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1.
This study was conducted to determine if the phonemic awareness skills of college-aged dyslexic students (n=10) differ from
those of their nondyslexic peers (n=10). Both groups were tested on reading of real and nonsense words and a phoneme reversal
task. Although the dyslexic subjects had received considerable language remediation and were all succeeding at their college
studies at a level that did not significantly differ from the nondyslexic subjects, they performed significantly poorer on
two measures of phonemic awareness: reading of nonsense words and increased error rate and response time on reversal of common
three phoneme words. These results were interpreted to suggest that although the dyslexic subjects had improved their reading
skills there remained a fundamental deficit in their ability to process phonological information quickly and accurately. 相似文献
2.
Eddy Cavalli Lynne G. Duncan Carsten Elbro Abdessadek El Ahmadi Pascale Colé 《Annals of dyslexia》2017,67(1):63-84
A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities were measured in 20 dyslexic and 20 non-dyslexic university students. The results confirmed the persistence of deficits in phonological but not morphological abilities, thereby revealing a dissociation in the development of these two skills. Moreover, the magnitude of the dissociation correlated with reading level. The outcome supports the claim that university students with dyslexia may compensate for phonological weaknesses by drawing on morphological knowledge in reading. 相似文献
3.
Piracetam, a new drug which is thought to enhance learning and memory consolidation, was given in a 3300 mg daily dose to
half of a group of fifty-five (55) dyslexic boys aged eight to thirteen years in a twelve week, double-blind, placebo controlled
study. All subjects met stringent criteria, including: normal intelligence, normal educational opportunities, no severe emotional
problems, no neurological handicaps, good physical health, not taking other psychotropic medication, and scoring at least
1 1/2 years below their mental age equivalent on the Gilmore Oral Reading Test. The children’s perceptual, language, and memory
skills were examined and their reading, spelling, and writing abilities were measured using standardized instruments. Compared
to the placebo control group, individuals treated with Piracetam showed statistically significant improvements above their
baseline scores on measures of effective reading accuracy and comprehension, reading speed, and writing accuracy. The medication
was extremely well tolerated, and all medical examinations showed no untoward effects. These results encourage further study
of Piracetam’s potential as an adjunct for the clinical remediation of dyslexia. 相似文献
4.
This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles and Coltheart (1993) provided evidence for the existence of these two mechanisms in English reading. They suggested that deficits in one and/or the other mechanism would lead to different patterns of reading disability. Surface dyslexia results from an impairment of the lexical procedure with an intact phonological route to reading. Phonological dyslexia results from a deficit in the grapheme-phoneme transformation mechanism. A higher percentage of surface dyslexia was identified in the present study. The aim of the second study was to analyze reading errors to support the existence of surface and phonological dyslexic patterns in Chinese reading. The results showed that students with surface dyslexic pattern made more phonological errors, whereas students with phonological dyslexic pattern made more semantic errors. These two studies indicate that students with learning disabilities could have different strengths and weaknesses and could have different preferences for recognizing Chinese characters and different responses to instructional methods. The third study was designed to test the effects of different teaching methods and different kinds of Chinese characters on students with learning disabilities. In general, the analytic method was found more effective for students with surface dyslexic pattern and the whole-word method for those with the phonological dyslexic pattern. The findings of this study showed the importance of identifying the strengths of the different sub-types of readers and the need to choose appropriate instructional methods accordingly. 相似文献
5.
Academic problems of the dyslexic child often persist in adult life. Such problems as spelling can interfere with the performance of such adult learners in college. Federal legislation requires reasonable accommodation for these students. At some colleges, this consists of allowing use of tape recorders in lectures and sometimes allowing extra time on examinations. Remediation of reading, writing, and spelling among dyslexic college students is often not addressed. This study reports the use of a modified Orton-Gillingham approach in comparison with a nonphonetic approach and with a group receiving no remediation. The results indicate a significant increase in spelling performance for the group receiving the modified Orton-Gillingham remediation. This contrasts with no significant change in the group receiving nonphonetic remediation and in the control group (no remediation), and indicates that adulthood is not too late for appropriate intervention for the dyslexic student. Colleges offering such intervention and the students receiving it will benefit from improved performance. 相似文献
6.
