scholarly journals Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

2021 ◽  
Vol 11 (5) ◽  
pp. 526
Author(s):  
Reinhard Werth
Keyword(s):  
Movement Control ◽  
Reading Strategy ◽  
Reading Performance ◽  
Training Methods ◽  
Poor Reading ◽  
Reading Deficiencies ◽  
The Gaze ◽  
Computer Aided ◽  
German Children ◽  
Computer Aided Reading

Background: Flawless reading presupposes the ability to simultaneously recognize a sequence of letters, to fixate words at a given location for a given time, to exert eye movements of a given amplitude, and to retrieve phonems rapidly from memory. Poor reading performance may be due to an impairment of at least one of these abilities. Objectives: It was investigated whether reading performance of dyslexic children can be improved by changing the reading strategy without any previous training. Methods: 60 dyslexic German children read a text without and with the help of a computer. A tailored computer program subdivided the text into segments that consisted of no more letters than the children could simultaneously recognize, indicated the location in the segments to which the gaze should be directed, indicated how long the gaze should be directed to each segment, which reading saccades the children should execute, and when the children should pronounce the segments. The computer aided reading was not preceded by any training. Results: It was shown that the rate of reading mistakes dropped immediately by 69.97% if a computer determined the reading process. Computer aided reading reached the highest effect size of Cohen d = 2.649. Conclusions: The results show which abilities are indispensable for reading, that the impairment of at least one of the abilities leads to reading deficiencies that are diagnosed as dyslexia, and that a computer-guided, altered reading strategy immediately reduces the rate of reading mistakes. There was no evidence that dyslexia is due to a lack of eye movement control or reduced visual attention.

scholarly journals Dissociation of Eye and Head Components of Gaze Shifts by Stimulation of the Omnipause Neuron Region

2007 ◽  
Vol 98 (1) ◽  
pp. 360-373 ◽  
Author(s):  
Neeraj J. Gandhi ◽  
David L. Sparks
Keyword(s):  
Head Movement ◽  
Displacement Vector ◽  
Movement Control ◽  
Head Movements ◽  
Gaze Shifts ◽  
Gaze Shift ◽  
The Gaze ◽  
Movement Component ◽  
Neck Motoneurons ◽  
Stimulation Of

Natural movements often include actions integrated across multiple effectors. Coordinated eye-head movements are driven by a command to shift the line of sight by a desired displacement vector. Yet because extraocular and neck motoneurons are separate entities, the gaze shift command must be separated into independent signals for eye and head movement control. We report that this separation occurs, at least partially, at or before the level of pontine omnipause neurons (OPNs). Stimulation of the OPNs prior to and during gaze shifts temporally decoupled the eye and head components by inhibiting gaze and eye saccades. In contrast, head movements were consistently initiated before gaze onset, and ongoing head movements continued along their trajectories, albeit with some characteristic modulations. After stimulation offset, a gaze shift composed of an eye saccade, and a reaccelerated head movement was produced to preserve gaze accuracy. We conclude that signals subject to OPN inhibition produce the eye-movement component of a coordinated eye-head gaze shift and are not the only signals involved in the generation of the head component of the gaze shift.

scholarly journals Computer-aided reading of tuberculosis chest radiography: moving the research agenda forward to inform policy

2017 ◽  
Vol 50 (1) ◽  
pp. 1700953 ◽  
Author(s):  
Faiz Ahmad Khan ◽  
Tripti Pande ◽  
Belay Tessema ◽  
Rinn Song ◽  
Andrea Benedetti ◽  
...  
Keyword(s):  
Chest Radiography ◽  
Research Agenda ◽  
Computer Aided ◽  
Computer Aided Reading

Australian Aboriginal Spatial Cognition and Dyslexia: A Criticism of Pontius (1982)

1984 ◽  
Vol 58 (2) ◽  
pp. 627-634 ◽  
Author(s):  
Graham Davidson
Keyword(s):  
Spatial Cognition ◽  
School Performance ◽  
Reading Performance ◽  
Poor Reading ◽  
Aboriginal Australians ◽  
Australian Aboriginal ◽  
Reading Errors ◽  
Children's Reading ◽  
Children’S Reading

Pontius' neuropsychological explanation of some Aboriginal Australians' poor reading performance is not supported by an examination of the socio-cultural and educational considerations surrounding their performance or by research into the neurophysiological bases of reading retardation. Classification of children as “ecologically” dyslexic was based on hear-say general impressions of Aborigines' school performance and not on children's reading errors.

