Diagnosis of dyslexic disorders and identification of factors associated with reading learning disabilities within the Moroccan context

2019 ◽  
Vol 17 (3) ◽  
pp. 261-281
Author(s):  
Said Ihbour ◽  
Rachid Hnini ◽  
Hammou Anarghou ◽  
Ahmed Tohami Ahami ◽  
Fatiha Chigr ◽  
...  
Keyword(s):  
Public Schools ◽  
Phonological Awareness ◽  
English Language ◽  
Reading Skills ◽  
Written Language ◽  
Rapid Automatized Naming ◽  
Early Age ◽  
Preventive Actions ◽  
School Teaching ◽  
Phonological Abilities

Reading acquisition disorders constitute the main problem in children's learning. in Morocco, epidemiological data are very rare. Research, mainly in the English language, concerns either the sociological or the cognitive field. Few studies, among them not one in Arabic, have explored the link relating to social and cognitive factors. The purpose of our work is to study and analyze the cognitive and social variables related to different reading skills among Moroccan pupils in primary and secondary public schools. From a sample of 754 learners (388 boys and 366 girls) ranging in age from 9 to 15 years with an average of 11.59 years, the diagnostic tests identified 145 students with deficient skills "Bad readers (BR)," 128 suspected of being in difficulty classified as « intermediate level (IL) » and a group of 481 children as good readers ( GR). Statistical analyses have shown that the first two groups (BR and IL) represent 24% in the favoured areas compared to 43% in the disadvantaged. The analysis of scores and the nature of the errors made on various reading tests show that 41 students, or 5.43% of our sample, present a dyslexia profile. 13 (1.72%) of whom have very severe difficulties. The phonological aptitudes (Rapid automatized naming, phonological short-time memory and especially phonological awareness) mainly reflect the level of reading. These phonological abilities are highly influenced by early attendance of preschool and by the degree of exposure to written language at home. These data, which are unique in Morocco, are consistent to that of the published subject literature. They make it possible to plan preventive actions by generalizing pre-school teaching, particularly in precarious environments. These actions should be based on playful exercises aimed at improving phonological abilities at an early age, while exploiting the brain sensitivity to reading at that age. Phonological awareness and rapid naming are the most implicated factors in the disparity of reading skills. These abilities are highly influenced by the integration of preschool at a very early age and by the degree of exposure to written language activities. Therefore, there is a need to plan preventive actions, based on playful exercises, aiming to improve phonological skills from the pre-school period

scholarly journals Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

2016 ◽  
Vol 11 (02) ◽  
pp. 53 ◽  
Author(s):  
Athanasios Drigas ◽  
Elektra Batziaka
Keyword(s):  
Early Intervention ◽  
Phonological Awareness ◽  
Information And Communication Technologies ◽  
Computer Games ◽  
Reading Disabilities ◽  
Reading Skills ◽  
Communication Technologies ◽  
Preschool Age ◽  
Early Age ◽  
Information And Communication

This article is a review of how Information and Communication Technologies (ICTs) help in the assessment and early intervention of reading disabilities (RD) and especially of dyslexia. Phonological awareness is highlighted as a main ability that predicts later reading skills. Here are presented several studies that display computer games, programs and applications by which teachers can intervene to boost phonological awareness and help preventing RD or dyslexia from an early age. Most studies focus in preschool age, although dyslexia in kindergarten is a field that has not been investigated thoroughly, and are certainly a precursor for studies to follow.

scholarly journals O Ensino da Língua Inglesa e a Educação Infantil: O Distanciamento Entre a Escola Pública e a Privada / English Language Teaching in Early Childhood Education: The Distance Between Public and Private School

2021 ◽  
Vol 15 (57) ◽  
pp. 788-797
Author(s):  
Silvia Renata Gomes Freire ◽  
Pedro Fernando Dos Santos
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Private School ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Public And Private ◽  
School Teaching ◽  
Private And Public

