scholarly journals RETRASO LINGÜÍSTICO, ASIMILACIÓN DEL TEXTO Y PROBLEMAS DE APRENDIZAJE

2016 ◽  
Vol 3 (1) ◽  
pp. 261
Author(s):  
Mª Montfragüe García-Mateos ◽  
Francisco Javier De Santiago Herrero ◽  
Rafael Antonio Salas Muriel
Keyword(s):  
Reading Comprehension ◽  
Learning Disability ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Cognitive Strategies ◽  
Written Language ◽  
Syntactic Structures ◽  
Written Text ◽  
Educación Primaria ◽  
The Impact

Abstract:LANGUAGE DELAY, ASSIMILATION OF THE TEXT AND LEARNING DISABILITIESResearch on the Learning Disability of the Written Language and its relationship with Language Delays have been mainly focused on the impact generated in Reading Fluency and Writing. The current investigations emphasize the need to study in depth the most specific relation that there take the different linguistic components delayed as regards the reading comprehension as its possible implication in the Difficulties of Learning. We present a study of 120 children - divided in two groups of ages understood between 6 to 10 years and 11 to 15 years - with semantic and/or syntactic linguistic difficulties of verifying how the different nature of the linguistic debts influences both the comprehensive reading of the written text, and the possible cognitive strategies used for its assimilation and later learning. The results show the significant relation between the Debts of the Language and the Difficulties in the Reading Comprehension between 6 and 10 years and that, also, the different cognitive processes used in the comprehensive reading depends on the nature of the backward linguistic component. Equally, we observe that the difficulties in the written expression are related to the proper nature and type of the expressive linguistic delay. We consider opportune to study in depth the knowledge of the different syntactic structures, as well as of the level of acquisition of the vocabulary, and its implication in the Difficulties of Learning presented during the stage of Primary education, to prevent, as far as possible, the defeat and school abandonment produced during the stage of Secondary.Keywords: Learning Disability, Reading comprehension, Primary Language delayResumen:Las investigaciones acerca de las Dificultades de Aprendizaje del Lenguaje Escrito y su relación con los Retrasos del lenguaje han estado centradas principalmente en las repercusiones que se generan en la fluidez lectora y en la escritura. Las investigaciones actuales destacan la necesidad de profundizar en la relación más específica que tienen los diferentes componentes lingüísticos retrasados en relación a la comprensión lectora por su posible implicación en las Dificultades de Aprendizaje. Presentamos un estudio de 120 niños -divididos en dos grupos de edades comprendidas entre 6 a 10 años y de 11 a15 años-, con dificultades lingüísticas semánticas y/o sintácticas para comprobar cómo la diferente naturaleza de los retrasos lingüísticos influye tanto en la lectura comprensiva del texto escrito, como en las posibles estrategias cognitivas utilizadas para su asimilación y posterior aprendizaje. Los resultados muestran la relación significativa entre los Retrasos del Lenguaje y las Dificultades en la Comprensión Lectora entre los 6 y 10 años y que, además, los diferentes procesos cognitivos utilizados en la lectura comprensiva depende de la naturaleza del componente lingüístico retrasado. Igualmente, observamos que las dificultades en la expresión escrita están relacionadas con la propia naturaleza y tipo del retraso lingüístico expresivo. Estimamos oportuno profundizar en el conocimiento de las diferentes estructuras sintácticas, así como del nivel de adquisición del vocabulario, y su implicación en las Dificultades de Aprendizaje presentadas durante la etapa de Educación Primaria, para prevenir, en lo posible, el fracaso y abandono escolar producido durante la etapa de Secundaria.Palabras clave: Dificultades de aprendizaje, Lectura comprensiva, Retraso lenguaje primario

PREVENCIÓN E INTERVENCIÓN DE LAS DIFICULTADES DE APRENDIZAJE EN LECTURA

2017 ◽  
Vol 3 (1) ◽  
pp. 71
Author(s):  
Sonia Alfonso Gil ◽  
Manuel Deaño Deaño ◽  
Aida Ramos Trigo ◽  
Ángeles Conde Rodríguez ◽  
María Elena Gayo Álvarez ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Cognitive Strategies ◽  
Reading Difficulty ◽  
Mediated Learning ◽  
Learning Context ◽  
Students At Risk ◽  
Educación Primaria