On Optimization of Non-Intelligence Factors in College English Teaching in Computer-Aided Language Learning Environments

2014 ◽  
Vol 644-650 ◽  
pp. 6124-6127
Author(s):  
Jing Wang
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Rapid Development ◽  
Traditional Teaching ◽  
Training Methods ◽  
College English ◽  
English Teaching ◽  
Teaching College ◽  
Computer Aided ◽  
New Perspective

With the rapid development of computer technology, combined with the features of computer-aided English teaching, college English teaching has tremendously challenged the traditional teaching mode. This change, however, provides a new perspective for the research of non-intelligence factors in students’ learning process. Based on the definition and importance of non-intelligence factors, this paper briefly discusses the cultivation of college students’ non-intelligence factors in the computer-aided language learning environments and put forward some suggestions to optimize the non-intelligence factors from the perspectives of interest in learning, communication awareness and teamwork ability in order to update our teaching idea and improve the quality of college English teaching and training methods.

scholarly journals Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance

2015 ◽  
Vol 18 (4) ◽  
pp. 17-34
Author(s):  
Seyed Hassan Talebi ◽  
Behnaz Seifallahpur
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Cognitive Domain ◽  
Test Analysis

According to Oxford (1990), different learner variables affect the choice of learning strategy. It was also found that effective L2 readers know how to use strategies to foster reading comprehension and ineffective readers have little awareness of strategies to read effectively (Yang, 2002). This study investigates the contribution of three relatively important variables and their components (namely, the cognitive domain or awareness and use of strategies, the linguistic domain or general English proficiency level, and the affective domain or attitude toward reading in L2), to reading strategy use in English. The second purpose of the study is to find out the effect of reading strategy use on reading comprehension. For these purposes, 100 undergraduate Iranian EFL students participated in this study. They were given Language Proficiency Test, Test of reading comprehension in English, Reading Strategy Awareness and Use Questionnaire, and finallvy a questionnaire on attitude toward Reading. The obtained data were analysed using descriptive statistic (means, standard deviations), Pearson correlation procedure, regression analysis, ANOVA, and Scheffe post-hoc multiple range test. Analysis of data showed the three aforementioned variables, namely awareness and use of reading strategies, linguistic proficiency, and attitude toward reading had significant contributions to strategy use. However, strategy awareness showed to have the most contribution to strategy use. In addition, among the subgroups of strategy awareness, the metacognitive component showed to contribute more to strategy use. In this study it was also found students with higher strategy use gain better scores on the reading test. It is concluded that as degree of strategy use affects reading performance, in order to improve effective use of reading strategies teachers and learners should pay more attention to the development of awareness of reading strategies, especially the metacognitive component in order to have a good use of reading strategies for efficient reading.

scholarly journals Motor Training in Degenerative Spinocerebellar Disease: Ataxia-Specific Improvements by Intensive Physiotherapy and Exergames

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Matthis Synofzik ◽  
Winfried Ilg
Keyword(s):  
High Intensity ◽  
Critical Role ◽  
Movement Control ◽  
Whole Body ◽  
Training Methods ◽  
High Intensity Training ◽  
Open Questions ◽  
First Case ◽  
Intensive Physiotherapy ◽  
Intensity Training

The cerebellum is essentially involved in movement control and plays a critical role in motor learning. It has remained controversial whether patients with degenerative cerebellar disease benefit from high-intensity coordinative training. Moreover, it remains unclear by which training methods and mechanisms these patients might improve their motor performance. Here, we review evidence from different high-intensity training studies in patients with degenerative spinocerebellar disease. These studies demonstrate that high-intensity coordinative training might lead to a significant benefit in patients with degenerative ataxia. This training might be based either on physiotherapy or on whole-body controlled videogames (“exergames”). The benefit shown in these studies is equal to regaining one or more years of natural disease progression. In addition, first case studies indicate that even subjects with advanced neurodegeneration might benefit from such training programs. For both types of training, the observed clinical improvements are paralleled by recoveries in ataxia-specific dysfunctions (e.g., multijoint coordination and dynamic stability). Importantly, for both types of training, the retention of the effects seems to depend on the frequency and continuity of training. Based on these studies, we here present preliminary recommendations for clinical practice, and articulate open questions that might guide future studies on neurorehabilitation in degenerative spinocerebellar disease.

scholarly journals Effect of Reversible Inactivation of Superior Colliculus on Head Movements

2008 ◽  
Vol 99 (5) ◽  
pp. 2479-2495 ◽  
Author(s):  
Mark M. G. Walton ◽  
Bernard Bechara ◽  
Neeraj J. Gandhi
Keyword(s):  
Superior Colliculus ◽  
Reaction Times ◽  
Movement Control ◽  
Head Movements ◽  
Gaze Shifts ◽  
Gaze Shift ◽  
Reversible Inactivation ◽  
The Gaze ◽  
Made In

Because of limitations in the oculomotor range, many gaze shifts must be accomplished using coordinated movements of the eyes and head. Stimulation and recording data have implicated the primate superior colliculus (SC) in the control of these gaze shifts. The precise role of this structure in head movement control, however, is not known. The present study uses reversible inactivation to gain insight into the role of this structure in the control of head movements, including those that accompany gaze shifts and those that occur in the absence of a change in gaze. Forty-five lidocaine injections were made in two monkeys that had been trained on a series of behavioral tasks that dissociate movements of the eyes and head. Reversible inactivation resulted in clear impairments in the animals’ ability to perform gaze shifts, manifested by increased reaction times, lower peak velocities, and increased durations. In contrast, comparable effects were not found for head movements (with or without gaze shifts) with the exception of a very small increase in reaction times of head movements associated with gaze shifts. Eye-head coordination was clearly affected by the injections with gaze onset occurring relatively later with respect to head onset. Following the injections, the head contributed slightly more to the gaze shift. These results suggest that head movements (with and without gaze shifts) can be controlled by pathways that do not involve SC.

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