Teaching Spelling to Children with Specific Learning Disabilities: The Mind's Ear and Eye Beat the Computer or Pencil

1998 ◽  
Vol 21 (2) ◽  
pp. 106-122 ◽  
Author(s):  
Virginia Berninger ◽  
Robert Abbott ◽  
Laura Rogan ◽  
Elizabeth Reed ◽  
Sylvia Abbott ◽  
...  
Keyword(s):  
Response Mode ◽  
Single Letter ◽  
Response To Treatment ◽  
Orthographic Representations ◽  
Computer Response ◽  
Whole Word ◽  
Main Effects ◽  
Mind's Eye ◽  
High Sound ◽  
Specific Learning

Children with only spelling ( n=24) or handwriting and spelling disabilities ( n=24) were randomly assigned to a pencil or computer response mode. They were taught 48 words of varying orders of sound-spelling predictability using a method that emphasized hearing the word in the mind's ear and seeing the word in the mind's eye and making connections between the phonological and orthographic representations at the whole word and subword levels. Although no main effects were found for response mode, at posttest the pencil was superior to the computer for easy orders (single-letter spelling units with high sound-spelling predictability), but the computer was superior to the pencil for moderate and difficult orders (multiletter spelling units with intermediate or low sound-spelling predictability). Prior to and in response to treatment, children with handwriting and spelling problems spelled less well than children with only spelling problems. Multiletter spelling units of moderate or difficult orders of sound-spelling predictability explained unique increments of variance in spelling achievement, whereas single-letter spelling units of easy order of sound-spelling predictability did not. Based on these findings, instructional recommendations are to provide explicit instruction in the correspondence between sound and multiletter spelling units.

Effects of Verbal and Verbal-Motor Responses on Meter Conceptualization in Third-, Fourth-, and Fifth-Grade Children

1992 ◽  
Vol 40 (3) ◽  
pp. 216-224
Author(s):  
Russell L. Jones
Keyword(s):  
Grade Level ◽  
Motor Response ◽  
Response Mode ◽  
Verbal Response ◽  
Mode Analysis ◽  
Fifth Grade ◽  
Verbal Responses ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Main Effects

My purpose was to determine the effects of grade level and response mode on the ability of second-semester third-, fourth-, and fifth-grade students to identify and conceptualize meter in music. Thirty-six subjects at each grade level were divided into two response-mode groups. Subjects in the verbal-motor response groups were asked to respond verbally and to use specific conducting motions; verbal-response-mode subjects used only verbal responses. A two-way analysis of variance indicated that both main effects of grade level and response mode were significant, indicating that scores on the meter-concept test improved with increasing age and as a result of using the verbal-motor response mode. Analysis of simple effects indicated that fourth- and fifth-grade subjects in the verbal-motor response mode were superior to fourth- and fifth-grade subjects in the verbal response mode; mode of response, however, did not result in a significant difference in third-grade subjects.

A comparative study of the use of pictures and objects in assessing children's receptive and productive language

1981 ◽  
Vol 8 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rodney R. Cocking ◽  
Susan McHale
Keyword(s):  
Language Production ◽  
Language Skills ◽  
Response Mode ◽  
Methodological Study ◽  
Treatment Groups ◽  
Assessment Tasks ◽  
Language Knowledge ◽  
Picture Stimuli ◽  
Main Effects ◽  
The Impact

ABSTRACTA methodological study was designed to investigate two aspects of children's language knowledge and children's uses of pictures and objects when demonstrating their language skills. Sixty-eight 4- and 5-year-olds were randomly assigned to one of six treatment groups, matched for SES, sex, and age. Subjects were individually tested with one of the six measures: language comprehension using object stimuli; comprehension with picture stimuli; comprehension where there were choices among object stimuli; language production using object stimuli; production with picture stimuli; or production with choices among the object stimuli. Main effects for stimulus medium and response mode were both significant, as well as the interaction. The discussion is oriented towards the developmental controversy around receptive and productive language skills and the impact of the representational medium upon performance in assessment tasks.

The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities

2018 ◽  
Vol 42 (2) ◽  
pp. 105-116
Author(s):  
Melissa F. Robinson ◽  
Elizabeth B. Meisinger ◽  
Rachel E. Joyner
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Oral Reading ◽  
Important Variable ◽  
School Students ◽  
Development Level ◽  
Main Effect ◽  
Main Effects ◽  
Level 2 ◽  
Specific Learning

This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading ( N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on comprehension. Significant main effects were found for reading modality and time on comprehension, but the main effect for developmental level was not significant. Students understood more of what was read orally than silently and showed improved comprehension across the year. The development-level by modality interaction was significant. Early elementary students benefited from oral reading in terms of comprehension, whereas equivalent comprehension was observed for late elementary students across modalities. No other two- or three-way interactions were significant. Results from this study suggest that reading modality is an important variable to consider for researchers and educators who are interested in the construct of reading comprehension.

