Addressing Word Recognition Difficulties of Adolescents With Dyslexia

2022 ◽  
pp. 556-569
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Word Recognition ◽  
Reading Ability ◽  
Word Reading ◽  
Evidence Based ◽  
Connectionist Model ◽  
Comprehensive Overview ◽  
Word Analysis ◽  
Dual Route Model ◽  
Complex Words ◽  
Specific Learning

This chapter provides a comprehensive overview of evidence-based word analysis approaches for promoting accurate and fluent reading of complex words by adolescents with a specific reading disability (i.e., dyslexia). First, research has been reviewed to pinpoint the characteristics and causes of dyslexia as a specific learning disability. Specifically, two theories of dyslexia, the phonological theory of dyslexia and the magnocellular theory of dyslexia, have been discussed to ascertain the causal attributes of phonological awareness deficits and auditory and visual sequencing deficits to word recognition difficulties of adolescents with dyslexia. Next, two theories of word recognition, particularly the dual-route model of word recognition and connectionist model of word recognition, have been discussed to clarify the mechanism underlying the manifestation of dyslexia and resultant difficulties with word recognition. Finally, evidence-based word analysis programs have been described as approaches for improving word reading ability of adolescents with dyslexia.

Addressing Word Recognition Difficulties of Adolescents With Dyslexia

2020 ◽  
pp. 21-37
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Word Recognition ◽  
Reading Ability ◽  
Word Reading ◽  
Evidence Based ◽  
Connectionist Model ◽  
Comprehensive Overview ◽  
Word Analysis ◽  
Dual Route Model ◽  
Complex Words ◽  
Specific Learning

This chapter provides a comprehensive overview of evidence-based word analysis approaches for promoting accurate and fluent reading of complex words by adolescents with a specific reading disability (i.e., dyslexia). First, research has been reviewed to pinpoint the characteristics and causes of dyslexia as a specific learning disability. Specifically, two theories of dyslexia, the phonological theory of dyslexia and the magnocellular theory of dyslexia, have been discussed to ascertain the causal attributes of phonological awareness deficits and auditory and visual sequencing deficits to word recognition difficulties of adolescents with dyslexia. Next, two theories of word recognition, particularly the dual-route model of word recognition and connectionist model of word recognition, have been discussed to clarify the mechanism underlying the manifestation of dyslexia and resultant difficulties with word recognition. Finally, evidence-based word analysis programs have been described as approaches for improving word reading ability of adolescents with dyslexia.

Learning to read

2007 ◽  
pp. 656-666
Author(s):  
Rebecca Treiman ◽  
Brett Kessler
Keyword(s):  
Reading Ability ◽  
Word Reading ◽  
Written Language ◽  
Writing Systems ◽  
Spoken Words ◽  
Written Form ◽  
Dual Route ◽  
Dual Route Model ◽  
Single Word Reading ◽  
Alphabetic Writing

A six-year-old child knows the meanings of many spoken words; 10,000 by one estimate. He or she can understand oral questions, commands, and stories. Yet if this same information is presented in written form, the child is hard pressed to decipher it. How do children learn to read, and how do they reach a point at which reading seems as easy and natural as listening? This article considers the development of reading ability, focusing on the development of single-word reading in alphabetic writing systems. It examines how children grasp the idea that writing is related to language, and how they learn about the links between the letters in printed words and the sounds in the corresponding spoken words. First, the article discusses written language and spoken language in children, and then focuses on early learning about relations between writing and language. It also looks at the dual-route model, the single-route model, and the teaching of decoding.

scholarly journals Effect of Cognitive Variables on the Reading Ability of Spanish Children at Age Seven

2021 ◽  
Vol 12 ◽  
Author(s):  
María José González-Valenzuela ◽  
Dolores López-Montiel ◽  
Félix Díaz-Giráldez ◽  
Isaías Martín-Ruiz
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Skills ◽  
Word Reading ◽  
Rapid Automatized Naming ◽  
Phonological Memory ◽  
Cognitive Variables ◽  
Special Educational Needs ◽  
Reading In Spanish ◽  
Specific Learning

The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatized naming at the ages of six and seven to the ability of Spanish children to read words at 7 years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at 6 and 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at 7 years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education.