Abstract.PREVENTION AND INTERVENTION OF LEARNING DIFFICULTIES IN READINGPrograms of strategic and mediated reading instruction based on cognitive processes allow the effective mastery of this specific skill, as well as the improvement of cognitive processes. Students of 2nd, 5th, and 6th grade of Primary Education, with and without risk of reading difficulty, participated in the implementation of this type of programs. The 2nd-grade students, at risk of reading difficulty, received a reinforcement program in reading skills with a methodology designed so that learning to read took place spontaneously through the internalization of principles and strategies. The students of 5th and 6th grade, without risk of reading difficulty, participated in a program of reading comprehension based on the strategic and metacognitive instruction of this skill. In 2nd grade, the results indicated a significant improvement of successive cognitive processing, associated with the mastery of phonological awareness. In 5th and 6th grade, significant improvements were obtained in reading comprehension and in the cognitive process of planning, linked to the use of strategies and to learning supervision and regulation. For some student, the 2nd-graders, the use of this type of intervention programs constitutes the best prevention of learning difficulty, as it significantly improves their scores in successive processing. The results obtained in 5th and 6th grade extend our existing knowledge of the efficacy of instruction programs in reading comprehension by including support through questions formulated in the learning context in order to make the students aware of the most efficient cognitive strategies for the development of reading competence.Keywords: Reading, prevention, intervention, mediated learning, metacognitive and strategic instruction.Resumen.Los programas de enseñanza estratégica y mediada de la lectura basados en procesos cognitivos permiten el dominio eficaz de esta habilidad específica, así como la mejora de los procesos cognitivos. Estudiantes de 2º, 5º y 6º curso de la etapa de Educación Primaria, con y sin riesgo de dificultad lectora, participaron en la implementación de este tipo de programas. A los estudiantes de 2º curso, en riesgo de dificultad lectora, se les aplicó un programa de refuerzo en habilidades lectoras con una metodología diseñada para que el aprendizaje de la lectura tuviese lugar de manera espontánea a través de la interiorización de principios y estrategias. Los estudiantes de 5º y 6º curso, sin riesgo de dificultad lectora, participaron de un programa de comprensión lectora basado en la instrucción estratégica y metacognitiva de dicha habilidad. En 2º curso los resultados indicaron una mejora significativa del proceso cognitivo sucesivo, asociado al dominio de la conciencia fonológica. En 5º y 6º se obtuvieron mejoras significativas en compresión lectora y en el proceso cognitivo de planificación, vinculado al uso de estrategias y a la supervisión y regulación del aprendizaje. Para los estudiantes de 2º curso, el uso de este tipo de programas de intervención constituye la mejor prevención de la dificultad de aprendizaje como evidencia en la mejora significativa de sus puntuaciones en procesamiento sucesivo. Los resultados obtenidos en 5º y 6º amplían el conocimiento existente sobre la eficacia de los programas de instrucción en comprensión lectora al incluir, en el contexto de aprendizaje, el apoyo mediante preguntas para hacer conscientes a los estudiantes de las estrategias cognitivas más eficientes para el desarrollo de la competencia lectora.Palabras clave: Lectura, prevención, intervención, aprendizaje mediado, instrucción estratégica y metacognitiva.

scholarly journals Explicit Instruction of Memory vs Cognitive Strategies and Reading Comprehension: An Empirical Study with IELTS Candidates

2017 ◽  
Vol 5 (2) ◽  
pp. 134
Author(s):  
Jahanbakhsh Nikoopour ◽  
Roozbeh Kargar ◽  
Nadimeh Esfandiari
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Cognitive Strategies ◽  
Control Group ◽  
Moderator Variable ◽  
Male And Female ◽  
Memory Strategies ◽  
Significant Difference ◽  
English Language Institute ◽  
The Impact

