scholarly journals Left and right arcuate fasciculi are uniquely related to word reading skills in Chinese-English bilingual children

2021 ◽  
pp. 1-70
Author(s):  
Yue Gao ◽  
Xiangzhi Meng ◽  
Zilin Bai ◽  
Xin Liu ◽  
Manli Zhang ◽  
...  
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Reading Skill ◽  
Bilingual Children ◽  
Chinese Reading ◽  
Discrimination Ability ◽  
Visual Spatial ◽  
English Bilingual ◽  
The Right ◽  
Language Universal

Abstract Whether reading in different writing systems recruits language-unique or language-universal neural processes is a long-standing debate. Many studies have shown the left Arcuate Fasciculus (AF) to be involved in phonological and reading processes. In contrast, little is known about the role of the right AF in reading, but some have suggested that it may play a role in visual spatial aspects of reading or the prosodic components of language. The right AF may be more important for reading in Chinese due to its logographic and tonal properties, but this hypothesis has yet to be tested. We recruited a group of Chinese-English bilingual children (8.2 to 12.0 years old) to explore the common and unique relation of reading skill in English and Chinese to Fractional Anisotropy (FA) in the bilateral AF. We found that both English and Chinese reading skills were positively correlated with FA in the rostral part of the left AF-direct segment. Additionally, English reading skill was positively correlated with FA in the caudal part of the left AF-direct segment, which was also positively correlated with phonological awareness. In contrast, Chinese reading skill was positively correlated with FA in certain segments of the right AF, which was positively correlated with visual spatial ability, but not tone discrimination ability. Our results suggest that there are language universal substrates of reading across languages, but that certain left AF nodes support phonological mechanisms important for reading in English, whereas certain right AF nodes support visual spatial mechanisms important for reading in Chinese.

scholarly journals Mobile Learning: Fonik Application (FA) Using Spaced Repetition Algorithm (SRA) in The Covid-19 Era

2021 ◽  
Vol 12 (5) ◽  
pp. 1805-1811
Author(s):  
Mohd Rahmat Mohd Noordin, Et. al.
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Slow Learner ◽  
User Input ◽  
Target User ◽  
Hearing Test ◽  
The Right ◽  
Spaced Repetition ◽  
The Voice ◽  
Test User

Phonics is one of the techniques to teach kids to learn alphabet. This technique used the sound of alphabet to teach kids. This project is to improve word reading skills by learn how to spell. The user’s mood of study can increase by the time. The memorizing technique which is Spaced Repetition Algorithm that implemented in the application can help the slow learner that have problem to memorize. The spaced repetition approach will strengthen memory, although at another efficiency using intervals. The Fonik Application (FA) target user is slow learner. This project provides the video of lips motion of how to sound the alphabet using phonics technique. It also provides two tests to view the user understanding of the learner. The tests are test of pronunciation and test of hearing. In pronunciation test, user needs to input the voice of the word that display in the screen. Speech recognition will recognize whether the speech that user input is correct or wrong. In the hearing test, user need to recognize the sound of the phonics that have given and answer the right alphabet by choosing the correct alphabet.

The Right Not To Read

PEDIATRICS ◽  
1979 ◽  
Vol 63 (5) ◽  
pp. 791-794
Author(s):  
Russell D. Snyder
Keyword(s):  
Individual Differences ◽  
Reading Skills ◽  
Normal Development ◽  
Reading Skill ◽  
Poor Readers ◽  
Reading Remediation ◽  
Reading Levels ◽  
Printed Materials ◽  
The Right

Skill in reading is desirable. However, the importance of reading may be overemphasized in schools. Reading skills are determined relatively and not absolutely. Thus, relatively poor readers will persist. Schools cannot eradicate individual differences. Biological Makeup and societal pressures are the important factors in determining reading skill. Present methods of reading remediation are of questionable efficacy and are traumatic to some children. Time with its associated normal development succeeds in remediating the majority of children with dyslexia. Most poor readers eventually attain reading levels that enable them to comprehend the types of printed materials commonly encountered. If a child finds reading difficult or distasteful, that child should be encouraged to read but should have the right not to be forced to read.

Developing Reading Skills Using Sight Word Reading Strategy through Interactive Mobile Game-Based Learning for Dyslexic Children

2015 ◽  
Vol 3 (10) ◽  
pp. 1-10
Author(s):  
Hamizan Sharbini ◽  
Noor Hazlini Borhan ◽  
Chiu Po Chan ◽  
Azlina Ahmadi Julaihi
Keyword(s):  
Mobile Application ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Skill ◽  
Daily Activities ◽  
Game Based Learning ◽  
Positive Feedbacks ◽  
Mobile Game ◽  
Sight Word Reading ◽  
Normal People

Reading skill is crucial in our daily activities. On the other hand, there are some people who experience difficulties in reading. This is due to the way they see things are different than normal people. This learning disability is known as dyslexia. The symptoms started from young. Children with dyslexia use all of their senses to interact with their surroundings. They are easily attracted to pictures rather than words and are highly imaginative. In this project, a mobile application to help children with dyslexia to develop reading skills is proposed. This paper will discuss about the development of the mobile application. The methodology used in this project will be discussed along with the implementation and testing. The results have shown that respondents gave positive feedbacks prove that the application is effective in developing reading and spelling among dyslexic children. Lastly, limitations, future works and conclusion of the overall project will be discussed. The mobile application is named as “Mr Read”.

Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children

2014 ◽  
Vol 17 (1) ◽  
pp. 89-115 ◽  
Author(s):  
Yang Cathy Luo ◽  
Becky Xi Chen ◽  
Esther Geva
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Morphological Awareness ◽  
Reading Level ◽  
Bilingual Children ◽  
English Bilingual ◽  
Reading Chinese ◽  
Path Models ◽  
Linguistic Transfer ◽  
One Year

The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chinese-English bilingual children. The children were tested twice, approximately one year apart, on a battery of cognitive and literacy measures in both languages. The data were analyzed with comprehensive path models that included phonological awareness, morphological awareness, and word reading in both languages. Our results demonstrate cross-linguistic transfer of phonological awareness and morphological awareness at the construct level and cross-linguistic transfer of phonological awareness to reading concurrently. Keywords: transfer; phonological awareness; morphological awareness; word reading; Chinese-English bilingual children

An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives

2020 ◽  
Vol 5 (1) ◽  
pp. 131-141
Author(s):  
Cristina Rincon ◽  
Kia Noelle Johnson ◽  
Courtney Byrd
Keyword(s):  
Diagnostic Criteria ◽  
Preliminary Data ◽  
Diagnostic Information ◽  
English Speakers ◽  
Bilingual Children ◽  
English Bilingual ◽  
Developmental Stuttering ◽  
Mean Length Of Utterance

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

English phonetic inventories in Head Start Spanish-English bilingual children

2010 ◽  
Author(s):  
Simona Montanari ◽  
Kaveri Subrahmanyam ◽  
Marlene Zepeda ◽  
Araceli Castellanos ◽  
Yvonne Ribas
Keyword(s):  
Head Start ◽  
Bilingual Children ◽  
English Bilingual
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