Effects of Illustrations on Reading Performance: Implications for Further LD Research

1980 ◽  
Vol 3 (2) ◽  
pp. 60-70 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Learning Disabled ◽  
Reading Performance ◽  
Beginning Readers ◽  
Disabled Children ◽  
The Poor ◽  
Research Findings ◽  
Printed Word ◽  
Low Ability

This article reviews available research findings on the influence of illustrations on the reading performance (i.e., word recognition and reading comprehension) of beginning readers in general and in specific subgroups of beginning readers (e.g., poor achievers, low-ability students). Findings suggest that the presence of illustrations interferes with poorly achieving and low-ability children's performance on word recognition tasks and that illustrations are of questionable value to such children's performance on reading comprehension tasks. The possibility that illustrations serve to distract the poor reader's attention from the printed word is discussed. The inability to filter out extraneous stimuli and focus selectively on a task frequently seen in learning disabled children is presented in terms of selective attention theory. Suggestions are offered for further research on the effect of illustrations on learning disabled youngsters' reading performance.

Comparison of Reading and Listening-Reading Techniques for Administration of Sat Reading Comprehension Subtest: Justification for the Bypass Approach

1989 ◽  
Vol 68 (3) ◽  
pp. 1015-1018 ◽  
Author(s):  
Warren A. Weinberg ◽  
Anne McLean ◽  
Robert L. Snider ◽  
Jeanne W. Rintelmann ◽  
Roger A. Brumback
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Poor Readers ◽  
Test Material ◽  
Disabled Children ◽  
Good Readers ◽  
Stanford Achievement Test ◽  
The Poor ◽  
Improved Performance ◽  
And Performance

The Advanced Stanford Achievement Test (SAT) Reading Comprehension subtest was administered to a group of 36 Caucasian learning disabled children (6 girls and 30 boys) in Grades 7 through 9 who were classified by the clinical Lexical Paradigm as either good readers or poor readers. Using the standardized (silent reading) method of administration, these learning disabled children all scored below the normative (50th percentile) level of performance and the poor readers scored substantially lower than good readers. When the child was allowed to listen and read silently, however, while the test material was read aloud, both poor readers and good readers showed significantly improved performance. This improvement which allowed the average of the poor readers to approach the normative level and the good readers to exceed it, supports the argument that a “bypass approach” to education of poor readers which includes listening-reading tasks might greatly enhance their learning and performance in school-related reading tasks.

scholarly journals ISLAMIC MAGAZINE ARTICLES TO ENHANCE STUDENTS’ READING SKILL AND BUILD THEIR CHARACTER VALUES

2016 ◽  
Vol 9 (1) ◽  
pp. 66
Author(s):  
Munir Munir ◽  
Rudi Hartono
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Performance ◽  
Teaching Reading ◽  
Sources Of Information ◽  
Education Department ◽  
Authentic Materials ◽  
Research Findings ◽  
Real Language ◽  
Magazine Articles

<p>This present study examined the use of Islamic magazine articles as authentic materials in teaching reading comprehension for the students of English Education Department of IAIN Batusangkar, Indonesia. This idea is based on the belief that students can be motivated and challenged to read if the selected materials pertain to their prior knowledge and experiences. In addition to this, using Islamic magazine articles as essential sources of information can positively expose students to real language. This study used qualitative research. This research was conducted to the third semester students. Observation and interview were used to collect data from 58 students who learned reading comprehension in the classroom. The research findings showed that the use of Islamic magazine articles empirically enhanced the students’ reading performance and built their character values. Based on these findings it is recommended that lecturers of reading comprehension subject should be able to exploit up-to-date articles to be used as lesson materials in teaching reading comprehension at the English education department in order to avoid boredom in reading texts. </p>

Linguistic and Metacognitive Aspects of Normally Achieving and Learning Disabled Children's Communication Process

1983 ◽  
Vol 6 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Janet L. Olsen ◽  
Bernice Y.L. Wong ◽  
Ronald W. Marx
Keyword(s):  
Learning Disabled ◽  
Communication Process ◽  
Board Game ◽  
Disabled Children ◽  
Normally Achieving ◽  
Communication Problems ◽  
Regulatory Strategies ◽  
Research Findings ◽  
Continue Research ◽  
Pragmatic Strategies

