Spatial Frequency Sensitivity Differences between Adults of Good and Poor Reading Ability

2005 ◽  
Vol 46 (6) ◽  
pp. 2219 ◽  
Author(s):  
Geoffrey R. Patching ◽  
Timothy R. Jordan
Keyword(s):  
Spatial Frequency ◽  
Reading Ability ◽  
Poor Reading ◽  
Frequency Sensitivity

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

scholarly journals MENUMBUHKEMBANGKAN MINAT BACA MENUJU MASYARAKAT LITERAT

Diksi ◽  
2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Sri Wahyuni
Keyword(s):  
Reading Ability ◽  
Reading Motivation ◽  
Learning Model ◽  
Learning System ◽  
Early Age ◽  
Reading Habit ◽  
Negative Effects ◽  
Poor Reading ◽  
Research Findings ◽  
Literate Society

Research findings show that in general Indonesian students’ reading ability is stilllow. This is attributable to, among others, poor reading habit, which is caused by lowreading motivation. Several aspects cause low reading motivation: (1) family andneighborhood environments that do not support reading habit, (2) society’s low bookbuyingpower, (3) limited number of good libraries, (4) negative effects of electronic mediadevelopment, (5) learning model that in general does not make students read, and (6)inappropriate learning system for reading. To improve reading motivation several attemptscan be made: (1) making children get used to reading since their early age, (2) providinginteresting books, (3) creating an environment conducive for reading, (4) reconstructingthe library performance to make it interesting, and (5) developing a learning model forreading that is enjoyable, varied, and educative.Keywords: reading motivation, literate society

scholarly journals Spatial frequency processing and the prediction of reading ability: A preliminary investigation

1986 ◽  
Vol 40 (6) ◽  
pp. 440-444 ◽  
Author(s):  
William Lovegrove ◽  
Walter Slaghuis ◽  
Alison Bowling ◽  
Peter Nelson ◽  
Estelle Geeves
Keyword(s):  
Spatial Frequency ◽  
Reading Ability ◽  
Preliminary Investigation ◽  
Frequency Processing

scholarly journals The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ

2011 ◽  
Vol 22 (11) ◽  
pp. 1442-1451 ◽  
Author(s):  
Hiroko Tanaka ◽  
Jessica M. Black ◽  
Charles Hulme ◽  
Leanne M. Stanley ◽  
Shelli R. Kesler ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Reading Ability ◽  
Poor Readers ◽  
Poor Reading ◽  
Iq Scores ◽  
Low Iq ◽  
Behavioral Evidence ◽  
Definition Of ◽  
Multivariate Pattern

Although the role of IQ in developmental dyslexia remains ambiguous, the dominant clinical and research approaches rely on a definition of dyslexia that requires reading skill to be significantly below the level expected given an individual’s IQ. In the study reported here, we used functional MRI (fMRI) to examine whether differences in brain activation during phonological processing that are characteristic of dyslexia were similar or dissimilar in children with poor reading ability who had high IQ scores (discrepant readers) and in children with poor reading ability who had low IQ scores (nondiscrepant readers). In two independent samples including a total of 131 children, using univariate and multivariate pattern analyses, we found that discrepant and nondiscrepant poor readers exhibited similar patterns of reduced activation in brain areas such as left parietotemporal and occipitotemporal regions. These results converge with behavioral evidence indicating that, regardless of IQ, poor readers have similar kinds of reading difficulties in relation to phonological processing.

Serial Evaluation of Academic and Behavioral Outcome After Treatment With Cranial Radiation in Childhood

2005 ◽  
Vol 23 (10) ◽  
pp. 2256-2263 ◽  
Author(s):  
Donald J. Mabbott ◽  
Brenda J. Spiegler ◽  
Mark L. Greenberg ◽  
James T. Rutka ◽  
Douglas J. Hyder ◽  
...  
Keyword(s):  
Radiation Dose ◽  
Reading Ability ◽  
Attention Problems ◽  
Academic Ability ◽  
Rate Of Change ◽  
Behavioral Functioning ◽  
Parent Rating ◽  
Poor Reading ◽  
Behavioral Outcome ◽  
Cranial Radiation

Purpose To evaluate academic and behavioral outcome in radiated survivors of posterior fossa (PF) tumors. Patients and Methods Fifty-three patients (36 males) treated for malignant PF tumors were seen for evaluation of academics and/or behavioral functioning. Forty-six patients were treated for medulloblastoma, and seven patients were treated for ependymoma. Fourteen patients were treated with reduced-dose cranial radiation, and 34 patients were treated with standard-dose cranial radiation (dose was not available for four patients). All patients received an additional boost to the PF. One patient was treated with PF radiation only. Standardized achievement tests and behavioral questionnaires were administered at different times after diagnosis for each child. First, the influence of demographic and medical variables on outcome was examined. Second, the rate of change in scores was determined using mixed model regression for patients seen for serial assessment. Results The presence of hydrocephalus was related to poorer academics, but outcome was not related to radiation dose, extent of surgery, or treatment with chemotherapy. Younger age predicted poor reading ability and lower parent rating of academic achievement. Children's performance declined for spelling, mathematics, and reading. Significant declines were also evident in parent and teacher's ratings of academic ability. Behavioral functioning was generally not related to medical and demographic variables, and few clinically significant problems in externalizing behavior were evident. Increases in social and attention problems emerged over time. Conclusion Cranial radiation is associated with declines in academic ability, social skills, and attention. However, neither psychological distress nor behavior problems were a significant concern for this sample.