Developmental Changes in Word Recognition: An Information-Processing Account

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling
Keyword(s):  
Word Recognition ◽  
Conceptual Knowledge ◽  
Context Effect ◽  
Word Reading ◽  
Contextual Information ◽  
Developmental Changes ◽  
Learning To Read ◽  
Young Readers ◽  
Single Word Reading ◽  
First Time

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.

scholarly journals Priming effects in the recognition of simple and complex words and pseudowords

2018 ◽  
Vol 39 (2) ◽  
pp. 198-222
Author(s):  
Miguel Lázaro ◽  
Víctor Illera ◽  
Javier Sainz
Keyword(s):  
Word Recognition ◽  
Low Frequency ◽  
Morphological Processing ◽  
Orthographic Processing ◽  
Frequency Effect ◽  
Experimental Conditions ◽  
Priming Effects ◽  
The Third ◽  
Complex Words ◽  
Intense Debate

AbstractWhether morphological processing of complex words occurs beyond orthographic processing is a matter of intense debate. In this study, morphological processing is examined by presenting complex words (brujería -> brujo –witchcraft -> witch), as well as simple (brujaña->brujo) and complex pseudowords (brujanza ->brujo), as primes in three masked lexical decision tasks. In the first experiment, the three experimental conditions facilitated word recognition in comparison to the control condition, but no differences emerged between them. Given the importance of the surface frequency effect observed, a second experiment was conducted. The results fully replicate those observed in the first one, but this time with low frequency targets. In the third experiment, vowels were removed from the stems of primes to reduce the orthographic overlap between primes and targets and, therefore, the influence of the embedded stem effect. The results show facilitative effects only for complex words. However, paired comparisons show no differences between experimental conditions. The overall results show the central role played by the processing of stems in visual word recognition and are explained in terms of current models of morphological processing.

scholarly journals Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners

2014 ◽  
Vol 2 (2) ◽  
pp. 179-185
Author(s):  
Adeena Deepa Ramakrishna Pillai ◽  
Shamala Paramasivam
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Direct Method ◽  
Multiple Choice ◽  
Miscue Analysis ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Reading Material ◽  
Complex Words ◽  
Esl Learners

Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The number of miscues made and the scores for the multiple choice questions are patterned using Microsoft Excel program and are converted into percentages. This study found that when the number of miscues made by the learners reduced during the oral reading process, the scores on the comprehension section did not necessarily improve. The types of miscues made by learners were omission of words namely plural and past-tense endings of verbs, substitution of words such as the pronoun ‘she’ with ‘he’, and hesitation especially with complex words. The findings imply that learners have language problems in grammar, vocabulary, pronunciation, and the use of reading strategies.

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

scholarly journals Pharmacological Augmentation in Unipolar Depression: A Guide to the Guidelines

2020 ◽  
Vol 23 (9) ◽  
pp. 587-625 ◽  
Author(s):  
Rachael W Taylor ◽  
Lindsey Marwood ◽  
Emanuella Oprea ◽  
Valeria DeAngel ◽  
Sarah Mather ◽  
...  
Keyword(s):  
Treatment Guidelines ◽  
Evidence Based ◽  
Treatment Resistant Depression ◽  
Treatment Resistant ◽  
Comprehensive Overview ◽  
Objective Evidence ◽  
Resistant Depression ◽  
Evidence Based Care ◽  
Guidelines For Depression

Abstract Background Pharmacological augmentation is a recommended strategy for patients with treatment-resistant depression. A range of guidelines provide advice on treatment selection, prescription, monitoring and discontinuation, but variation in the content and quality of guidelines may limit the provision of objective, evidence-based care. This is of importance given the side effect burden and poorer long-term outcomes associated with polypharmacy and treatment-resistant depression. This review provides a definitive overview of pharmacological augmentation recommendations by assessing the quality of guidelines for depression and comparing the recommendations made. Methods A systematic literature search identified current treatment guidelines for depression published in English. Guidelines were quality assessed using the Appraisal of Guidelines for Research and Evaluation II tool. Data relating to the prescription of pharmacological augmenters were extracted from those developed with sufficient rigor, and the included recommendations compared. Results Total of 1696 records were identified, 19 guidelines were assessed for quality, and 10 were included. Guidelines differed in their quality, the stage at which augmentation was recommended, the agents included, and the evidence base cited. Lithium and atypical antipsychotics were recommended by all 10, though the specific advice was not consistent. Of the 15 augmenters identified, no others were universally recommended. Conclusions This review provides a comprehensive overview of current pharmacological augmentation recommendations for major depression and will support clinicians in selecting appropriate treatment guidance. Although some variation can be accounted for by date of guideline publication, and limited evidence from clinical trials, there is a clear need for greater consistency across guidelines to ensure patients receive consistent evidence-based care.

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

2017 ◽  
Vol 111 (1) ◽  
pp. 33-48
Author(s):  
Sarah E. Ivy ◽  
Jennifer A. Guerra ◽  
Deborah D. Hatton
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Baseline Design ◽  
Braille Literacy

Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.

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