scholarly journals Comparison of Effectiveness of Phonological and Whole-Word Treatment Programmes within Two Dyslexia Subtypes

2021 ◽  
Author(s):  
◽  
Helen Jane Rowse
Keyword(s):  
Cognitive Abilities ◽  
Treatment Programme ◽  
Reading Disorders ◽  
Tailored Treatment ◽  
Target Treatment ◽  
Training Programmes ◽  
Comparison Of Effectiveness ◽  
Whole Word ◽  
Cognitive Neuropsychological ◽  
Case Based

<p>This thesis compares the effectiveness of two reading treatment programmes, each developed to address the key difficulties of two subtypes of developmental dyslexia - phonological and surface dyslexia, respectively. Previous cognitive neuropsychological research has commonly administered a single tailored treatment programme to each individual. However, this research administers both programmes to individuals from each subtype, and compares their effectiveness. In Experiment 1, a large group of reading-delayed children was screened, and, using Coltheart and Leahy's (1996) criteria, three children were identified as surface dyslexic and seven as phonological dyslexic. All were aged between 9 and 13 years. Following completion of a range of background tests to assess cognitive abilities potentially correlated with dyslexia, each child received two treatment programmes: 1) a phonologically-based programme training grapheme-to-phoneme correspondences (based on Broom and Doctor, 1995b) and 2) a whole-word programme (specifically designed for the current research), with pre- and post-tests throughout. Results indicated that all children significantly improved their reading of the trained words following both training programmes, regardless of subtype. For both subtypes, generalisation to untrained words was observed following the Phonological Programme, but not the Whole-word Programme. In Experiment 2, a second, more case-based investigation was conducted, focussing on one phonological dyslexic and one surface dyslexic, who were selected following extensive screening. Both were aged 10 years 11 months. Experiment 2 also examined the effectiveness of specific whole-word techniques. Results indicated a clear distinction between the responsiveness of the two participants, with each favouring their target treatment programme: the Phonological Programme was more effective for the phonological dyslexic than the Whole-word Programme, and vice versa for the surface dyslexic. The implications are discussed, with particular reference to suggestions for remediating reading disorders.</p>

scholarly journals Comparison of Effectiveness of Phonological and Whole-Word Treatment Programmes within Two Dyslexia Subtypes

2021 ◽  
Author(s):  
◽  
Helen Jane Rowse
Keyword(s):  
Cognitive Abilities ◽  
Treatment Programme ◽  
Reading Disorders ◽  
Tailored Treatment ◽  
Target Treatment ◽  
Training Programmes ◽  
Comparison Of Effectiveness ◽  
Whole Word ◽  
Cognitive Neuropsychological ◽  
Case Based

<p>This thesis compares the effectiveness of two reading treatment programmes, each developed to address the key difficulties of two subtypes of developmental dyslexia - phonological and surface dyslexia, respectively. Previous cognitive neuropsychological research has commonly administered a single tailored treatment programme to each individual. However, this research administers both programmes to individuals from each subtype, and compares their effectiveness. In Experiment 1, a large group of reading-delayed children was screened, and, using Coltheart and Leahy's (1996) criteria, three children were identified as surface dyslexic and seven as phonological dyslexic. All were aged between 9 and 13 years. Following completion of a range of background tests to assess cognitive abilities potentially correlated with dyslexia, each child received two treatment programmes: 1) a phonologically-based programme training grapheme-to-phoneme correspondences (based on Broom and Doctor, 1995b) and 2) a whole-word programme (specifically designed for the current research), with pre- and post-tests throughout. Results indicated that all children significantly improved their reading of the trained words following both training programmes, regardless of subtype. For both subtypes, generalisation to untrained words was observed following the Phonological Programme, but not the Whole-word Programme. In Experiment 2, a second, more case-based investigation was conducted, focussing on one phonological dyslexic and one surface dyslexic, who were selected following extensive screening. Both were aged 10 years 11 months. Experiment 2 also examined the effectiveness of specific whole-word techniques. Results indicated a clear distinction between the responsiveness of the two participants, with each favouring their target treatment programme: the Phonological Programme was more effective for the phonological dyslexic than the Whole-word Programme, and vice versa for the surface dyslexic. The implications are discussed, with particular reference to suggestions for remediating reading disorders.</p>

scholarly journals Flipped Classroom Combined With Case-based Learning Is an Effective Teaching Modality in Nephrology Clerkship

2021 ◽  
Author(s):  
Fuye Yang ◽  
Wanbing Lin ◽  
Yan Wang
Keyword(s):  
Effective Teaching ◽  
Cognitive Abilities ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Glomerular Diseases ◽  
Case Based Learning ◽  
The Face ◽  
Didactic Lecture ◽  
Teaching Modality ◽  
Case Based

Abstract BackgroundBoth flipped classroom (FC) and case-based learning (CBL) are recognized as new effective teaching approaches by emphasizing on different aspects of teaching activities; however, the implementation of FC combined with CBL has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC combined with CBL in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). MethodsSixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format before the face-to face discussion on the relevant cases during the class. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC. ResultsParticipants from the FC group performed better than those from the LBT group in the quiz with higher scores in the case analysis-related questions. FC was also considered more helpful than LBT in improving high order cognitive abilities in the survey. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. ConclusionsThis study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

scholarly journals APTITUDE TESTING BERBASIS CASE-BASED REASONING DALAM SISTEM PAKAR UNTUK MENENTUKAN MINAT DAN BAKAT SISWA SEKOLAH DASAR

2016 ◽  
Vol 1 (2) ◽  
pp. 104-118 ◽  
Author(s):  
Wita Yulianti
Keyword(s):  
Elementary School ◽  
Expert System ◽  
Elementary School Students ◽  
Cognitive Abilities ◽  
Case Based Reasoning ◽  
School Students ◽  
Mental Processes ◽  
Aptitude Testing ◽  
Different Characteristics ◽  
Case Based

Psychology is the study of human behavior and mental processes. The expert system applied in psychology is about testing the interests and talents of elementary school students. Interest and talent are very important issues in education. Through tests of interests and talents, students can better know their potential, including their strengths and weaknesses, both in terms of academic and personality. Expert system designed to determine the interests and talents of elementary school students, preferably for students in grades IV, V, VI. Because the class students have entered the age of around 10-11 years, where at that age is the age of transition to the real world when the cognitive abilities of children develop to plan something. These children have different characteristics and uniqueness, such as the existence of an interest in concrete, practical daily life. In designing this expert system using a method that is Case-Based Reasoning that can predict and identify interests and talents according to the ability of these students.

Clinical scenario-based assessments to measure reasoning in complex cases: Are we fully realising their potential in specialty training?

2016 ◽  
Vol 7 (1) ◽  
pp. 28-33
Author(s):  
Zaid Ali ◽  
Reza Vahid Roudsari ◽  
Julian Satterthwaite
Keyword(s):  
Assessment Tool ◽  
Higher Order Thinking ◽  
Interdisciplinary Care ◽  
Advanced Planning ◽  
Effectiveness Of Training ◽  
Training Programmes ◽  
High Order Thinking ◽  
Multidisciplinary Clinics ◽  
Complex Cases ◽  
Case Based

Planning the management of complex cases requires years of structured training, with experienced gained both by attending joint/multidisciplinary clinics and through managing patients needing interdisciplinary care. Together, these reinforce basic skills and develop high-order thinking. It is crucial, however, that the development of these advanced planning skills can be measured, so as to assess the progress of trainees and the effectiveness of training programmes. Here, the validity, reliability and consistency of a clinical, hypodontia case-based structured assessment tool of clinical reasoning and higher-order thinking is tested.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

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