scholarly journals Orthography Influences the Perception of Speech in Alexic Patients

2003 ◽  
Vol 15 (7) ◽  
pp. 981-990 ◽  
Author(s):  
Kimberly M. Miller ◽  
Diane Swick
Keyword(s):  
Auditory Presentation ◽  
Decision Task ◽  
Auditory Modality ◽  
Phonological Representations ◽  
Auditory Lexical Decision ◽  
Orthographic Representations ◽  
On Line ◽  
Interactive Models ◽  
Whole Word ◽  
Models Of Reading

Interactive models of reading propose that phonological representations directly activate and/or constrain orthographic representations through feedback. These models also predict that spoken words should activate their orthographic forms. The effect of word orthography on auditory lexical access was investigated in two patients with alexia without agraphia. Several theories of alexia suggest that letter-by-letter reading results from impaired access to orthographic representations. Although alexics can often correctly identify orally spelled words and spell to dictation, it is unknown whether they can access the whole orthographic “word-form” as a unit via auditory presentation. The nonobligatory activation of orthography was examined in an auditory lexical decision task, in which the orthographic and phonological similarity between prime and target was manipulated. In controls, the combined effect of phonological and orthographic relatedness (OP) produced greater facilitation than phonological relatedness alone, indicating that orthography can influence auditory lexical decisions. The alexics displayed patterns of facilitation comparable to controls, suggesting they can quickly access whole-word orthographic information via the auditory modality. An alternate account posits that the OP advantage does not require on-line access of orthography, but instead is a developmental by-product of learning to read an orthographically inconsistent language. The results have implications for cognitive theories of alexia and provide support for interactive models of word recognition.

scholarly journals Visual acuity in children: The development of crowded and single letter acuities

2011 ◽  
Vol 4 (2) ◽  
pp. 20-26 ◽  
Author(s):  
Trine Langaas
Keyword(s):  
Visual Acuity ◽  
Regression Analysis ◽  
Repeated Measures ◽  
Single Letter ◽  
Developmental Trend ◽  
Mean Values ◽  
Developmental Trends ◽  
Simple Regression Analysis ◽  
Main Effects ◽  
One Way Anova

Previous research has explored the development of visual acuity in babies and children, and it has been established that the measured acuities are dependent on the methods used to test visual function. In the present study the developmental trends in crowded versus single letter visual acuities were explored. 343 children 5 to 11 years of age, was tested using Glasgow Acuity Cards (GAC), and a significant correlation between binocular visual acuity and age was found using simple regression analysis (y=0.023x + 0.81, r2 = 0.32). Mean values on crowded visual acuity varied between 0.95 ± 0.6 in 5 year olds to 1.08 ± .09 logMAR in 11 year olds. One way ANOVA confirmed the developmental trend (F(1, 341)=160.45, p<0.0001). In a second study, this result were replicated in a smaller group of fully corrected children (regression analysis showed significant development with age, y=0.025x+.86, r2 = 0.429, one way ANOVA:  F(1,72) = 54.11, p<0.0001).  The repeatability of the GAC was tested using a test-retest strategy, 6 months apart. A significant improvement of monocular visual acuities at the second retest may be explained, at least in part, by the expected development during this period.  A single letter acuity test was constructed by matching GAC optotypes. Fiftyt two emmetropic children (mean age 8.21±1.76 yrs) were tested on both tests. Developmental trends were then compared for single and crowded acuities. Linear regressions were F(1,50)=23.87, p=0.0001, y=0.019x+0.915, r2=0.31 for crowded letters and F(1,50)=5.81, p<0.05, y=0.009x+1.07, r2=0.104 for single letters. Repeated measures ANOVA (test * age) showed reliable differences for both main effects. Single letter acuity was found to display a very slight developmental trend, and was better than crowded acuity. When deciding normal values and cut-off limits, one have to take into consideration which test is being used as normative data will not directly translate from one test to another. 

scholarly journals Reading Ability and Attention to Words and Letters in Words

1988 ◽  
Vol 20 (2) ◽  
pp. 119-129 ◽  
Author(s):  
Harvey H. C. Marmurek
Keyword(s):  
Visual Memory ◽  
Reading Ability ◽  
Single Letter ◽  
The Other ◽  
Primary Task ◽  
Poor Readers ◽  
Good Readers ◽  
Letter Target ◽  
Whole Word ◽  
Good And Poor Readers

Students in grades 2, 4, and 6 were tested in two blocks of visual comparison trials. In one block, the primary task was to decide whether two words matched, and in the other block the task was to decide whether a single letter target matched the first letter of a word. On some trials in both blocks, the word comparison item was omitted and subjects were to decide whether a “7” occurred in the replacement display. On those probe trials, the “7” occurred either to the left or right of the display. In all grades, latencies for the primary task were faster for whole-word than for first-letter decisions. On the probe trials, latencies were faster when the probe item appeared in the first position of the display, but only in the block of first-letter trials. Moreover, the first-position advantage on probe trials was greater for good than for poor readers. The results were interpreted to be consistent with the hypothesis that both good and poor readers process words holistically. Poor readers are not more likely than good readers to attend to single-letter units in visual memory (cf. LaBerge & Samuels, 1974). Rather, poor readers are deficient in analyzing a word's components (cf. Wolford & Fowler, 1984).

