scholarly journals Metacontrast masking as a measure of change detection: Children with poor reading fluency show impaired change detection for both letters and shapes

2019 ◽  
Author(s):  
David Crewther ◽  
Jacqueline Rutkowski ◽  
Sheila Crewther
Keyword(s):  
Visual Attention ◽  
Change Detection ◽  
Reading Fluency ◽  
Visual Processing ◽  
Random Noise ◽  
Letter Recognition ◽  
Poor Readers ◽  
Good Readers ◽  
Poor Reading ◽  
Good And Poor Readers

AbstractDevelopmental dyslexia, a specific learning difficulty in reading, manifests as effortful decoding of words and as such is commonly associated with reduced phonemic awareness. However, its underlying cause remains elusive, with magnocellular visual processing, temporal auditory processing, visual attentional deficits and cerebellar dysfunction all gaining some traction. More recent theories have concerned visual attention span, measuring the parallel attentive capacity of the sensory visual system. However the VA span task as implemented requires reports, both conscious recall and recognition of letters, that activate many cortical areas beyond sensory visual cortex. Change detection, in contrast, does not require the conscious recognition of items, but simply awareness that the stimulus has changed, or not, again testing visual attention in a parallel fashion, but avoiding the complications of higher order cognitive processes. Thus, we investigated change detection in 33 good and poor readers with ages of around 10 yr, using a gap paradigm. Groups of 4 letters or 4 shapes were presented for a fixed time (0.7 s), followed after a 0.25 s gap, by a second similar group, each item surrounded by an annular frame filled with dynamic random noise of variable contrast. Detection performance was manipulated by varying the contrast of these meta-contrast mask frames, yielding a threshold contrast of the frames at which participants could just detect change. In two separate experiments, letters and rectangular shapes were used as target items, in order to test whether previous findings of superior change detection in good compared with poor readers was a result of greater automaticity in letter recognition of the good readers. The results indicate that the good readers were able to detect change at higher levels of masking distraction for both the letter and shape targets, indicating that this difference is not specifically related to to the training of graphemic or lexical information but more likely reflects a difference in alerting or pre-recognition stages of visual processing. Together, the results provide further support of the notion that there is a low level attentional performance difference between dyslexic and normal reading children. Thus, the results further bring transient spatial attention directly into the spotlight as an ability critical for learning to read.

Reading and Listening to Expository Text

1985 ◽  
Vol 17 (3) ◽  
pp. 185-198 ◽  
Author(s):  
Rosalind Horowitz ◽  
S. Jay Samuels
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Process Model ◽  
Expository Text ◽  
Sixth Grade ◽  
Poor Readers ◽  
Good Readers ◽  
Poor Reading ◽  
Significant Difference ◽  
Good And Poor Readers

Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.

The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers

1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett
Keyword(s):  
Learning Disabilities ◽  
Assessment Tool ◽  
French Immersion ◽  
Poor Readers ◽  
Reading Problems ◽  
Good Readers ◽  
Spelling Errors ◽  
Assessment Of Learning ◽  
Good And Poor Readers

The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.

Auditory Evoked Responses to Similar Words with Phonemic Difference: Comparison between Children with Good and Poor Reading Scores

2001 ◽  
Vol 32 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Ignacio Valencia ◽  
Gloria B. McAnulty ◽  
Deborah P. Waber ◽  
Frank H. Duffy
Keyword(s):  
Poor Reader ◽  
Auditory Evoked Potentials ◽  
Poor Readers ◽  
Poor Reading ◽  
The Poor ◽  
Parietal Area ◽  
Long Latency ◽  
Lower Amplitude ◽  
Reader Group ◽  
Good And Poor Readers

Our previous study demonstrated a physiologic deficit in two-tone discrimination in poor readers. 1 This was specific to the left parietal area suggesting that poor readers handled rapid tones differently. The current paper extends this finding in the same population, demonstrating that poor readers also have difficulty with phonemic discrimination. Long latency auditory evoked potentials (AEP) were formed using a phonemic discrimination task in a group of children with reading disabilities and controls. Measuring peak-to-peak amplitude of the waveforms, we found reduced N1-P2 amplitude in the Poor Reader group. Using the t-statistic significance probability map (SPM) technique, we also found a group difference, maximal over the mid-parietal area, from 584 msec to 626 msec after the stimulus onset. This difference was due to a lower amplitude on the Poor Reader group. We hypothesized that this late difference constitutes a P3 response and that the Poor Reader group generated smaller P3 waves. These auditory evoked response (AER) data support a discrimination deficit for close phonemes in the Poor Reader group as they had smaller N1-P2 absolute amplitude and developed smaller P3 waves. Based on these data we should be able to differentiate between Good and Poor readers based on long latency potentials created from phonemic stimuli.

