The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers

Historically, speechreading (silent lip-reading) is a skill typically associated with deaf or hard-of-hearing (DHH) people accessing spoken language. There is increasing research evidence that speechreading ability is important for reading development in DHH children, even in children who sign. This chapter will argue that DHH children who are good speech readers are good readers because speechreading provides visual access to spoken phonology, enabling them to develop phonological awareness skills. This chapter will explore the relationship between speechreading, reading, and phonological awareness in DHH children and consider whether it differs as a function of language preferences and type of amplification aid used. It will discuss the theoretical and practical implications of the role of speechreading in literacy acquisition with reference to potential reading remediation for DHH children.

Reading Difficulties of Grade 5 Pupils in English

The main purpose of the study was to diagnose the reading difficulties of grade 5 pupils in English. The researchers made use of descriptive method to obtain the data on the reading difficulties, comprehension, and behavioral performance of the respondents. To gather the data, the researchers adopted the reading selections from Philippine Informal Reading Inventory as a tool in examining the reading level of the pupils. As for the respondents’ reading miscues and behavioral performance, a teacher-made questionnaire was used to determine the learning areas that require intervention. The findings of the study pointed out that grade 5 pupils had difficulties on word recognition and reading comprehension. They tend to mispronounce English words and their behavior affects their performance while reading. A proposed reading program was included in this study to provide a reading remediation to learners with reading difficulties. Alongside with this initiative, teachers may conduct drill lessons to monitor progress of the pupils on areas that need improvement. Teachers must also be aware on the common errors committed by the learners to be able to provide remedial instruction.

A Synthesis of i-READR Reading Intervention in the lives of Struggling Readers

Reading makes a difference in the lives of individuals. Studies show that it play a significant role in the students’ educational performance. Evidence suggests that students who are proficient readers have a high tendency to be good academic performance in school. Reading skill open to wider perspective as it helps learners improve their communication and language skills. Propelled by this principle, the College of Teacher Education and Technology (CTET) of the University of Southeastern Philippines through an extension program, the Integrated Reading Enhancement Approach to Developing Readers (i – READR) manages to provide comprehensive and holistic approach in responding to the needs and social concerns that beset secondary students in their struggle for quality learning and meaningful education. CTET believes that the process of integrated and inclusive partnerships and actions among teachers, parents, and students might be of help to address this eminent problem. In order to have successful reading experiences, the significance of extensive and meaningful reading experiences was considered. This is the highlight of i - READR through Summer Reading Remediation Camp conducted in the summer of three succeeding years from 2017 – 2019 in Sagayen National High School, Asuncion, Davao del Norte.

Development of Reading Remediation for Dyslexic Individuals

Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.

Brain Mechanisms and Reading Remediation: More Questions Than Answers

Dyslexia is generally diagnosed in childhood and is characterised by poor literacy skills with associated phonological and perceptual problems. Compensated dyslexic readers are adult readers who have a documented history of childhood dyslexia but as adults can read and comprehend written text well. Uncompensated dyslexic readers are adults who similarly have a documented history of reading impairment but remain functionally reading-impaired all their lives. There is little understanding of the neurophysiological basis for how or why some children become compensated, while others do not, and there is little knowledge about neurophysiological changes that occur with remedial programs for reading disability. This paper will review research looking at reading remediation, particularly in the context of the underlying neurophysiology.