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1.
For postsecondary students with disabilities influencing reading performance, printed class materials pose a substantial barrier and have a negative impact on academic achievement. Digital technologies offer alternative ways of accessing print materials for students with print‐related disabilities. Alternative media is a broad term that encompasses a variety of formats into which printed text is converted. Alternative media, together with assistive computer technologies designed to read aloud the text, provide a means to access textual information and bypass the difficult reading process. The purpose of this article is to provide an overview of model programs and pertinent research on the use of alternative media by postsecondary students with print disabilities; we will identify promising practices for students whose disabilities negatively influence reading performance. 相似文献
2.
Albert M. Galaburda M.D. 《Annals of dyslexia》1990,40(1):18-38
The Geschwind hypothesis proposes a causal interaction among non-right-handedness, immune disorders, and learning disabilities,
including dyslexia, via the intrauterine action of the male hormone testosterone. Some epidemiologic studies have supported
at least a statistical association among the three traits; others have not. The associations between learning disorders and
immune disease and between learning disorders and non-righthandedness appear to be better supported than that between immune
disorders and non-right-handedness. However, none of data thus far accumulated are conclusive because it is not clear that
the samples studied have been truly representative.
The neuropathologic evidence, both in autopsy studies in human dyslexics and in animal models of developmental cortical abnormalities,
are consistent with but not diagnostic of immunological pathology. Mechanisms are discussed by which an abnormal immune system
could thus injure the developing brain, with an emphasis placed on abnormal maternal-fetal interactions, including maternal
autoimmune disease and maternal-fetal incompatibility. A genetic origin is also possible in which the maternal role is less
significant.
Some of the research reported here was supported by NIH grants HD 20806, HD 19819, by a grant from the Carl W. Herzog Foundation,
and by a grant from The Orton Dyslexia Society.
The Norman Geschwind Memorial Lecture, delivered at The 40th Annual Conference of The Orton Dyslexia Society, Dallas, Texas,
December 2, 1989. 相似文献
3.
Drake D. Duane MD 《Annals of dyslexia》2002,52(1):25-42
Norman Geschwind had a profound effect on behavioral neurology, not only on the basis of his research and theories expressed
during his lifetime, but also through the impact that he had on colleagues privileged to train under him or have their work
personally influenced by him. My work falls into the latter category. Novel associations between brain function/structure
and behavior characterized his professional contributions, and offer a model for those who follow in his footsteps. He correctly
predicted that like aphasic disorders, developmental dyslexia might be associated with deficits in color naming expressed
currently as deficits in Rapid Automatized Naming. He stimulated anatomic research regarding patterns of asymmetry and microscopic
architecture leading to the establishment of the Orton Dyslexia Neuropathology Laboratory at Beth Israel Hospital, Boston.
He predicted an association between autoimmune disorders and reading disorders, an association that proved to be of genetic
origin. He further predicted that reading disorders, like language disorders, would be cross-cultural and, similarly, their
mechanism of production would be cross-cultural, although affected perhaps by the structure of the language to be learned.
His suspicion that the clinical impression of male gender preponderance in dyslexia was accurate and carried biologic significance
has recently been reconfirmed by colleagues at the Mayo Clinic in Rochester, Minnesota. Finally, with respect to dyslexia,
one should not be surprised that since affect is influenced by brain architecture, developmental disorders characterized by
altered brain architecture might be associated with affective or other psychiatric phenomena. My own work suggests that the
altered neuroanatomy in dyslexia may be accompanied by altered clinical neurophysiology, offering the possibility that in
some developmental disorders, behaviors, including academic aptitude and cognitive function, might benefit from medications
designed originally to lower the risk of clinical seizures. Perhaps Geschwind’s greatest lesson is to not assume that all
we have been taught as dogma is truth. Rather, we must have a willingness to make clear perceptions and draw conclusions that
come closer to the reality of the causal relationship between brain and behavior. 相似文献
4.