Effects of the pseudomonad phytotoxin coronatine on tomato leaf structure and ultrastructure

1995 ◽  
Vol 53 ◽  
pp. 862-863
Author(s):  
D.A. Palmer ◽  
C.L. Bender
Keyword(s):  
Pseudomonas Syringae ◽  
Membrane Integrity ◽  
Leaf Tissue ◽  
Cell Number ◽  
Cell Ultrastructure ◽  
Response To Treatment ◽  
Prominent Symptom ◽  
Chlorophylls A And B ◽  
Cell Dimensions ◽  
Structure And Ultrastructure

Coronatine is a non-host-specific phytotoxin produced by several members of the Pseudomonas syringae group of pathovars. The toxin acts as a virulence factor in P. syringae pv. tomato, allowing the organism to multiply to a higher population density and develop larger lesions than mutant strains unable to produce the toxin. The most prominent symptom observed in leaf tissue treated with coronatine is an intense spreading chlorosis; this has been attributed to a loss of chlorophylls a and b in tobacco. Coronatine's effects on membrane integrity and cell ultrastructure have not been previously investigated. The present study describes changes in tomato leaves in response to treatment with purified coronatine, infection by a coronatine-producing strain of P. syringae pv. tomato, and infection by a cor" mutant.In contrast to H2O-treated tissue, coronatine-treated tissue showed a diffuse chlorosis extending approximately 5 mm from the inoculation site. Leaf thickness, cell number, and cell dimensions were similar for both healthy and coronatine-treated, chlorotic tissue; however, the epidermal cell walls were consistently thicker in coronatine-treated leaves (Figs, la and lb).

Quantifying Vocal Power: Correlation of Whole-Body Anaerobic Power to Vocal Function Measures

2020 ◽  
Vol 63 (8) ◽  
pp. 2597-2608
Author(s):  
Emily N. Snell ◽  
Laura W. Plexico ◽  
Aurora J. Weaver ◽  
Mary J. Sandage
Keyword(s):  
Fundamental Frequency ◽  
Forced Vital Capacity ◽  
Vital Capacity ◽  
Anaerobic Power ◽  
Performance Outcomes ◽  
Sound Level ◽  
Whole Body ◽  
Vocal Function ◽  
Laryngeal Diadochokinesis ◽  
High Sound

Purpose The purpose of this preliminary study was to identify a vocal task that could be used as a clinical indicator of the vocal aptitude or vocal fitness required for vocally demanding occupations in a manner similar to that of the anaerobic power tests commonly used in exercise science. Performance outcomes for vocal tasks that require rapid acceleration and high force production may be useful as an indirect indicator of muscle fiber complement and bioenergetic fitness of the larynx, an organ that is difficult to study directly. Method Sixteen women (age range: 19–24 years, M age = 22 years) were consented for participation and completed the following performance measures: forced vital capacity, three adapted vocal function tasks, and the horizontal sprint test. Results Using a within-participant correlational analyses, results indicated a positive relationship between the rate of the last second of a laryngeal diadochokinesis task that was produced at a high fundamental frequency/high sound level and anaerobic power. Forced vital capacity was not correlated with any of the vocal function tasks. Conclusions These preliminary results indicate that aspects of the laryngeal diadochokinesis task produced at a high fundamental frequency and high sound level may be useful as an ecologically valid measure of vocal power ability. Quantification of vocal power ability may be useful as a vocal fitness assessment or as an outcome measure for voice rehabilitation and habilitation for patients with vocally demanding jobs.

Nonfluencies of Preschool Stutterers and Conversational Partners

1989 ◽  
Vol 54 (1) ◽  
pp. 106-112 ◽  
Author(s):  
Susan C. Meyers
Keyword(s):  
Whole Word

Nonfluencies produced by 12 stutterers (2–6 years old) interacting in three dyadic sessions were analyzed. A stutterer played with his own mother, own father, and a familiar peer for 10 rain. Results indicated that the total frequencies and types of nonfluency observed were very similar in each of the play situations. Although stutterers exhibited more part-word repetitions and prolongations than any other type of nonfluency, they did not differ in the amount and type of nonfluency when talking to their three conversational partners. Because children have more breakdowns in fluency than adults, it was not surprising that peers were more nonfluent when talking to the stutterer than were the parents. Peers used significantly more part- and whole-word repetitions, tense pauses, and interjections than the parents did. The nonfluency levels of the parent partners were quite similar when talking to the stutterers.

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