Dyslexia

2015 ◽  
Author(s):  
Margaret J. Snowling
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Educational Achievement ◽  
Current Evidence ◽  
Language Delays ◽  
Family Risk ◽  
Learning Impairments ◽  
Literacy Outcomes ◽  
Downward Spiral ◽  
Outcomes For Children

Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.

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.

Reading with Angels: Improving Literacy among Children in Foster Care

2013 ◽  
Vol 38 (2) ◽  
pp. 54-60 ◽  
Author(s):  
Ruth Knight
Keyword(s):  
Foster Care ◽  
Structural Equation ◽  
Literacy Skills ◽  
Literacy Outcomes ◽  
Children In Foster Care ◽  
Love Of Learning ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
And Gender ◽  
Children In Care

The Pyjama Foundation is an Australian charity working to improve the literacy and numeracy outcomes for children in foster care. The foundation delivers the Pyjama Foundation Love of Learning programme, a learning-based mentoring programme in which volunteer ‘Pyjama Angels’ visit children in care each week to read books, play games and engage in other learning-based activities.This study surveyed 121 Love of Learning mentors (‘Pyjama Angels’) to assess their perceptions of the relationships they had developed with the children they mentored and of the children's improvement in their literacy skills, a key aim of the programme.The statistical data analysis based on the structural equation modelling and multiple regression approach showed that several factors had a statistically significant impact on the mentors’ perceptions of the children's improvement in literacy skills: relationship with the child, child's engagement and tenure in the programme, and frequency of meetings. Age and gender of the mentors were not found to have a statistically significant impact on mentors’ perceptions of this improvement, while mentors’ perceptions of their relationship with the children was the most important factor influencing their perceptions of improvement in literacy skills. The study did not include objective measures of the children's literacy outcomes, so its results are limited to the mentors’ perceptions. However, this study offers valuable insights for mentoring programmes working with children living in foster care.

scholarly journals Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level

2020 ◽  
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Standard Arabic ◽  
Theoretical Perspectives ◽  
Theoretical Reasoning ◽  
Modern Standard

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review

2021 ◽  
pp. 1351010X2110573
Author(s):  
Kiri Mealings
Keyword(s):  
Literacy Skills ◽  
Future Research ◽  
Search Term ◽  
Literacy Outcomes ◽  
Conditions For Learning ◽  
Online Databases ◽  
Comprehensive Search ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
Acoustic Conditions

Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.

scholarly journals The importance of correctly characterising the English spelling system when devising and evaluating methods of reading instruction: Comment on Taylor, Davis, and Rastle (2017)

2018 ◽  
Vol 71 (7) ◽  
pp. 1497-1500 ◽  
Author(s):  
Jeffrey S Bowers ◽  
Peter N Bowers
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Test Performance ◽  
Artificial Language ◽  
Main Function ◽  
Artificial Language Learning ◽  
Mistaken Assumption ◽  
Basic And Applied Research ◽  
Based Instruction ◽  
Evaluating Methods

Taylor, Davis, and Rastle employed an artificial language learning paradigm to compare phonics and meaning-based approaches to reading instruction. Adults were taught consonant, vowel, and consonant (CVC) words composed of novel letters when the mappings between letters and sounds were completely systematic and the mappings between letters and meaning were completely arbitrary. At test, performance on naming tasks was better following training that emphasised the phonological rather than the semantic mappings, whereas performance on semantic tasks was similar in the two conditions. The authors concluded that these findings support phonics for early reading instruction in English. However, in our view, these conclusions are not justified given that the artificial language mischaracterised both the phonological and semantic mappings in English. Furthermore, the way participants studied the arbitrary letter-meaning correspondences bears little relation to meaning-based strategies used in schools. To compare phonics with meaning-based instruction it must be determined whether phonics is better than alternative forms of instruction that fully exploit the regularities within the semantic route. This is rarely assessed because of a widespread and mistaken assumption that underpins so much basic and applied research, namely, that the main function of spellings is to represent sounds.

Visual Speech Perception in Children With Language Learning Impairments

2016 ◽  
Vol 59 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Victoria C. P. Knowland ◽  
Sam Evans ◽  
Caroline Snell ◽  
Stuart Rosen
Keyword(s):  
Speech Perception ◽  
Language Learning ◽  
Visual Cues ◽  
Visual Speech ◽  
Typically Developing ◽  
Cross Sectional ◽  
Learning Impairments ◽  
Speech In Noise ◽  
Listening In Noise ◽  
Talking Face

Purpose The purpose of the study was to assess the ability of children with developmental language learning impairments (LLIs) to use visual speech cues from the talking face. Method In this cross-sectional study, 41 typically developing children (mean age: 8 years 0 months, range: 4 years 5 months to 11 years 10 months) and 27 children with diagnosed LLI (mean age: 8 years 10 months, range: 5 years 2 months to 11 years 6 months) completed a silent speechreading task and a speech-in-noise task with and without visual support from the talking face. The speech-in-noise task involved the identification of a target word in a carrier sentence with a single competing speaker as a masker. Results Children in the LLI group showed a deficit in speechreading when compared with their typically developing peers. Beyond the single-word level, this deficit became more apparent in older children. On the speech-in-noise task, a substantial benefit of visual cues was found regardless of age or group membership, although the LLI group showed an overall developmental delay in speech perception. Conclusion Although children with LLI were less accurate than their peers on the speechreading and speech-in noise-tasks, both groups were able to make equivalent use of visual cues to boost performance accuracy when listening in noise.

scholarly journals CALL’s effectiveness in the process of second language learning

2018 ◽  
Vol 2 (1) ◽  
pp. 49-54
Author(s):  
Rawsan Hedo
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Current Evidence ◽  
Technology In Education ◽  
Evidence Based ◽  
Advantages And Disadvantages ◽  
Points Of View

This paper is presented to illustrate the importance of technology in education. It discusses several factors playing a significant role in the teaching and learning processes. This paper shows how contemporary learners apply various strategies of learning implementing technology for support. This study considers the advantages and disadvantages of utilizing technology in educational settings by examining current evidence-based research and different points of view.

READING FOR ACADEMIC PURPOSE

2019 ◽  
pp. 83-85
Author(s):  
Umetalieva Aigul
Keyword(s):  
Language Learning ◽  
Key Words ◽  
Reading Instruction ◽  
Reading Teachers ◽  
Learning Tasks ◽  
Academic Settings ◽  
Text Reading ◽  
Important Means ◽  
Reading Curricula ◽  
Listening And Speaking

Abstract: The central concepts underlying academic reding and their implications for instruction are outlined as well as the development of reading curricula including the analyses and choosing material and text. Reading teachers need to design content based courses by building coherent and effective reading curricula. So teachers need to set ex- pectations for their students and assist them in achieving them by means of principled and purposeful reading instruction. In academic settings reading instruction is consid- ered to be the important means for learning information and access to explanations. It is also used to carry out language-learning tasks usually with writing activities, though listening and speaking activities may be linked to reading as well. Key words: multiple purpose, to synthesize, integrated skills, bilingual.

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