This paper reports on two experiments which examined the linguistic and metacognitive aspects of the communication process in normally achieving and learning disabled children. In the first experiment, 15 normally achieving and 30 learning disabled children were individually taught a board game. Results showed that in communicating with a partner, learning disabled children were less aware of sociolinguistic strategy and used fewer planfulness strategies than their normally achieving peers. Moreover, they used substantially fewer tag questions, adverbs, and prepositional phrases. These results confirmed previous research findings on learning disabled children's communication problems. In the second experiment, 15 of the learning disabled children were trained to use sociolinguistic strategies of planfulness for one half hour a day for three days. The remaining 15 LD subjects engaged in an irrelevant task. Posttests followed training. To test for maintenance and generalization of learned skills, the trained group was asked to teach the board game and another game to a peer and a first grader four days after the posttest. Results indicated that training increased learning disabled children's sociolinguistic awareness and their use of sociolinguistic strategies of planfulness. Interestingly, the trained group's language increased in complexity after training. While use of pragmatic strategies was maintained, generalization of the trained skills and of the changes in linguistic complexity was not observed. Results suggest the need to continue research on learning disabled children's language problems and the importance of incorporating self-regulatory strategies in training programs designed to improve learning disabled children's communication skills.

Auditory and Visual Vigilance in Normal and Learning Disabled Readers

1980 ◽  
Vol 3 (2) ◽  
pp. 71-78 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Visual Presentation ◽  
Learning Disabled ◽  
Reading Performance ◽  
Continuous Performance ◽  
Disabled Children ◽  
Normal Children ◽  
Reading Deficiencies ◽  
Disabled Readers

The Continuous Performance Test was administered to normal and learning disabled males (CA 12.5) to test the proposition that learning disabled children manifest an attention deficit related to reading performance. Children were tested on two task lengths (4.45 and 9.30 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses. As expected, learning disabled children with reading deficiencies made significantly fewer correct detections and more false responses than did normal children. There was no strong evidence to indicate that a visual presentation provided better attention for learning disabled children. Results were interpreted as supporting the notion that learning disabled readers are underattentive to critical stimuli.

Word recognition processes of poor and disabled readers: Do they necessarily differ?

1985 ◽  
Vol 6 (2) ◽  
pp. 161-180 ◽  
Author(s):  
Mark S. Seidenberg ◽  
Margaret Bruck ◽  
Gail Fornarolo ◽  
Joan Backman
Keyword(s):  
Word Recognition ◽  
Reading Performance ◽  
Disabled Children ◽  
Good Readers ◽  
Actual Reading ◽  
Average Reader ◽  
Disabled Readers ◽  
Good And Poor Readers ◽  
Regular Patterns ◽  
Reading Disabled

ABSTRACTChildren assessed as reading disabled are often thought to use decoding processes that differ from those of nondisabled children. This assumption was examined in a study that compared the word recognition skills of a group of clinic-diagnosed reading disabled children with those of good and poor readers. Subjects read words and nonwords containing either regular or homographic spelling patterns. Regular patterns have a single pronunciation (e.g., -UST) while homographic patterns have multiple pronunciations (e.g., -ONE). Analyses of the errors, latencies, and types of pronunciations indicated that while the performance of the poor and disabled readers differed from that of the good readers, the two below-average reader groups were very similar. The reading disabled children exhibited decoding processes similar to those exhibited by younger nondisabled readers. The results suggest that many children who meet the diagnostic criteria for reading disability may be indistinguishable from nondisabled children in terms of actual reading performance.

Comparison of Reading and Listening-Reading Techniques for Administration of Piat Reading Comprehension Subtest: Justification for the Bypass Approach

1988 ◽  
Vol 66 (2) ◽  
pp. 672-674 ◽  
Author(s):  
Warren A. Weinberg ◽  
Anne McLean ◽  
Roger A. Brumback
Keyword(s):  
Reading Comprehension ◽  
Standardized Test ◽  
Learning Disabled ◽  
Read Aloud ◽  
Poor Readers ◽  
Disabled Children ◽  
Good Readers ◽  
Peabody Individual Achievement Test ◽  
Standard Manner ◽  
Individual Achievement

The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improvement between the groups was significant and resulted in poor readers achieving performance similar to that of the good readers administered the test in the standard manner.

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