Dyslexic readers are typically regarded as being treatment resistant when exposed to reading intervention. The aim of this study was to determine the practical utility of employing an instrument such as the phonological assessment battery (PhAB) as a means of identifying dyslexic (with poor phonological processing skills) from non-dyslexic older low-progress readers. A sample of 22 older low-progress readers was assessed on the PhAB and also on a variety of reading and spelling measures prior to receiving and following an intensive, systematic, skills-based literacy intervention program for two terms. The group as a whole made substantial and significant mean gains on all reading and spelling measures but there were no appreciable differences in gain between those students identified as dyslexic and those who were not. Moreover, none of the PhAB subtest scores predicted size of gains. The intensive literacy instruction, however, appeared to improve performance on several subscales of the PhAB. These results provide evidence of the need for intensive literacy remediation for all low-progress readers, regardless of their categorisation, and lend support to those who advocate a non-categorical approach to addressing reading disability. Identifying dyslexic readers may not be helpful and teaching phonological awareness as a separate component may not be necessary to meet the needs of older low-progress readers. 相似文献
7.
Lisa M. Henderson Natassa Tsogka Margaret J. Snowling 《Journal of Research in Special Educational Needs》2013,13(1):57-65
Visual stress (the experience of visual distortions and discomfort during prolonged reading) is frequently identified and alleviated with coloured overlays or lenses. Previous studies have associated visual stress with dyslexia and as a consequence, coloured overlays are widely distributed to children and adults with reading difficulty. However, this practice remains controversial. We investigated whether overlays have advantageous and reliable benefits for reading in undergraduate students with and without dyslexia. Both groups read jumbled text faster with a coloured overlay than without. The dyslexic group did not show greater gains than controls, despite reporting significantly more symptoms of visual stress. However, coloured overlays did not improve reading rate or comprehension of connected text. The improvement in reading speed with an overlay was not reliable and was significantly reduced at retesting for dyslexic students. These results question the value of coloured overlays as a tool for identifying visual stress and as a form of remediation for the reading difficulties associated with dyslexia. 相似文献
8.
The interaction between dyslexia and its secondary emotional problems, especially those arising from unproductive defenses,
is illustrated in the history and successful treatment of an adult dyslexic male. At the start of treatment, the 33-year-old
subject was illiterate, despite an average IQ and a history of many previous educational and therapeutic interventions. Psychological
problems, including low self-esteem, alcohol abuse, temper outbursts, and poor relationships with women were seen as largely
secondary to the subject’s learning problem. A review of the treatment, consisting of remediation concurrent with psychodynamic
psychotherapy, reveals specific ways in which these emotional problems hindered educational efforts, as well as ways in which
their exploration and resolution in psychotherapy helped the remediation. Similarly, ways in which the subject’s learning
problem contributed to the development of his emotional problems are discussed. Finally, with reference to the psychoanalytic
concept of sublimation, the relationship between improvement in the subject’s reading skill and improvement in his impulse
control is described. 相似文献
9.
Abstract This study examined the efficacy of a behavioral remediation program for oral reading on oral reading errors and comprehension of four moderately mentally retarded children. The remediation program included previewing of the target text, delayed attention to oral reading errors, and positive practice overcorrection of errors plus positive reinforcement for self‐correction of errors. A multiple‐baseline across subjects design was used, with comprehension probes scheduled once every two or three days across both baseline and remediation phases. Comprehension probes consisted of 10 questions based on the target text and aimed to assess the child's literal comprehension, interpretation and critical reading. While the results demonstrated a clear relationship between remediation and oral reading errors, the relationship between remediation and comprehension was less clear. The remediation program was effective in reducing oral reading errors and, in the course of the study, increasing comprehension scores. These results were replicated across all four subjects. 相似文献
10.