<p><em>Research in reading comprehension associates the assumption that readers’ attributes may influence reading comprehension; different readers may process the same text in different ways, depending on their purposes, motivation, attitudes, interests, background knowledge, and the strategies they use. The present study attempted to investigate the impact of teaching cognitive and memory strategies on male and female IELTS candidates’ reading comprehension. To carry out the study, the researcher selected a sample of 88 male and female EFL learners, who attended IELTS preparation classes in Afarinesh English Language Institute regularly. The participants were randomly assigned into three groups; namely, two experimental groups and a control group. Eight memory and cognitive strategies were taught explicitly in the two experimental groups respectively during the treatment, whereas the current usual techniques were being used in the control group. The results showed that the experimental groups outperformed the control group in reading comprehension. The difference between the mean scores of the two experimental groups was not statistically significant. That is, instructing cognitive and memory strategies have had somehow similar impact on the IELTS candidates’ reading comprehension. Finally, the participants’ gender as a moderator variable did not make a significant difference in their reading comprehension.</em></p>

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

Significance of oral language delays and writing for early detection of developmental disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
F.J. De Santiago Herrero ◽  
D.M. García-Mateos ◽  
I. Arconada Díez ◽  
C. Torres Delgado ◽  
A.M. Trigo Bensusan
Keyword(s):  
Reading Comprehension ◽  
Early Detection ◽  
Intellectual Disabilities ◽  
Reading Fluency ◽  
Oral Language ◽  
Developmental Disorders ◽  
Written Language ◽  
Medical Centers ◽  
Language Difficulties ◽  
Competing Interest

IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers

2005 ◽  
Vol 8 (2) ◽  
pp. 131-155 ◽  
Author(s):  
Pauline B. Low ◽  
Linda S. Siegel
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Sixth Grade ◽  
Relative Role ◽  
Syntactic Awareness

The present study examined the relative role played by three cognitive processes — phonological processing, verbal working memory, syntactic awareness — in understanding the reading comprehension performance among 884 native English (L1) speakers and 284 English-as-a-Second-Language (ESL) speakers in sixth-grade (mean age: 11.43 years). The performance of both groups of speakers were comparable on measures of word reading, word reading fluency, phonological awareness, phonological decoding fluency and verbal working memory. However, the ESL speakers lagged behind L1 speakers in terms of syntactic awareness. This study also emphasizes the importance of the three cognitive processes in establishing a common model of reading comprehension across English L1 and ESL reading.

An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills

2021 ◽  
pp. 002221942110362
Author(s):  
Emily J. Solari ◽  
Ryan P. Grimm ◽  
Alyssa R. Henry
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
First Grade ◽  
Discrete Groups ◽  
Latent Classes ◽  
Linguistic Comprehension ◽  
Comprehension Development ◽  
The Impact ◽  
Reading Decoding

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field’s understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and disabilities. A sample of first-grade readers ( N = 314) were assessed at three timepoints across the first-grade year. These data were utilized to derive empirical latent classes based on reading comprehension performance across the first-grade year. Reading subcomponent skill assessments (phonological awareness, word reading, decoding, linguistic comprehension, and reading fluency), measured in the fall of first grade, were compared across latent classes to examine how they related to growth across the first-grade year. Results suggest that there were four distinct latent classes with differential reading comprehension development, each of which could also be distinguished by the subskill assessments. These findings are presented within the context of the broader reading research base and implications for practice are discussed.

scholarly journals Students’ Attitude Towards Small Group Discussion In Reading Comprehension

2019 ◽  
Vol 3 (3) ◽  
pp. 8-13
Author(s):  
Novita Kusumaning Tyas
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Group Discussion ◽  
Negative Attitude ◽  
Written Language ◽  
Story Structure ◽  
Written Text ◽  
Making Sense ◽  
Conceptual Background ◽  
Almost All

