Helping children with reading difficulties: some things we have learned so far

McArthur, Genevieve; Castles, Anne

doi:10.1038/s41539-017-0008-3

Cited by 30 publications

(25 citation statements)

References 52 publications

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“…1 ; Spanish: ref. 2 ), and this may negatively impact their academic achievement and social and emotional well-being 3 . Besides general language skills such as having a large vocabulary or good grammatical knowledge, understanding the meaning of a printed word requires fast and accurate decoding of its orthography and phonology 4 .…”

Section: Introductionmentioning

confidence: 99%

Deaf readers benefit from lexical feedback during orthographic processing

Gutiérrez-Sigut

Vergara-Martínez

Perea

2019

Sci Rep

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It has been proposed that poor reading abilities in deaf readers might be related to weak connections between the orthographic and lexical-semantic levels of processing. Here we used event related potentials (ERPs), known for their excellent time resolution, to examine whether lexical feedback modulates early orthographic processing. Twenty congenitally deaf readers made lexical decisions to target words and pseudowords. Each of those target stimuli could be preceded by a briefly presented matched-case or mismatched-case identity prime (e.g., ALTAR-ALTAR vs. altar- ALTAR). Results showed an early effect of case overlap at the N/P150 for all targets. Critically, this effect disappeared for words but not for pseudowords, at the N250—an ERP component sensitive to orthographic processing. This dissociation in the effect of case for word and pseudowords targets provides strong evidence of early automatic lexical-semantic feedback modulating orthographic processing in deaf readers. Interestingly, despite the dissociation found in the ERP data, behavioural responses to words still benefited from the physical overlap between prime and target, particularly in less skilled readers and those with less experience with words. Overall, our results support the idea that skilled deaf readers have a stronger connection between the orthographic and the lexical-semantic levels of processing.

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Section: Introductionmentioning

confidence: 99%

Deaf readers benefit from lexical feedback during orthographic processing

Gutiérrez-Sigut

Vergara-Martínez

Perea

2019

Sci Rep

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“…It depends upon a range of more cognitive abilities, such as memory, attention, and language skills, to name but a few. According to theoretical and computational models of reading, one proximal cause of impaired reading of nonwords is impaired knowledge of letter-sound mappings" (McArthur & Castles, 2017). "For a novice, reading is characterized by phonological decoding, whereby letter strings are closely analyzed and laboriously 'sounded out' to form words.…”

Section: Practical Importancementioning

confidence: 99%

Development of Students Reading Competence through the Novel “The Day Lasts More than a Hundred Years”

Bekmuratova¹,

Тилекова²,

Usarova³

et al. 2020

OJML

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This article is investigating the development of students reading competence through the reading of Chyngyz Aitmatovs novel "The day lasts more than a hundred years" by using the Bloom's chamomile flower strategy. Research process significance is to develop students thinking with problem solving skills through the questions in the Blooms flower. The topic practically tested in the first-year groups of Finance and Law College of Osh State University in groups' ФКК-1-18, ННК-1-18, ЭБК-3-18, and ЭБК-2-18. During this class, students were able to understand the novel by answering various types of questions in groups, creating concept maps and cinquain strategies. At the end of class, students were able to improve their reading competence by developing their summarizing skills, accept explanations, key theses, and conclusions. Students improved their reading, listening to audio and video materials, reading and narration, searching for new methods of analysis and interpretation.

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“…Games of the project DYS2GO are based on theoretical research about weak areas to be developed in dyslexic young adults. These areas are auditory perception, memory, discrimination, and sequence (Adlard, & Hazan, 1998;Thompson et al, 2015;Engelhardt, 2020;Al Dahhan, Kirby, & Munoz, 2016;McArthur, & Castles, 2017;Hudson et al, 2007;Ramus, Marshall, Rosen, & Van Der Lely, 2013), visual perception, memory, discrimination, and sequence (Kossowski, Chyl, Kacprzak, Bogorodzki, & Jednorog, 2019;Viser, Boden, & Giachi, 2004;Facoetti, Paganoni, Turatto, Marzola, & Masetti, 2000;Facoetti et al, 2009), and spatial perception (Facoetti, n.d.;Facoetti et al, 2000;Facoetti et al, 2009;Kossowski et al, 2019). It was decided to create storylines that fit the interests of young boys and girls, to keep the fun of the game, and to develop reading skills.…”

Section: Theoretical Framework and Findings In Scientific Literaturementioning

confidence: 99%

Human, Technologies and Quality of Education, 2020

2020

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education "Arete catalyst" to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers' guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.

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Helping children with reading difficulties: some things we have learned so far

Cited by 30 publications

References 52 publications

Deaf readers benefit from lexical feedback during orthographic processing

Deaf readers benefit from lexical feedback during orthographic processing

Development of Students Reading Competence through the Novel “The Day Lasts More than a Hundred Years”

Human, Technologies and Quality of Education, 2020

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