The Relationship between Measures of Pre-Reading Visual Discrimination and First Grade Reading Achievement: A Review of the Literature

1965 ◽  
Vol 1 (1) ◽  
pp. 51 ◽  
Author(s):  
Thomas C. Barrett
Keyword(s):  
Reading Achievement ◽  
Visual Discrimination ◽  
First Grade ◽  
Review Of The Literature ◽  
The Relationship

scholarly journals Cross Modal Functioning and Reading Achievement

1977 ◽  
Vol 9 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Jeffrey L. Derevensky
Keyword(s):  
Reading Achievement ◽  
Sensory Integration ◽  
Developmental Level ◽  
Review Of The Literature ◽  
Task Requirements ◽  
Economic Background ◽  
Educational Implications ◽  
The Relationship

The relationship between cross modal functioning and reading achievement was examined. A review of the literature supports the contention that sensory integration and cross modal functioning appears to be related to reading achievement. The degree of this relationship was found to be highly dependent upon the child's developmental level, sex, socio-economic background, and the task requirements. Inconsistencies in results were often a function of differences in methodology and instrumentation. The available hypotheses concerning intersensory functioning and their concomitant educational implications are discussed.

The Relationship between Selected Auditory Abilities and Beginning Reading Achievement

1981 ◽  
Vol 12 (2) ◽  
pp. 95-99 ◽  
Author(s):  
Diane J. Sawyer
Keyword(s):  
Reading Achievement ◽  
Statistical Tests ◽  
First Grade ◽  
Auditory Discrimination ◽  
Beginning Reading ◽  
Relative Strength ◽  
Effective Utilization ◽  
First Semester ◽  
Sufficient Variation ◽  
The Relationship

During the fall semester, eighty-four first grade boys of average and above-average intelligence were administered tests of auditory blending, auditory discrimination, and phonemic segmentation. End-of-year reading achievement test scores were also obtained. Of the 84, only 21 boys showed sufficient variation in achievement across the measures to permit inferences concerning relationships between and among the abilities measured. Among these 21, relatively high achievement was observed in auditory discrimination overall. Blending ability appeared less well developed among them but, overall, each was least proficient in phonemic segmentation. Statistical tests (multiple correlation and the regression source of variance) were applied to permit inferences concerning the relative strength of each of the auditory variables in predicting the level of reading achievement. Neither performance on any of the three auditory measures nor level of intelligence alone could adequately predict end-of-year reading achievement. When considered in combination, however, the four factors measured during the first semester of first grade accounted for about 43% of the variability observed in end-of-year reading achievement. Results suggest that success in beginning reading requires the effective utilization of a complex of auditory abilities necessary for the processing of spoken language.

scholarly journals Reading Achievement and Automatic Recognition of Words and Pseudowords

1985 ◽  
Vol 17 (2) ◽  
pp. 115-127
Author(s):  
Janet L. De Soto ◽  
Clinton B. De Soto
Keyword(s):  
Reading Achievement ◽  
Picture Naming ◽  
Fourth Grade ◽  
First Grade ◽  
Automatic Recognition ◽  
Fifth Grade ◽  
Line Drawings ◽  
Four Levels ◽  
The Relationship

Picture-word interference tasks were used to examine the relationship between reading achievement and the automatic recognition of familiar and less familiar words and pseudowords. Superimposed upon pictures (line drawings) were pronounceable nonwords (pseudowords), letter strings, and sets of words which varied over four levels of difficulty, from first-grade nouns to fourth-and fifth-grade nouns. The results of this study indicate that achieving ( n = 60) and nonachieving ( n = 60) fourth-grade readers show similar automatic recognition of both familiar and less familiar words. As the words increased in difficulty, interference with picture naming decreased for readers in both groups. Interference from pseudowords was evident for only the achieving readers, an indication that automatic recoding skills had not yet been attained by the nonachieving readers.