In this globalization era, English becomes an important language that has to be mastered by all people around the world. There are four skills of English language; listening, speaking, reading, writing. All of the skills is important and integrated each other. Almost all activity in the classroom has relationship with reading. As stated in Sukirah Kustaryo (1998) “Reading is a process of making sense of written text through meaningful interpretation in relation to reader’s use of text and experimental/conceptual background for concept of written language, story structure, purpose and content of what is read”. Reading comprehension is a skill in reading. The reader cannot get information without comprehending the text. Desciptive research was applied in this research. The object of this study is 30 students from management informatics department who take English 1 class. Observation and surveys were used as data collection in this study. The result above showed that not all the students have a positive attiude towards discussion activity in reading comprehension. A small number of them, about 2.34%, have a negative attitude towards it. The intelligence affects their comprehension in reading a text. They comprehend the text easier than other.

scholarly journals LA INFLUENCIA DE LA MEMORIA Y LAS ESTRATEGIAS DE APRENDIZAJE EN RELACIÓN A LA COMPRENSIÓN LECTORA EN ESTUDIANTES DE EDUCACIÓN PRIMARIA

2017 ◽  
Vol 6 (1) ◽  
pp. 343
Author(s):  
Álvaro Muelas Plaza
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Primary Education ◽  
Structural Model ◽  
Short Term Memory ◽  
Basic Skills ◽  
Written Language ◽  
Education Students ◽  
School Students ◽  
Educación Primaria

Abstract.The difficulties of reading comprehension by primary school students is a widespread problem in many different educational settings. This difficulty affects the learning of all educational areas, since they mainly use written language to express the content and assess their learning, hence, reading literacy is one of the basic skills that the school should develop in students. Reading and writing are priorities in primary education and in the context of basic skills at the end of this stage, students should be able to read their own texts independently and age to be able to use the resources to overcome the difficulties which arise from the understanding of a text. Accordingly, during primary education , students must get a reading, in addition to comprehensive, interpretive (taking into account the experience of the reader) and valuation. To do this, both memory and learning strategies play an important role. Regarding memory, given its structural model, in many cases, the students will have a deficit in reading comprehension because they have difficulties in relation to their sensory memory, comprising the exteroceptive senses (sight, taste, hearing, smell and touch). Failure to reach information correctly to the corresponding lobes of the brain, makes it can not be properly encoded by the students, causing all of the information that reaches the short term memory of the student, I have little meaning for him, making the grade reader compression is low. Concerning learning strategies have a key role to work reading comprehension of students. In our classrooms, we must provide students from early ages of a set of strategies (motivation , attention, information processing , critical thinking, etc.). To encourage and assist in understanding a text, and essentially that is the way for adequate academic performance.Keywords: Reading Comprehension - memory - learning strategies - academic achievement - student.Resumen.Las dificultades de comprensión lectora por parte de los estudiantes de educación primaria es un problema generalizado en ambientes educativos muy diversos. Esta dificultad repercute en el aprendizaje de todas las áreas educativas, puesto que éstas utilizan principalmente el lenguaje escrito para expresar los contenidos y evaluar sus aprendizajes; por ello, la competencia lectora es una de las competencias básicas que la escuela debe desarrollar en los estudiantes. Leer y escribir son objetivos prioritarios en la educación primaria y, en el contexto de las competencias básicas, al final de esta etapa los alumnos han de poder leer textos propios de su edad de forma autónoma y ser capaces de utilizar los recursos necesarios para superar las dificultades que pueda plantear la comprensión de un texto. Para ello, durante la educación primaria, los estudiantes deben conseguir realizar una lectura, además de comprensiva, interpretativa (teniendo en cuenta la experiencia del lector) y valorativa. Para ello, tanto la memoria como las estrategias de aprendizaje tienen un papel muy importante. En relación a la memoria, teniendo en cuenta su modelo estructural, en muchas ocasiones, los alumnos tienen un déficit en comprensión lectora debido a que presentan dificultades en relación a su memoria sensorial, compuesta por los sentidos exteroceptivos (vista, gusto, oído, olfato y tacto). Al no llegar correctamente la información a los lóbulos correspondientes del cerebro, hace que no pueda ser codificada correctamente por los estudiantes, provocando que toda la información que llega a la memoria a corto plazo del alumno, tenga poco significado para él, haciendo que el grado de compresión lector sea bajo. Respecto a las estrategias de aprendizaje, tienen un papel fundamental a la hora de trabajar la comprensión lectora de los estudiantes. En nuestras aulas, se debe dotar a los estudiantes desde edades tempranas de un conjunto de estrategias (motivación, atención, elaboración de la información, pensamiento crítico, etc. ) que favorezcan y ayuden a la hora de comprender un texto, y fundamentalmente, que sea el camino para un adecuado rendimiento académico.Palabras clave: Comprensión lectora – memoria – estrategias de aprendizaje – rendimiento académico – estudiante.

