Neuroimaging and Reading Comprehension

2019 ◽  
Vol 8 (2) ◽  
pp. 74-94
Author(s):  
Kyle Perkins ◽  
Xuan Jiang
Keyword(s):  
Reading Comprehension ◽  
Reading Disability ◽  
Position Paper ◽  
Cognitive Capacity ◽  
Typically Developing ◽  
Reading Behaviors ◽  
Learning To Read ◽  
Capacity Limits ◽  
Developing Readers ◽  
Made In

In this position paper, we advocate that advancements made in other disciplinary areas such as neurolinguistics should be included into contemporary reading comprehension courses and programs.  We present findings from neurobiology of reading that suggest explanation of certain reading behaviors: (1) the differences between reading disability and typically developing readers; (2) an inverted U-shaped function that reflects the fact that learning to read is associated with increased activation (the rising part of the inverted U) and activation decreases are associated with familiarity, experience, and expertise (the falling part of the inverted U); (3) and, the identification of reading networks.  As potential pedagogical implications of neuroimaging studies to reading, a list of sentence structures is proposed as an example to further relate reading comprehension to cognitive capacity limits. 

Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype

2019 ◽  
Vol 52 (6) ◽  
pp. 442-455 ◽  
Author(s):  
Neena M. Saha ◽  
Stephanie N. Del Tufo ◽  
Laurie E. Cutting
Keyword(s):  
Learning Approach ◽  
Learning Approaches ◽  
Typically Developing ◽  
Lexical Information ◽  
Learning To Read ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Developing Readers ◽  
Reading Impairments

Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g., learning new words in isolation or context) and outcome (fluency or comprehension). In this study, 45 children participated in three tasks that differentially tested PO and semantic attributes of novel pseudo-words learned through two learning approaches. Children were classified into groups as having dyslexia (DYS), having specific reading comprehension deficits (S-RCDs), or being typically developing readers (TD). Differences were found between groups, with S-RCD poorer than TD on semantic but not PO components of learning. Children with DYS displayed impaired results on both semantic and PO learning but showed an interaction on task by LA performance. Specifically, in the DYS group, isolation LA yielded better performance on PO learning, while context LA was better for semantic learning. These results indicate that (a) children with S-RCDs have a unique learning profile that is dissociable from DYS and TD and (b) reading impairments are not static but rather influence acquisition of reading skill in different ways, depending on reading profile.

Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language

2021 ◽  
pp. 002221942110232
Author(s):  
Miao Li ◽  
John R. Kirby ◽  
Esther Geva ◽  
Poh Wee Koh ◽  
Huan Zhang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Word Reading ◽  
The Other ◽  
Typically Developing ◽  
Reading Groups ◽  
Poor Comprehenders ◽  
Related Language ◽  
Developing Readers

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups’ performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.

Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

2021 ◽  
pp. 174702182199892
Author(s):  
Chiara Valeria Marinelli ◽  
Marika Iaia ◽  
Cristina Burani ◽  
Paola Angelelli
Keyword(s):  
Low Frequency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Knowledge ◽  
Priming Effects ◽  
Lexical Priming ◽  
Distributional Properties ◽  
Developing Readers ◽  
Priming Paradigm ◽  
Italian Children

The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

Scaffolds for Learning to Read in an Inclusion Classroom

2000 ◽  
Vol 31 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Elaine R. Silliman ◽  
Ruth Bahr ◽  
Jill Beasman ◽  
Louise C. Wilkinson
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Skill Learning ◽  
Typically Developing ◽  
Emergent Reading ◽  
Reading Groups ◽  
Learning To Read ◽  
Team Members ◽  
Inclusion Classroom ◽  
Language Learning Disability

Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study—one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers’ discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). Method: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. Results: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. Clinical Implications: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.

scholarly journals PENGEMBANGAN BUKU AUDIO UNTUK MENGATASI KESULITAN BELAJAR ANAK DISLEKSIA

2015 ◽  
Vol 3 (2) ◽  
pp. 91
Author(s):  
Faiza Indriastuti
Keyword(s):  
Reading Comprehension ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Instructional Media ◽  
Learning To Read ◽  
Visual Text ◽  
The One ◽  
Text Images

Difficulty learning for learners refers to significant learning problems in learning. One is dyslexics who have difficulty in reading and reading comprehension. Therefore needed the help of technology that can be used as a tool for dyslexic learners in that learning, so as to overcome gaps in their understanding of learning. This article discusses how to develop instructional media as a solution that can be used to overcome for learners difficulties as dyslexic. The one of technologies development that relevant can be used to help students with dyslexia is audiobooks. DTB is one of audiobooks format that can assist learners with learning difficulties as dyslexics become better learners. Because, DTB is can be an effective aids to support the learning of reading and increase in reading comprehension, so as to improve the ability of learners with dyslexia that will ultimately lead to better of value lessons. DTB form in accordance with the needs of dyslexic learners is Tobi DAISY, which is in the form of digital talking books are synchronized between the visual (text, images, tables, charts) and audio. It is possible to make it easier for dyslexic learners in learning to read or understand the reading. The purpose of this article is to give an overview of Tobi DAISY de-velopment that could be used and produced individually for dyslexics to fit the required content. Through Tobi DAISY advantages, it can be concluded that this relevant to be used for dyslexics to help in reading and reading comprehension. AbstrakKesulitan belajar bagi peserta didik mengacu pada masalah belajar yang signifikan dalam pembelajaran. Salah satunya adalah penderita disleksia yang mempunyai kesulitan dalam membaca maupun memahami bacaan. Oleh karenanya diperlukan bantuan teknologi yang dapat digunakan sebagai alat bantu peserta didik disleksia dalam belajar membaca atau memahami bacaan, sehingga dapat mengatasi kesenjangan pemahaman mereka dalam pembelajaran. Artikel ini membahas tentang bagaimana mengembangkan media pembelajaran sebagai solusi yang dapat digunakan untuk mengatasi kesulitan belajar peserta didik disleksia. Salah satu pengembangan teknologi yang relevan dapat digunakan membantu peserta didik disleksia adalah buku audio. DTB merupakan salah satu format buku audio yang membantu peserta didik yang memiliki kesulitan belajar menjadi pebelajar yang lebih baik. Karena, DTB dimungkinkan dapat menjadi alat yang efektif untuk mendukung dalam kegiatan belajar membaca dan peningkatan pemahaman bacaan, sehingga dapat meningkatkan kemampuan peserta didik disleksia dalam membaca dan memahami bacaan yang pada akhirnya akan mengarah ke nilai yang lebih baik. Format DTB yang sesuai dengan kebutuhan anak disleksia adalah Tobi DAISY, yang merupakan buku bicara dalam bentuk digital yang disinkronisasikan antara visual (teks, gambar, tabel, denah) dan audio. Hal ini dimungkinkan lebih memudahkan peserta didik disleksia dalam belajar membaca atau memahami bacaan. Tujuan kajian artikel ini adalah memberikan gambaran pengembangan Tobi DAISY yang dapat digunakan dan diproduksi secara pribadi bagi pend erita disleksia sehingga sesuai dengan konten yang dibutuhkan. Melalui kelebihan yang dimiliki Tobi DAISY, maka dapat disimpulkan relevan untuk digunakan bagi penderita disleksia dalam membantu belajar membaca dan memahami bacaan.

Reading Comprehension and Reading Disability

2015 ◽  
Author(s):  
Katherine K. Frankel ◽  
P. David Pearson ◽  
Marnie Nair
Keyword(s):  
Reading Comprehension ◽  
Reading Disability
Sign in / Sign up

Export Citation Format

Share Document