scholarly journals Eye Movement Dynamics of Good and Poor Readers: Then and Now

1979 ◽  
Vol 11 (4) ◽  
pp. 319-328 ◽  
Author(s):  
Lester A. Lefton ◽  
Richard J. Nagle ◽  
Gwendolyn Johnson ◽  
Dennis F. Fisher
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fifth Graders ◽  
Poor Readers ◽  
Movement Behavior ◽  
Poor Reading ◽  
Movement Dynamics ◽  
Reading Text ◽  
One Year ◽  
Good And Poor Readers

While reading text, the eye movements of good and poor reading fifth graders, third graders and adults were assessed. Subjects were tested in two sessions one year apart. Dependent variables included the duration and frequency of forward going fixations and regressions; an analysis of individual differences was also made. Results showed that poor reading fifth graders have relatively unsystematic eye movement behavior with many more fixations of longer duration than other fifth graders and adults. The eye movements of poor readers are quantitatively and qualitatively different than those of normal readers.

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

Understanding Risk for Reading Difficulties in Children With Language Impairment

2016 ◽  
Vol 59 (6) ◽  
pp. 1436-1447 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Laura M. Justice ◽  
Ann A. O'Connell ◽  
Jill M. Pentimonti ◽  
Joan N. Kaderavek
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Reading Difficulties ◽  
Recognition Task ◽  
Literacy Skills ◽  
Poor Readers ◽  
Early Literacy Skills ◽  
Poor Reading ◽  
Good And Poor Readers ◽  
Kindergarten Reading

Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

Syntactic comprehension in young poor readers

1989 ◽  
Vol 10 (4) ◽  
pp. 429-454 ◽  
Author(s):  
Suzanne T. Smith ◽  
Paul Macaruso ◽  
Donald Shankweiler ◽  
Stephen Crain
Keyword(s):  
Relative Clauses ◽  
Poor Readers ◽  
Second Grade ◽  
Clause Structure ◽  
Specific Reading Disability ◽  
Good Readers ◽  
Specific Reading ◽  
High Level ◽  
Good And Poor Readers ◽  
Pragmatic Aspects

ABSTRACTChildren with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation

1989 ◽  
Vol 21 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Karen Zabrucky ◽  
Hilary Horn Ratner
Keyword(s):  
Reading Ability ◽  
Verbal Report ◽  
Sixth Grade ◽  
Poor Readers ◽  
Comprehension Monitoring ◽  
Verbal Reports ◽  
Good Readers ◽  
On Line ◽  
Good And Poor Readers ◽  
Multidimensional Process

Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall text inconsistencies. Results highlight the importance of using multiple comprehension monitoring measures in assessing children's abilities and of treating comprehension monitoring as a multidimensional process.

Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?

1981 ◽  
Vol 2 (3) ◽  
pp. 201-212 ◽  
Author(s):  
Brian Byrne
Keyword(s):  
Relative Clause ◽  
Grade Level ◽  
Poor Readers ◽  
Second Grade ◽  
Good Readers ◽  
The Poor ◽  
Memory Code ◽  
Normal Subject ◽  
Good And Poor Readers

ABSTRACTGroups of good and poor readers at second-grade level were tested for comprehension of adjectival constructions of the John is eager/easy to please types and of center-embedded relative clause constructions. The poor readers were inferior to good readers in understanding O-type adjectives (easy) but not S-type (eager). As well, they were poorer at comprehending embedded sentences, but only when the sentences described improbable events, ones which reversed the normal subject/object roles. When either noun could, on pragmatic grounds, assume either role, both groups fared equally well. The results are interpreted as casting doubt on recent assertions that deficient use of a phonetic memory code underlies the syntactic inferiority often seen in poor readers. A more pervasive linguistic immaturity is suggested as being involved.

Map Feature Content and Text Recall of Good and Poor Readers

1985 ◽  
Vol 17 (4) ◽  
pp. 317-330 ◽  
Author(s):  
Jeanne T. Amlund ◽  
Janet Gaffney ◽  
Raymond W. Kulhavy
Keyword(s):  
Elementary Students ◽  
Reading Skill ◽  
Poor Readers ◽  
Good Readers ◽  
Skill Levels ◽  
Text Recall ◽  
Text Information ◽  
Good And Poor Readers

Two experiments evaluated the effect of map feature content on recall of text auded by subjects of varying reading skill levels. In Experiment 1, elementary students with below average reading skill studied a map with features represented by labels, symbols with labels, or mimetic drawings with labels before listening to text. Students who studied the mimetic map recalled significantly more map-featured text information than students who studied label or symbol maps. In Experiment 2, good and poor readers studied a mimetic or a label map prior to listening to text. While good readers recalled more map-featured and nonfeatured information than poor readers, no differences were found between map feature content conditions. Map-featured information was better recalled than nonfeatured information by all groups in both experiments. Data from both experiments provide support for the conjoint retention hypothesis.

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