Resumo: A Língua Inglesa é considerada o idioma mais falado do mundo, sendo caracterizado como a língua da comunicação e das relações internacionais. Cada vez mais o número de falantes deste idioma vem crescendo, e a necessidade de dominá-la passa a fazer parte da maioria da vida das pessoas, sendo frequente a busca por cursinhos durante a idade adulta, por necessidade de se inserir no mercado de trabalho. Esta procura decorre justamente da falta de incentivo que a aprendizagem de uma segunda língua recebe durante a infância, em que essa realidade se reflete de forma mais atenuada quando comparado às escolas privadas e públicas, em que uma oferece esse tipo de ensino desde a Educação Infantil, contudo a outra somente oferta a partir do Ensino Fundamental- Anos Finais. Nesse contexto, o presente artigo intitulado “O ensino da língua inglesa na educação infantil: o distúnciamento entre a escola pública e privada.” tem por objetivo analisar como se deu a introdução da Língua Inglesa no Brasil, bem como verificar a diferença entre o ensino do inglês na Educação Infantil das escolas públicas e particulares, ressaltando a importância e as vantagens de aprender um segundo idioma ainda na infância. A base teórica do trabalho se deu através de autores como Santos (2011), Rossato (2012), Kumaravadivelu (2013), constituindo assim uma pesquisa bibliográfica, que fez uso do método qualitativo para elaboração do escrito. A partir do exposto no decorrer do trabalho, foi possível concluir que as crianças, em razão do fator curiosidade, são mais propícias para aprender coisas novas, e portanto à introdução do ensino da L.I desde a infância é essencial para que o gosto por um novo idioma se desenvolva. Destarte, foi imprescindível também notar que as diferenças entre as instituições de ensino pública e privada, são fatores que dificultam o trabalho com o Inglês, em razão da muita ou pouca importância que ele recebe em cada instituição. Depreende-se que, a Língua Inglesa deveria ser mais valorizada principalmente no que tange sua relevância dentro da sociedade, o que implica dizer que quanto mais cedo for iniciada nas escolas, mais validos serão os conhecimentos adquiridos a partir dela, e por isso o ideal é que se inicie seu processo de aprendizagem ainda na infância, em conjunto com a Língua Portuguesa. Palavras-Chave: Escola pública; Escola privada; Ensino; Língua Inglesa; Infância. Abstract: The English language is considered the world’s most spoken language, being characterized as the communication and international relationships language. The number of people who speak this language has been increasing, and the need of knowing it precisely became a part of most of these people, so they search for lessons during their adulthood, to upgrade themselves in the business market. This need comes from the low encouragement received when it comes to bilingual education during the childhood, and this reality hits when we compare the public and private schools education, when one offers this type of education during the elementary school, and the other only introduces it from the late years in elementary school. With this in mind, the present article named “The English language teaching during the kindergarten: the gap between public and private school.” is focused in analyzing how the English language was introduced here in Brazil, and also verify the differences between the English education of private and public schools, being aware about the importance and benefits of learning a second language during the childhood. This article is based in works from authors like Santos (2011), Rossato (2012), Kumaravadivelu (2013), constituting a bibliographical research, using the qualitative method to formulate the article. From the above during this article, it was possible to conclude that children, from their curiosity, are more favorable to learn new things, so the introduction of the English education starting in their kindergarten it’s fundamental to develop interest for a new language. Thus, it was also essential to note that the differences between public and private educational institutions are factors that make working with English difficult, due to the high or low importance it receives in each institution. It appears that the English language should be more valued especially with regard to its relevance within society, which implies that the earlier it is started in schools, the more valid the knowledge acquired from it will be, and therefore the ideal is to start their learning process still in childhood, together with the Portuguese language. Keywords: Public School, Private School, Teaching, English Language, Childhood. 

Word- and Text-Level Reading Difficulties in Students With Dyslexia

2021 ◽  
pp. 073194872110372
Author(s):  
Elizabeth B. Meisinger ◽  
Ashley M. Breazeale ◽  
Lyle H. Davis
Keyword(s):  
Phonological Awareness ◽  
Cognitive Processing ◽  
Reading Fluency ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Clinical Sample ◽  
Rapid Automatized Naming ◽  
Fluency And Comprehension ◽  
Text Reading

The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive processing skills (phonological awareness, rapid automatized naming [RAN], and verbal short-term memory), word reading skills (decoding and word identification), oral text reading (fluency and comprehension), and silent text reading (fluency and comprehension). Word- and text-level reading skills were used to place students into the following groups: text fluency deficit, globally impaired, and partially remediated. Results replicated the existence of a text fluency deficit group. Reader group differences in terms of cognitive processing skills were less pronounced than expected, with only phonological awareness differentiating among them. Phonological awareness and RAN emerged as the important contributors to reading skill, though their relative contributions varied across wordand text-level measures. Together, these results point to importance of considering text-level reading processes across modality in both research and clinical contexts.

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.

scholarly journals The Importance of Teaching Reading Skills of English Language Using Variety of Techniques in Jordanian Curriculum

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Magda Abdullah Yasin Al-Dmour
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
English Language ◽  
Reading Skills ◽  
Reading Skill ◽  
English Text ◽  
Teaching Reading ◽  
Data Collection And Analysis ◽  
Classroom Language ◽  
Descriptive Method

The study aims at shedding light on the application and impacts of the importance of teaching reading skills in English language using variety of techniques in Jordanian curriculum. These techniques of reading skills simplify the reading English text and help students in doing tasks that are presented by English teachers in Jordanian public schools, who teach Action Pack pupil’s book. In order to achieve the objectives of this study, the researcher followed the analytical descriptive method in terms of applying the study tool, data collection and analysis. The study sample consisted of a group of seventh grade students from the Al-Aghware Directorate of Education, at two schools for girls of (128) students. The study found that there is an effect of the strategy of reading skill in simplifying reading texts and article, as the researcher recommended the need to work on these techniques to be used within the classroom language.

Development of First-Graders’ Word Reading Skills

2016 ◽  
Vol 50 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Eunsoo Cho ◽  
Donald L. Compton ◽  
Jennifer K. Gilbert ◽  
Laura M. Steacy ◽  
Alyson A. Collins ◽  
...  
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Unique Contribution ◽  
Static Assessment ◽  
Reading Measures

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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