scholarly journals White matter properties underlying reading abilities differ in 8-year-old children born full term and preterm

2021 ◽  
Author(s):  
Edith Brignoni-Perez ◽  
Sarah Dubner ◽  
Michal Ben-Shachar ◽  
Shai Berman ◽  
Aviv A. Mezer ◽  
...  
Keyword(s):  
White Matter ◽  
Oral Reading ◽  
Reading Skills ◽  
Full Term ◽  
Reading Test ◽  
Reading Scores ◽  
Reading Abilities ◽  
P Diffusion ◽  
Left And Right ◽  
Typical Range

Diffusion magnetic resonance imaging (dMRI) studies find differences in associations between reading and white matter fractional anisotropy (FA) in children born full term (FT) versus preterm (PT). Use of complementary neuroimaging modalities may reveal neurobiological factors driving these associations. We used two MRI methods to interpret associations of reading abilities and white matter properties in FT and PT children. Participants (N=79; 36 FT; 43 PT) were administered Gray’s Oral Reading Test at age 8 years. We segmented two dorsal and two ventral white matter tracts associated with reading skills and quantified (1) FA from dMRI and (2) R1 from quantitative relaxometry, as a proxy for myelin content. We examined correlations between reading scores and imaging metrics, assessing trajectories along the tracts. Mean reading scores fell in the typical range in both groups. Reading positively correlated with FA in segments of the left arcuate and the left and right superior longitudinal fasciculi, but only in FT children, not in PT children. Reading positively correlated with R1 in segments of the left superior longitudinal, right uncinate, and left inferior longitudinal fasciculi, but only in PT children, not in FT children. The significantly different patterns of associations between reading abilities and white matter properties across FT and PT groups suggest variations in the neurobiology of typical reading abilities.

scholarly journals Associations of reading skills and properties of cerebral white matter pathways in 8-year-old children born preterm

2020 ◽  
Author(s):  
Sarah E Dubner ◽  
Michal Ben-Shachar ◽  
Aviv Mezer ◽  
Heidi M Feldman ◽  
Katherine E Travis
Keyword(s):  
White Matter ◽  
Oral Reading ◽  
Reading Skills ◽  
Automatic Segmentation ◽  
White Matter Injury ◽  
Reading Scores ◽  
Cerebral White Matter ◽  
List Type ◽  
Children's Reading ◽  
Children’S Reading

ABSTRACTAIMChildren born preterm (PT) experience perinatal white matter injury and later reading deficits at school age. We used two complementary neuroimaging modalities to determine if reading skills would be associated with contemporaneous white matter properties in school-aged PT children.METHODIn 8-year-old PT children (N=29), we measured diffusivity (fractional anisotropy, FA), from diffusion MRI, and myelin content (relaxation rate, R1) from quantitative relaxometry. We assessed reading (Gray’s Oral Reading Test, Fifth Edition) in each child. Whole-brain deterministic tractography coupled with automatic segmentation and quantification were applied to extract FA and R1 along four tracts and assess their statistical association with reading scores.RESULTSReading-FA correlations were not significant along the four analyzed tracts. Reading-R1 correlations were significantly positive in portions of the left superior longitudinal fasciculus, right uncinate fasciculus, and left inferior longitudinal fasciculus. FA positively correlated with R1 in limited areas of reading-R1 associations, but did not contribute to the variance in reading scores.INTERPRETATIONCombining complementary neuroimaging approaches identified relations between reading and white matter properties not found using a single MRI measure. Associations of reading skills and white matter properties may vary across white matter tracts and metrics in PT children.What this paper adds▪Preterm children’s reading was associated with white matter myelin content.▪Preterm children’s reading was not associated with white matter diffusivity.

scholarly journals Sustainable Development: Learning the Quran Using the Tartil Method

2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Nova Erlina ◽  
Azhar Jaafar@Ramli ◽  
Ismail Suardi Wekke ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Social Science ◽  
Oral Reading ◽  
Reading Skills ◽  
Descriptive Statistics ◽  
Reading Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
True Experiment

This study aimed at investigating the effectiveness of learning the Quran using the tartil method. A quantitative approach (true experiment pretest-posttest control group design) was used as the research methodology. Sixty six (66) students whose Quran reading skills were poor were treated as the sample of this study. The data were collected through the Quran oral reading test and then analyzed through descriptive statistics using Statistical Package for Social Science (SPSS Windows 22.0). The results showed that learning the Quran using the tartil method was effective. Therefore, this method can be used as an alternative in learning the Quran.