It has been suggested that the differences observed for dyslexic readers compared to normal readers on tasks measuring visual sensitivity may simply be the result of differences between the two groups in general cognitive ability and/or attentional engagement. One common way to accommodate this proposal is to match normal and dyslexic readers on IQ. However, an explicit test of this suggestion is to take normal and dyslexic readers who differ on IQ—where IQ would be expected to explain reading ability—and determine if visual sensitivity can still account for reading skill, even when IQ is taken into account. In this study we explored the relative contributions of nonverbal IQ, visual sensitivity as measured by sensitivity to the frequency doubling illusion, and phonological and irregular word reading to reading ability. Visual sensitivity explained a significant amount of variance in reading ability, over and above nonverbal IQ, accounting for 6% of the unique variance in reading ability. Moreover, visual sensitivity was related primarily to irregular word reading rather than to nonsense word decoding. This study demonstrates that low-level visual sensitivity plays an intrinsic role in reading aptitude, even when IQ differences between normal and dyslexic readers are contrived to maximize the contribution of IQ to reading skill. These results challenge the suggestion that impaired visual sensitivity may be epiphenomenal to poor reading skills. 相似文献
11.
Laura M. Steacy Ashley A. Edwards Jay G. Rueckl Yaacov Petscher Donald L. Compton 《Child development》2021,92(3):e252-e269
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The results indicate that while WR and NWR growth factors are highly related (r = .71), the relation between WR and NWR trajectories change as a function of initial WR. Results are interpreted within computational models of dyslexia in which children with dyslexia overfit orthography → phonology relations at the level of the word, limiting the development of sublexical representations needed to read nonwords. 相似文献
12.
Theories of reading consider efficient world recognition a necessary if not sufficient condition for comprehension of texts; however, most studies of the word reading of reading disable (RD) studients have focused on accuracy, not speed. This paper reviews studies of the word-reading of RD or dyslexic students that include measures of reading speed. The results of the 17 studies are presented according to whether the RD students were matched with groups of the same chronological-age, or both. Overall, the results indicate that, regardless of the comparison group, RD students are slower at naming words and nonwords. The results of lexical decision tasks are les consistent, in part because of variations in methodology. Recommendations for effective measurement of word reading speed are given. 相似文献
13.
P. G. Aaron 《Reading and writing》1989,1(4):291-308
This study tested the hypothesis that when a stringent criterion of normal IQ is applied in the selection of dyslexic readers, and when dyslexics, nondyslexic poor readers, and normal readers are matched on reading comprehension — rather than word reading — significant differences among these groups can be demonstrated. Two groups of poor readers from primary grades, one with normal IQ (dyslexics) and the other with below-average IQ (nonspecific reading disabled, NSRD) were matched for reading comprehension with a group of younger normal readers. The dyslexic group was found to be inferior to the other two groups in tests of decoding and spelling. The dyslexic readers were more context-dependent for word recognition than the other two groups. The NSRD group did not differ from the normal readers in these aspects but had the worst performance on a test of inferential comprehension. It was concluded that dyslexics differ from normal readers and low-IQ poor readers in word and nonword reading skills and context-dependency for reading. A group of six adult dyslexics were also found to be deficient in decoding skills. A lack of unanimity in the use of certain terminology, a substantial age difference between low-IQ poor readers and normals, and the difference in the criteria used for matching the different groups could be factors that can explain the disagreements seen between the findings of the present study and those reported by some other studies. Potential problems associated with reading-age matched experimental design are discussed. 相似文献
14.
Generally, a person who is diagnosed as dyslexic remains diagnosably dyslexic all his/her life. However, occasionally, an individual compensates for his/her difficulties in some way, and by adulthood is no longer diagnosably dyslexic. In what ways are these compensated dyslexics different from both dyslexics and nondyslexics? We compared IQ, achievement test, and spelling error scores in adult dyslexics, adult nondyslexics, and adult compensated dyslexics (N=25) in the two studies reported here. The second study differed from the first in that the subjects were matched for age, education, IQ, and SES. In both studies, compensateds were significantly different from nondyslexics on the WRAT Spelling subtest and Reading Quotient scores. In the second study the compensateds differed from the nondyslexics in total raw score and average reading speed on Gray Oral Reading Test. On the other hand, they were different from dyslexics on all reading and spelling variables in both studies, except for PIAT Reading Comprehension in Study 2. Finally, in Study 2, the compensateds were different from both dyslexics and nondyslexics in average reading speed. In conclusion, it appears that compensation does not result from differences in IQ, education, or SES, though it may be influenced to some extent by sex. Compensateds appear very similar to nondyslexics in their reading and spelling skills; however, there appears to be a difference in the automaticity with which they apply these skills. 相似文献
15.
