practice and reduce unwarranted practice variation. Essential to the success of this effort is the generation of knowledge translation—a concept that emphasizes the translation of global knowledge to an application that can be effectively integrated into clinical practice. The Physical Therapy Clinical Practice Guideline for the Management of Individuals with Heart Failure published in the Physical Therapy Journal in January 2020 provides a broad base of knowledge related to evidence-based treatment interventions for patients with heart failure. However, the application and integration of this knowledge in clinical practice need further elucidation. Therefore, this perspective paper aims to serve as a complementary knowledge translation resource to the recently published practice guideline to maximize the utilization of contemporary evidence in clinical practice. This resource provides the physical therapist with practical guidance in the management of patients with heart failure by placing research findings in the context of other knowledge and practice norms that can be applied at the point of care and across the continuum of care. We propose a novel ABCDE (Assessment, Behavior, Cardiorespiratory Fitness, Dosage, and Education) practical framework. This clinical paradigm is grounded in ongoing physical therapist assessment throughout the episode of care, along with behavior modification, assessment of cardiorespiratory fitness, appropriate selection and dosing of interventions and patient education. Examples highlighting the use of this model in patients with heart failure across the continuum of care are provided for application in clinical care.

A Restandardization of the Burt‐Vernon and Schonell Graded Word Reading Tests

1975 ◽  
Vol 18 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Eric Shearer ◽  
Cheshire ◽  
Rycharde Apps
Keyword(s):  
Word Reading ◽  
Reading Tests

Preparing Pre-Service Candidates as Effective Reflective Practitioners Using edTPA

2018 ◽  
pp. 205-217
Author(s):  
Sumitra Himangshu-Pennybacker ◽  
David P. Fuller
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
New Teachers ◽  
Reflective Practitioner ◽  
Individual Student ◽  
Evidence Based ◽  
Student Needs ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Based Instruction

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems

2019 ◽  
Vol 54 (2) ◽  
pp. 101-112
Author(s):  
Corey Peltier ◽  
Tracy E. Sinclair ◽  
Joshua M. Pulos ◽  
Andrea Suk
Keyword(s):  
Student Performance ◽  
Word Problems ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Probe Design ◽  
Evidence Based ◽  
Intervention Package ◽  
Resource Room ◽  
Improved Performance ◽  
Based Instruction

Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).

scholarly journals The integrative role of planning in differentiated organizations

1983 ◽  
Vol 14 (4) ◽  
pp. 140-155
Author(s):  
T. L. Woodburn
Keyword(s):  
Cluster Analysis ◽  
Planning Process ◽  
Structural Characteristics ◽  
Dominant Role ◽  
Environmental Uncertainty ◽  
Management Technique ◽  
Complex Organizations ◽  
Corporate Planning ◽  
Business Environments ◽  
The Continuum

Using a five-cluster analysis it is found that organizations tend to require different internal structural characteristics which may be portrayed along a continuum. This represents young, small, simple organizations at the one end and older, large, complex organizations, at the other end of the continuum. As the size and complexity of organizations increase, their characteristics change so as to meet their more complex differentiative or integrative needs. In addition to changing the characteristics of the internal decision structure along the continuum to achieve integration, it is found that organizations also increase their involvement in planning as their size and complexity increase. With the aid of an environmental cluster analysis it is also observed that organizations which operate in increasingly complex operational environments tend to increase their degree of involvement in corporate planning.It is possible to conclude with confidence that the greater the differentiation and environmental uncertainty caused by growth, diversification and organizational complexity, the greater become the integrative needs provided by the range of facilities of corporate planning. The survey results reveal a facet previously ignored in the classic concept of corporate planning. While environmental uncertainty does play a part in determining the degree of an organization's involvement in the corporate planning process, the complexity of the organization itself plays a stronger and more dominant role in dictating the degree of involvement. In the South African context, planning is primarily a powerful internal integrator of complex organizations, and only secondarily, a management technique for coping with uncertain future business environments.

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

2017 ◽  
Vol 111 (1) ◽  
pp. 33-48
Author(s):  
Sarah E. Ivy ◽  
Jennifer A. Guerra ◽  
Deborah D. Hatton
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Baseline Design ◽  
Braille Literacy

Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.

scholarly journals The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

2020 ◽  
Vol 53 (5) ◽  
pp. 343-353 ◽  
Author(s):  
Jeremy Miciak ◽  
Jack M. Fletcher
Keyword(s):  
Best Practices ◽  
Empirical Evidence ◽  
Critical Role ◽  
Fidelity Of Implementation ◽  
Assessment Process ◽  
Evidence Based ◽  
Inadequate Response ◽  
Identification Process ◽  
Based Instruction

This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a “hybrid” dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs intervention.

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