Gray Oral Reading Tests: Some Reliability and Validity Data with Learning-Disabled Children

1982 ◽  
Vol 50 (2) ◽  
pp. 673-674 ◽  
Author(s):  
David B. Ryckman
Keyword(s):  
Oral Reading ◽  
Reliability And Validity ◽  
Learning Disabled ◽  
Reading Test ◽  
Reading Scores ◽  
Reading Tests ◽  
Validity Data ◽  
Long Term Stability ◽  
Grade Levels ◽  
Level Data

For the Gray Oral Reading Test grade-level data on 186 disabled (reading-retarded) children showed reasonable long-term stability. WISC-R scores did not predict their reading scores. Correlations between the Gray and Gates-MacGinitie Reading Test grade-levels were moderate, though Gray scores were significantly lower than Gates scores.

scholarly journals Measuring adult literacy students’ reading skills using the Gray Oral Reading Test

2009 ◽  
Vol 59 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Daphne Greenberg ◽  
Hye Kyeong Pae ◽  
Robin D. Morris ◽  
Mary Beth Calhoon ◽  
Alice O. Nanda
Keyword(s):  
Oral Reading ◽  
Adult Literacy ◽  
Reading Skills ◽  
Reading Test

scholarly journals Sustainable Development: Learning the Quran Using the Tartil Method

2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Nova Erlina ◽  
Azhar Jaafar@Ramli ◽  
Ismail Suardi Wekke ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Social Science ◽  
Oral Reading ◽  
Reading Skills ◽  
Descriptive Statistics ◽  
Reading Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
True Experiment

This study aimed at investigating the effectiveness of learning the Quran using the tartil method. A quantitative approach (true experiment pretest-posttest control group design) was used as the research methodology. Sixty six (66) students whose Quran reading skills were poor were treated as the sample of this study. The data were collected through the Quran oral reading test and then analyzed through descriptive statistics using Statistical Package for Social Science (SPSS Windows 22.0). The results showed that learning the Quran using the tartil method was effective. Therefore, this method can be used as an alternative in learning the Quran.

scholarly journals Language and Reading Outcomes in Fourth-Grade Children With Mild Hearing Loss Compared to Age-Matched Hearing Peers

2020 ◽  
Vol 51 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Elizabeth A. Walker ◽  
Caitlin Sapp ◽  
Margaret Dallapiazza ◽  
Meredith Spratford ◽  
Ryan W. McCreery ◽  
...  
Keyword(s):  
At Risk ◽  
Hearing Loss ◽  
Listening Comprehension ◽  
Reading Skills ◽  
Morphological Awareness ◽  
Evidence Base ◽  
Reading Scores ◽  
Vocabulary Size ◽  
Reading Abilities ◽  
Current Article

Purpose There is ambiguity in the clinical and research communities regarding whether children with mild bilateral hearing loss (MBHL) are at risk for delays. The goal of the current article is to expand the evidence base surrounding outcomes for the current generation of children with MBHL. Method Using independent-samples t tests, we compared children with MBHL to same-age peers with normal hearing (NH) on measures of vocabulary, morphological awareness, listening comprehension, and reading. We completed regression analyses to explore the foundational linguistic skills that influenced reading abilities in both groups. For the children with MBHL, we examined whether hearing aid (HA) dosage was associated with individual differences in language scores. Results Group comparisons indicated that children with NH significantly outperformed children with MBHL on tests of morphological awareness and listening comprehension. There were no differences in vocabulary size or reading achievement; however, children with MBHL displayed significant differences in the factors that accounted for variability in reading scores compared to children with NH. HA dosage was significantly associated with variation in listening comprehension scores, but not vocabulary, reading, or morphological awareness. Conclusions The current results provide evidence that children with MBHL are at risk for persistent language deficits by 4th grade, particularly in aspects of language that involve form. Reading skills in children with MBHL appear to be commensurate with same-age hearing peers. Consistent use of well-fit HAs supports listening comprehension, although the amount of benefit from HAs may be reduced for children with higher unaided hearing levels.