This paper begins by presenting theoretical arguments and empirical evidence to support the idea that morpheme analysis strategies
play a part in word recognition in reading, and in dyslexia in particular. The results of two studies are presented which
indicate that dyslexic adolescents use recognition of root morphemes as a compensatory strategy in reading of both single
words and coherent text. Furthermore, the evidence is reviewed that the use of morpheme recognition as a strategy in reading
to some extent depends on the linguistic awareness of morphemes in spoken language. Finally, results from a pilot study of
the effects of morphological awareness training of dyslexic students are presented which suggest that it may be possible to
improve the awareness of morphology independently of phoneme awareness, and that such a training may have positive effects
on reading of coherent text and on the accurate spelling of morphologically complex words. 相似文献
16.
Very Early Language Deficits in Dyslexic Children 总被引：23，自引：0，他引：23
Hollis S. Scarborough 《Child development》1990,61(6):1728-1743
At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3-year-olds, these children began to show deficits in receptive vocabulary and object-naming abilities, and as 5-year-olds they exhibited weaknesses in object-naming, phonemic awareness, and letter-sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed. 相似文献
17.
C. R. Wilsher 《Annals of dyslexia》1986,36(1):118-137
A review is presented of controlled studies using intensive teaching intervention to improve dyslexics’ reading ability. The
results of eight controlled studies reveal only one showing the superiority of teaching. Taking this as a background, the
work on Nootropics is reviewed. Both animal and clinical work with Piracetam (the first of the Nootropics) seems to indicate
that this medication lacks significant or serious side effects and appears to promote memory and learning. Many double-blind
studies of Piracetam have now been conducted on dyslexic children. These studies suggest that Piracetam improves the reading
ability of dyslexics. In addition electrophysiological studies support the notion that Piracetam may be “left hemisphere active.”
Such encouraging trends will doubtless lead to further research in this interesting area. 相似文献
18.
Twenty-eight middle school students, diagnosed as dyslexic and attending a school using the Slingerland approach to remediation of dyslexia, used a computer-based reading system for reading literature for about one-half hour a day for a semester. The system proved to be a strong compensatory aid, enabling 70 percent of the students to read with greater comprehension, approximately one grade level or more improvement, as measured by the Gray Oral Reading Test. For 40 percent of the students, the gains were large, from two to as much as five grade levels. However, not all students benefited. Fourteen percent showed lower comprehension scores when using the system, and there is some indication that this degradation is associated with kinesthetic-motor weakness. Some students reported gains in reading speed and exhibited increased span of attention for and endurance in reading when using the system. We did not find evidence that the computer-reader technology provided a positive remediation benefit incremental to that obtained from the school’s intensive Slingerland remediation program. Our results indicate that computer-readers are important compensatory aids that can enable many people with dyslexia to perform more effectively in reading-related tasks associated with school and work. 相似文献
19.
Recent studies have suggested that an increase of inter-letter spacing may improve reading performance of dyslexic readers by reducing visual crowding. However, these results have been difficult to replicate.This study directly compares reading accuracy and comprehension, as well as reading speed, and number and duration of fixations of 38 dyslexic and 32 typically reading children (10–14 years old) in regular, spaced (+2,5 pt), and condensed (−1,5 pt) conditions using a natural sentence-reading paradigm.Inter-letter spacing did not affect reading accuracy, comprehension, or speed. The lack of effects of inter-letter spacing was observed in both dyslexic and typical readers. Inter-letter spacing did not impact the number of fixations, but increased inter-letter spacing led to shorter fixations in dyslexic children. Decreased inter-letter spacing resulted in longer fixations in both groups.These results do not support the claim that dyslexics are more influenced by crowding than age-matched controls. 相似文献
20.
Imose Itua Margaret Coffey David Merryweather Lin Norton Angela Foxcroft 《Journal of Further & Higher Education》2014,38(3):305-326
Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in a university and a nearby further education college in the north west of England to explore barriers and solutions to AW difficulties. This paper reports the findings generated using unmoderated focus groups with second-year university health studies students (n=70) and moderated focus groups with further education college teachers (n=3) and health studies lecturers in a university (n=6).Findings indicated that staff and students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified included lack of time and confidence; lack of extended writing at FE level; lack of reading and understanding of academic texts or journals; referencing; and academic jargon. 相似文献