Sharon Vaughn Patricia G. Mathes Sylvia Linan‐Thompson David J. Francis 《Learning disabilities research & practice》2005,20(1):58-67
The purpose of this article is to describe features of interventions that are empirically validated for use with first‐grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral language and reading abilities with struggling readers who are ELLs taught in either Spanish or English are described as a means to assist school districts and teachers in defining and implementing effective interventions for ELLs at risk for reading difficulties. The interventions described may be useful to educators seeking information about Response to Intervention as a means of identifying ELLs who require services for learning disabilities. 相似文献
5.
ABSTRACTThis exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators’ perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered. 相似文献
6.
诺曼·梅勒研究在国外已经成为一门显学,在中国已取得了一些可喜的成果。试图对梅勒在中国的研究状况进行梳理和总结,并结合西方的研究现状进行比照,指出中国研究的不足和走势,希望能对国内梅勒研究起到抛砖引玉的作用。 相似文献
7.
Elizabeth D. Tuckwiller Paige C. Pullen Michael D. Coyne 《Learning disabilities research & practice》2010,25(3):137-150
The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response‐to‐intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study employed an abbreviated, prototypical tiered instructional model to deliver vocabulary instruction to both at‐risk kindergarten students and students not at risk for reading failure. The study was designed using RDD and the data were analyzed using a regression‐based analytic model. The pros and cons of this research design, specifically in regards to learning disabilities research, is examined. 相似文献
8.
The purpose of this study was to improve the reading performance of children with learning disabilities using a classroom-based metacognitive reading program. The participants were third- and fourth-level 8- and 9-year-olds (13 boys and 5 girls) at a school for children with learning disabilities. A cross-sectional time series design was used. During pre- and posttesting participants were assessed on two measures of strategy awareness and a measure of perceived self-competence. During the instructional phase the metacognitive reading program was introduced. Participants were assessed on measures of reading performance throughout the study. In general, the findings were positive: Students increased in performance and awareness of strategies from pre- to posttesting. In addition, participants were placed in subgroups based on pretesting assessments. The subgroups differed on their improvements over time. This study provides preliminary evidence that a metacognitive reading program can be used with children with learning disabilities to improve their awareness about reading and their comprehension skills. 相似文献
9.
Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship 总被引：1，自引：0，他引：1
This paper examines the role of Working Memory (WM) in developmental reading problems, considering: 1) The operationalization
of WM; 2) The unique contribution of WM to reading; 3) Domain-general or -specific explanations of decoding and reading comprehension
deficits; and 4) The capacity of WM constructs to distinguish between reading disabilities and attention-deficit/hyperactivity
disorder (ADHD). It is concluded that: 1) Significant problems operationalizing working memory measures remain; 2) No clear
unique role for WM is evident in longitudinal studies of reading acquisition; 3) Existing evidence concerning the domain-specificity
or generality of WM problems is hard to interpret given problems in identification and sampling of poor readers and operationalization
of WM constructs; 4) Further work is required to specify the nature of WM problems in samples of poor readers, as distinct
from other co-occurring problems such as ADHD. Additional research is suggested to address these issues more fully. 相似文献
10.
This article integrates the findings in the special issue with a comprehensive review of the evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of overlap between naming speed and phonology in their underlying requirements. Work in the cognitive neurosciences is used to explore two nonexclusive hypotheses about the putative links between naming speed and reading processes and about the sources of disruption that may cause subtypes of reading disabilities predicted by the double-deficit hypothesis. Finally, the implications of the work in this special issue for diagnosis and intervention are elaborated. 相似文献
11.
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. 相似文献
12.
A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task. 相似文献
13.
Jennifer H. Lindstrom 《Learning disabilities research & practice》2007,22(4):229-236
One of the most significant barriers facing postsecondary students with reading and written expression disorders who are eligible to receive specific accommodations is the lack of professional knowledge pertaining to issues surrounding accommodations. Though guided by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, the process by which accommodation decisions are made varies considerably across institutions of higher education. Given the recent rise in litigation surrounding the practice of how accommodations are determined as well as the increasing number of postsecondary students with reading and writing disabilities who are requesting accommodations, it is imperative that accommodation decisions be defensible and supported by empirical research. The purpose of this article is to provide an overview of current research on the effectiveness of accommodations for postsecondary students with language‐based learning disabilities, discuss important considerations in the accommodation selection process, and offer recommendations for future research. 相似文献
14.