Unpacking the Relationship Between Preschool Social Skills and First Grade Academic Competence

2008 ◽  
Author(s):  
Brittany L. Rhoades ◽  
Heather Kiernan Warren ◽  
Mark T. Greenberg ◽  
Celene E. Domitrovich
Keyword(s):  
Social Skills ◽  
First Grade ◽  
Academic Competence ◽  
The Relationship

Hydrocephalus in Spinal Muscular Atrophy: A Case Report and Review of the Literature

2020 ◽  
Author(s):  
Jeetendra P. Sah ◽  
Aaron W. Abrams ◽  
Geetha Chari ◽  
Craig Linden ◽  
Yaacov Anziska
Keyword(s):  
Spinal Muscular Atrophy ◽  
Clinical Characteristics ◽  
Clinical Presentation ◽  
Muscular Atrophy ◽  
Communicating Hydrocephalus ◽  
Type I ◽  
Review Of The Literature ◽  
Radiographic Findings ◽  
Comprehensive Review ◽  
The Relationship

AbstractIn this article, we reported a case of spinal muscular atrophy (SMA) type I noted to have tetraventricular hydrocephalus with Blake's pouch cyst at 8 months of age following intrathecal nusinersen therapy. The association of hydrocephalus with SMA is rarely reported in the literature. Development of hydrocephalus after intrathecal nusinersen therapy is also reported in some cases, but a cause–effect relationship is not yet established. The aim of this study was to describe the clinical characteristics of a patient with SMA type I and hydrocephalus, to review similar cases reported in the literature, and to explore the relationship between nusinersen therapy and development of hydrocephalus. The clinical presentation and radiographic findings of the patient are described and a comprehensive review of the literature was conducted. The adverse effect of communicating hydrocephalus related to nusinersen therapy is being reported and the authors suggest carefully monitoring for features of hydrocephalus developing during the course of nusinersen therapy.

Obsessions and Delusions: Separate and Distinct, or Overlapping?

CNS Spectrums ◽  
1997 ◽  
Vol 2 (3) ◽  
pp. 58-61 ◽  
Author(s):  
Paul C. Bermanzohn ◽  
Linda Porto ◽  
Phyllis B. Arlow ◽  
Sylvia Axelrod ◽  
Roslyn Stronger ◽  
...  
Keyword(s):  
Review Of The Literature ◽  
Preliminary Attempt ◽  
The Relationship ◽  
Determining Factor

AbstractThe convergence of obsessive and schizophrenic symptoms, particularly the blending of obsessional and delusional features into complex symptoms, calls for a clarification of the relationship between obsessions and delusions, which are usually thought of as separate and distinct, even opposite entities. This brief review is a preliminary attempt to assess some of the difficult issues raised by these phenomena.We evaluate obsessions and delusions, and how they may overlap. A patient's degree of insight has been deemed a determining factor in distinguishing between these primary symptoms. However, our review of the literature shows that a definite distinction between obsessions and delusions cannot be made solely on the basis of insight.

scholarly journals Cognitive Functioning and Late-Life Depression

2014 ◽  
Vol 20 (5) ◽  
pp. 461-467 ◽  
Author(s):  
Aaron M. Koenig ◽  
Rishi K. Bhalla ◽  
Meryl A. Butters
Keyword(s):  
Older Adults ◽  
Depressive Symptoms ◽  
Cognitive Functioning ◽  
Neuropsychological Assessment ◽  
Cognitive Deficits ◽  
Late Life ◽  
Cognitive Outcomes ◽  
Review Of The Literature ◽  
Late Life Depression ◽  
The Relationship

AbstractThis brief report provides an introduction to the topic of cognitive functioning in late-life depression (LLD). In addition to providing a review of the literature, we present a framework for understanding the heterogeneity of cognitive outcomes in this highly prevalent disorder. In addition, we discuss the relationship between LLD and dementia, and highlight the importance of regularly assessing cognitive functioning in older adults who present with depressive symptoms. If cognitive deficits are discovered during a neuropsychological assessment, we recommend referral to a geriatric psychiatrist or cognitive neurologist, for evaluation and treatment of the patient’s symptoms. (JINS, 2014, 20, 1–7)

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