Relationship between Reading Scores on the Wide Range Achievement Test and the Gilmore Oral Reading Test in Young Children

1981 ◽  
Vol 49 (1) ◽  
pp. 191-193 ◽  
Author(s):  
Rita Hollensworth ◽  
Robert B. White
Keyword(s):  
Oral Reading ◽  
Achievement Test ◽  
Reading Test ◽  
Reading Scores ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
The Difference ◽  
Grade Placement ◽  
Wide Range Achievement

The relationship between the reading scores of children ages 7 to 9 yr. on the Wide Range Achievement Test and the Gilmore Oral Reading Test was investigated. The 50 children (37 males and 13 females) had a mean age of 8.6 yr., and a mean grade placement of 2.98. They obtained a mean grade level reading score of 3.27 on the achievement test and 2.26 on oral reading (accuracy). Although the correlation between the two scores was .87, 47 of the children scored higher on the achievement test. As the difference between the mean scores on the two tests was significant, it appears that the two measures produce neither identical nor interchangeable information.

Pilot Study of Telephone Tutoring in Reading Skills

2005 ◽  
Vol 101 (2) ◽  
pp. 505-509
Author(s):  
Joseph M. Strayhorn
Keyword(s):  
Pilot Study ◽  
Service Delivery ◽  
Oral Reading ◽  
Reading Skills ◽  
Reading Test ◽  
Delivery Method ◽  
Grade Levels ◽  
Average Grade

This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr. per month. Initially, these children were an average of 10.4 yr. old, in average Grade 4.8, and averaged 2.9 grade levels behind their grade expectations on the Slosson Oral Reading Test. Before tutoring the children had progressed on the Slosson at an average of 0.44 grade levels per year (95% CI = 0.30 to 0.57). The children participated in telephone tutoring for an average of 1.5 yr. During tutoring the students progressed at an average of 2.0 grade levels per year (95% CI = 1.2 to 2.8). The rate of progress during tutoring was significantly greater than that before tutoring ( p < .001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further.

scholarly journals Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English

2021 ◽  
Vol 3 (4) ◽  
pp. 01-05
Author(s):  
VERONICA NICOLAS
Keyword(s):  
Public Schools ◽  
Oral Reading ◽  
Reading Skills ◽  
Intervention Program ◽  
Reading Speed ◽  
The Philippines ◽  
Vital Role ◽  
Reading Test ◽  
Three Dimensions ◽  
Global Pandemic

Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension questions for Grades I-III and 8 comprehension questions for Grades IV-VI. The questions are categorized into three dimensions, namely literal, interpretive, and applied. Hence, reading speed and comprehension of the pupils will be classified into three levels as frustration, instructional and independent with the applied criteria given by the Phil-IRI. Furthermore, the results of the study exhibited that the ten groups of pupils demonstrated low reading performance in their oral reading test both in speed and comprehension. The struggle of the online oral reading test was evidently shown through the weak internet connection provided by the internet servers in the country.  With this, the researcher designed a reading intervention program through reading remedial class during asynchronous class. This will be administered using the online platform and available reading resources for the enhancement of pupils’ reading skills amidst these trying times of global pandemic, where distance learning has been practised first in the public schools’ setting in the Philippines.

Use of oral reading to estimate premorbid intellectual and neuropsychological functioning

1999 ◽  
Vol 5 (3) ◽  
pp. 247-254 ◽  
Author(s):  
JULIE AKIKO GLADSJO ◽  
ROBERT K. HEATON ◽  
BARTON W. PALMER ◽  
MICHAEL J. TAYLOR ◽  
DILIP V. JESTE
Keyword(s):  
Oral Reading ◽  
Test Performance ◽  
Reading Skills ◽  
Neuropsychological Functioning ◽  
Demographic Variables ◽  
Reading Scores ◽  
Normal Individuals ◽  
Adult Reading ◽  
Learning Score ◽  
National Adult Reading Test

Judgment of neuropsychological decline is typically made by comparing a patient's current cognitive performance to data from demographically similar normal individuals. Even within narrowly defined demographic categories, however, there is variability in level of performance, approximating the normal curve. The present study explored the degree to which oral reading scores on the American National Adult Reading Test (ANART) could more accurately predict a person's test performance relative to other demographically similar individuals. In a sample of 141 neurologically healthy participants, the ANART added modestly to the precision of WAIS–R Verbal and Full Scale IQ and Learning score predictions, beyond that achieved by demographics alone; however, ANART score did not significantly improve estimation of Performance IQ, Average Impairment Rating, or Memory score. Use of the ANART tended to improve demographic predictions primarily with “outlier” participants whose oral reading skills were relatively poor. For Verbal IQ, ANART helped with participants who had both poor ANART and relatively high education. Oral reading can be useful for estimating premorbid verbal intelligence and learning in combination with demographic variables, but it does not appear to improve estimates of other neurocognitive abilities. (JINS, 1999, 5, 247–254.)

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