How to diagnose reading deficiencies.

2015 ◽  
pp. 168-185
Author(s):  
Fowler D. Brooks
Keyword(s):  
Reading Deficiencies

Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

2020 ◽  
Vol 29 (1) ◽  
pp. 42-51
Author(s):  
Garrett J. Roberts ◽  
Gloria E. Miller ◽  
Gavin W. Watts ◽  
Dina K. Malala ◽  
Brigette E. Amidon ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Instruction ◽  
Attention Deficit ◽  
Behavioral Outcomes ◽  
Reading Deficits ◽  
Reading Deficiencies ◽  
Hyperactivity Disorder ◽  
School Collaboration ◽  
Students With Adhd ◽  
Research Based Practices

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.

Reading Deficiencies in Older Patients

1994 ◽  
Vol 308 (2) ◽  
pp. 79-82 ◽  
Author(s):  
Robert H. Jackson ◽  
Terry C. Davis ◽  
Peggy Murphy ◽  
Lee E. Bairnsfather ◽  
Ronald B. George
Keyword(s):  
Older Patients ◽  
Reading Deficiencies

The Social Construction of Reading Lessons: Resistance and Social Reproduction

1983 ◽  
Vol 165 (4) ◽  
pp. 359-373 ◽  
Author(s):  
Betty J. Malmstad ◽  
Mark B. Ginsburg ◽  
John C. Croft
Keyword(s):  
Social Reproduction ◽  
Summer School ◽  
Remedial Reading ◽  
Structural Features ◽  
Reading Program ◽  
Classroom Observations ◽  
Reading Deficiencies ◽  
Socially Constructed ◽  
The Social ◽  
Former Teachers

Classroom observations and interviews with students, their teacher, principal, and former teachers are used to understand how reading lessons and classroom situations more generally were socially constructed during a summer school remedial reading program. The teacher, feeling constrained by what the students' former teachers had ritualistically listed as skill needs, and the upper-middle-class students, feeling that they might get into trouble if they questioned what the teacher assigned and that their parents could help them anyway, seemed to collaborate unwittingly in constructing reading lessons which did not remediate reading deficiencies. These patterns of resistance and accommodation to contradictions in their experience are also seen to help reproduce certain ideological and structural features of an unequal political economy, even while the basis for a fundamental critique is in reach.

scholarly journals Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

2021 ◽  
Vol 11 (5) ◽  
pp. 526
Author(s):  
Reinhard Werth
Keyword(s):  
Movement Control ◽  
Reading Strategy ◽  
Reading Performance ◽  
Training Methods ◽  
Poor Reading ◽  
Reading Deficiencies ◽  
The Gaze ◽  
Computer Aided ◽  
German Children ◽  
Computer Aided Reading

Background: Flawless reading presupposes the ability to simultaneously recognize a sequence of letters, to fixate words at a given location for a given time, to exert eye movements of a given amplitude, and to retrieve phonems rapidly from memory. Poor reading performance may be due to an impairment of at least one of these abilities. Objectives: It was investigated whether reading performance of dyslexic children can be improved by changing the reading strategy without any previous training. Methods: 60 dyslexic German children read a text without and with the help of a computer. A tailored computer program subdivided the text into segments that consisted of no more letters than the children could simultaneously recognize, indicated the location in the segments to which the gaze should be directed, indicated how long the gaze should be directed to each segment, which reading saccades the children should execute, and when the children should pronounce the segments. The computer aided reading was not preceded by any training. Results: It was shown that the rate of reading mistakes dropped immediately by 69.97% if a computer determined the reading process. Computer aided reading reached the highest effect size of Cohen d = 2.649. Conclusions: The results show which abilities are indispensable for reading, that the impairment of at least one of the abilities leads to reading deficiencies that are diagnosed as dyslexia, and that a computer-guided, altered reading strategy immediately reduces the rate of reading mistakes. There was no evidence that dyslexia is due to a lack of eye movement control or reduced visual attention.

Auditory and Visual Vigilance in Normal and Learning Disabled Readers

1980 ◽  
Vol 3 (2) ◽  
pp. 71-78 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Visual Presentation ◽  
Learning Disabled ◽  
Reading Performance ◽  
Continuous Performance ◽  
Disabled Children ◽  
Normal Children ◽  
Reading Deficiencies ◽  
Disabled Readers

The Continuous Performance Test was administered to normal and learning disabled males (CA 12.5) to test the proposition that learning disabled children manifest an attention deficit related to reading performance. Children were tested on two task lengths (4.45 and 9.30 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses. As expected, learning disabled children with reading deficiencies made significantly fewer correct detections and more false responses than did normal children. There was no strong evidence to indicate that a visual presentation provided better attention for learning disabled children. Results were interpreted as supporting the notion that learning disabled readers are underattentive to critical stimuli.

Spelling Ability of Reading Disabled LD Students and Able Readers

1982 ◽  
Vol 5 (1) ◽  
pp. 65-70 ◽  
Author(s):  
Dale Carpenter ◽  
Lamoine J. Miller
Keyword(s):  
Learning Disability ◽  
Disability Services ◽  
Chronological Age ◽  
Disabled Students ◽  
Reading Deficiencies ◽  
Spelling Ability ◽  
Recognition Ability ◽  
Two Populations ◽  
Reading Disabled

The present study investigated differences in the spelling ability of two populations of elementary pupils: reading disabled students receiving learning disability services and able readers. Subjects consisted of three groups totaling 107 children. Pupils were matched on reading recognition ability with intelligence controlled for. Results revealed that reading disabled pupils differed from able readers of the same chronological age in phonetic spelling ability, nonphonetic spelling ability, and recognition spelling ability. It was concluded that the spelling ability of school-identified students with severe reading deficiencies was significantly inferior to that of reading able students.

scholarly journals Music-reading deficiencies and the brain

2006 ◽  
Vol 2 (2) ◽  
pp. 199-206 ◽  
Author(s):  
Sylvie Hébert ◽  
Lola L. Cuddy
Keyword(s):  
Music Reading ◽  
Reading Deficiencies ◽  
The Brain
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