scholarly journals Comparison of the Impact of Extensive and Intensive Reading Approaches on the Korean EFL Learners’ Reading Rate and Reading Comprehension Development

2017 ◽  
Vol 6 (3) ◽  
pp. 131 ◽  
Author(s):  
A Young Park
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Positive Impact ◽  
Experimental Studies ◽  
Reading Rate ◽  
Efl Learners ◽  
Proficiency Level ◽  
Intensive Reading ◽  
The Impact

Extensive Reading (ER) is a reading approach that aims to make covering large amounts of reading material enjoyable for language learners. Many experimental studies have showed the effectiveness of the ER approach on reading fluency, the ability to read words and process text rapidly and accurately. Though revealing, these findings need to be interpreted with caution due to methodological defects in the measurement of reading fluency in these ER studies. This quasi-experimental study compared the effect of the ER approach with that of the conventional Intensive Reading (IR) approach on EFL learners’ reading rate and reading comprehension with regard to leaners’ proficiency level. Over a 12-week timespan, two intact classes of 72 Korean secondary students received either ER (N = 36) or IR (N = 36) instruction, with pre- and post- differences in performance examined with regard to proficiency level.  Results of an ANCOVA revealed that students’ reading rate and comprehension increased significantly more from the ER approach than from the IR approach. That is, students from the ER group significantly increased their reading rate in comparison to the IR group without impairing reading comprehension. More specifically, the ER approach had a greater positive impact on the learners’ reading rate than the IR approach irrespective of participants’ English proficiency level. However, in terms of reading comprehension, the advanced and intermediate level learners benefited more from the ER approach, while the low level learners benefited more from the IR approach. 

Cognitive Control Processes in Paranoia: The Impact of Threat Induction on Strategic Cognition and Self-Focused Attention

2013 ◽  
Vol 43 (1) ◽  
pp. 108-118 ◽  
Author(s):  
Laura Flower ◽  
Katherine Newman-Taylor ◽  
Lusia Stopa
Keyword(s):  
Experimental Design ◽  
Social Control ◽  
Cognitive Processes ◽  
Control Strategies ◽  
Cognitive Strategies ◽  
Focused Attention ◽  
Strategic Cognition ◽  
Clinical Models ◽  
The Impact

Background:Current clinical models emphasize certain cognitive processes in the maintenance of distressing paranoia. While a number of these processes have been examined in detail, the role of strategic cognition and self-focused attention remain under-researched.Aims:This study examined the deployment of cognitive strategies and self-focused attention in people with non-clinical paranoia.Method:An experimental design was used to examine the impact of a threat activation task on these processes, in participants with high and low non-clinical paranoia. Twenty-eight people were recruited to each group, and completed measures of anxiety, paranoid cognition, strategic cognition and self-focused attention.Results:The threat activation task was effective in increasing anxiety in people with high and low non-clinical paranoia. The high paranoia group experienced more paranoid cognitions following threat activation. This group also reported greater use of thought suppression, punishment and worry, and less use of social control strategies when under threat. No differences were found between the groups on measures of self-focused attention.Conclusions:This study shows that the threat activation task increased anxiety in people with high non-clinical paranoia, leading to increased paranoid thinking. The use of strategic cognition following threat activation varied dependent on level of non-clinical paranoia. If these differences are replicated in clinical groups, the strategies may be implicated in the maintenance of distressing psychosis, and may therefore be a valuable target for therapeutic intervention.

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