The relationship between phonological codes on memory and spelling tasks for students with and without learning disabilities. 总被引：3，自引：0，他引：3
The purpose of the study was to determine the degree to which 31 (23 boys and 8 girls) 13-year-old children with learning disabilities from Grades 7, 8, and 9 were comparable to younger (9-year-old) reading- and spelling-matched controls in (a) phonological similarity effects, (b) phonetically based misspellings, and (c) relationships between memory and spelling performance. Children with reading disabilities and reading-recognition-matched controls, subgrouped by spelling ability, were compared on their memory for phonetically similar and dissimilar word lists and types of spelling errors. The results indicate that children with reading disabilities who are matched to younger children on both reading recognition and spelling ability exhibit normal phonological effects on memory and spelling measures. Within each reading group, low spellers produced more semiphonetic errors than high spellers, and high spellers produced more phonetic errors than low spellers. Significant correlations between memory and spelling error measures were more frequent for children with reading disabilities when compared to controls matched on reading and spelling ability. It was concluded that the phonological performance of reading/spelling-matched children with reading disabilities is characterized by an overreliance on phonological codes, whereas their counterparts' performance reflects independent and less generalizable use of phonological substrates across tasks. 相似文献
15.
Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students
Rachel E. Donegan Jeanne Wanzek Stephanie Al Otaiba 《Learning disabilities research & practice》2020,35(2):62-71
Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed. 相似文献
16.
Kiuru N Haverinen K Salmela-Aro K Nurmi JE Savolainen H Holopainen L 《Journal of learning disabilities》2011,44(6):556-569
The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females. 相似文献
17.
Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty. 相似文献
18.
借助Bicomb文本挖掘软件和SPSS17.0软件对我国近年来阅读障碍的研究热点进行分析,对高频关键词进行统计分析,经过矩阵转化,构造高频关键词聚类图和高频关键词多维尺度分析图,挖掘出阅读障碍的五大研究领域,分别是阅读障碍的认知和脑机制研究、脑功能和事件相关电位研究、眼动和病例对照研究、发展性阅读障碍的认知研究、阅读理解障碍的教育对策。 相似文献
19.
Schemes for classifying reading disabilities have focused too narrowly on deficiencies in reception, analysis and storage of sensory information. An expanded view of the cognitive deficits that may produce reading disabilities is proposed. A case is made for recognising the possible role of primary deficiencies in attention in the production of reading disabilities, particularly in young children in the initial stages of learning to read. A simple taxonomy of reading disabilities based on the underlying cognitive deficits causing the disorder is proposed. Diagnostic criteria are presented for differentiating reading disabilities due to sensory information processing deficits from disabilities due to attentional deficits, including: standardised tests, qualitative analyses of performance on reading and non-reading tasks, behaviour observations, and response to remediation. 相似文献
20.
The effect of extra time on reading comprehension scores for university students with and without learning disabilities 总被引：3，自引：0，他引：3
M K Runyan 《Journal of learning disabilities》1991,24(2):104-108
The purpose of this study was to examine the effects of extra time on the ability of university students with and without learning disabilities to complete a reading comprehension test under timed and extra-time conditions. The participants were 16 students identified as having learning disabilities and 15 normally achieving students, all attending the University of California. The Nelson-Denny Reading Comprehension and Reading Rate Test was used. Percentile ranks were obtained for reading rates on individuals, and for comprehension scores under timed and extra-time conditions. The major findings of this study were that there is a significant difference between scores obtained by students with learning disabilities and by normally achieving students under timed conditions and that there are no significant differences in test performance between students with learning disabilities and normally achieving university students when students with learning disabilities are provided extra time. Normally achieving students did not perform significantly better with extra time. 相似文献