scholarly journals MENUMBUHKEMBANGKAN MINAT BACA MENUJU MASYARAKAT LITERAT

Diksi ◽  
2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Sri Wahyuni
Keyword(s):  
Reading Ability ◽  
Reading Motivation ◽  
Learning Model ◽  
Learning System ◽  
Early Age ◽  
Reading Habit ◽  
Negative Effects ◽  
Poor Reading ◽  
Research Findings ◽  
Literate Society

Research findings show that in general Indonesian students’ reading ability is stilllow. This is attributable to, among others, poor reading habit, which is caused by lowreading motivation. Several aspects cause low reading motivation: (1) family andneighborhood environments that do not support reading habit, (2) society’s low bookbuyingpower, (3) limited number of good libraries, (4) negative effects of electronic mediadevelopment, (5) learning model that in general does not make students read, and (6)inappropriate learning system for reading. To improve reading motivation several attemptscan be made: (1) making children get used to reading since their early age, (2) providinginteresting books, (3) creating an environment conducive for reading, (4) reconstructingthe library performance to make it interesting, and (5) developing a learning model forreading that is enjoyable, varied, and educative.Keywords: reading motivation, literate society

Helping the Academically Handicapped Reader: Peer Tutoring Revisited

1985 ◽  
Vol 9 (1) ◽  
pp. 16-21
Author(s):  
W. Malcolm Gill
Keyword(s):  
Peer Tutoring ◽  
Reading Ability ◽  
Low Cost ◽  
Control Group ◽  
Computer Assisted ◽  
Poor Reading ◽  
Quality Program ◽  
Program Characteristic ◽  
Assisted Instruction

AbstractThe characteristics of computer-assisted instruction (CAI) which makes it so worthy of consideration for use by the teacher of pupils with special needs, whose time for individual attention with her pupils is limited, are briefly discussed, and comment is made about the limitations of this approach. Attention is drawn to the alternative approach of peer tutoring, where the desirable one-to-one characteristic is attainable, and where there is the possibility that the sensitivity to the quality of the computer program, which is one of the limitations of the approach of CAI, may be contrasted with the not-so-sensitive-to-quality-of-program characteristic of peer tutoring. This possibility is examined in the context of a sample of poor reading Year eight pupils who were given a period of peer tutoring by Year eleven and twelve pupils in the same school, where the demonstrably not high quality program consisted of relatively few meetings between tutor and tutee, of short duration, at which it was expected that there would be talk, reading and being read to. Use of a control group enabled the conclusions to be reached that this peer tutoring resulted in gains for the tutees in reading ability and in attitude towards and behaviour in school, this being suggestive of the power of this low staff input, low cost, low technology technique in the area of special education.

scholarly journals Population spatial frequency tuning in human early visual cortex

2020 ◽  
Vol 123 (2) ◽  
pp. 773-785 ◽  
Author(s):  
Sara Aghajari ◽  
Louis N. Vinke ◽  
Sam Ling
Keyword(s):  
Visual Cortex ◽  
Spatial Frequency ◽  
Frequency Tuning ◽  
Efficient Estimation ◽  
Logarithmic Scale ◽  
Frequency Sensitivity ◽  
Spatial Frequency Tuning ◽  
Visual Areas ◽  
Early Visual Cortex ◽  
Band Pass

Neurons within early visual cortex are selective for basic image statistics, including spatial frequency. However, these neurons are thought to act as band-pass filters, with the window of spatial frequency sensitivity varying across the visual field and across visual areas. Although a handful of previous functional (f)MRI studies have examined human spatial frequency sensitivity using conventional designs and analysis methods, these measurements are time consuming and fail to capture the precision of spatial frequency tuning (bandwidth). In this study, we introduce a model-driven approach to fMRI analyses that allows for fast and efficient estimation of population spatial frequency tuning (pSFT) for individual voxels. Blood oxygen level-dependent (BOLD) responses within early visual cortex were acquired while subjects viewed a series of full-field stimuli that swept through a large range of spatial frequency content. Each stimulus was generated by band-pass filtering white noise with a central frequency that changed periodically between a minimum of 0.5 cycles/degree (cpd) and a maximum of 12 cpd. To estimate the underlying frequency tuning of each voxel, we assumed a log-Gaussian pSFT and optimized the parameters of this function by comparing our model output against the measured BOLD time series. Consistent with previous studies, our results show that an increase in eccentricity within each visual area is accompanied by a drop in the peak spatial frequency of the pSFT. Moreover, we found that pSFT bandwidth depends on eccentricity and is correlated with the pSFT peak; populations with lower peaks possess broader bandwidths in logarithmic scale, whereas in linear scale this relationship is reversed. NEW & NOTEWORTHY Spatial frequency selectivity is a hallmark property of early visuocortical neurons, and mapping these sensitivities gives us crucial insight into the hierarchical organization of information within visual areas. Due to technical obstacles, we lack a comprehensive picture of the properties of this sensitivity in humans. Here, we introduce a new method, coined population spatial frequency tuning mapping, which circumvents the limitations of the conventional neuroimaging methods, yielding a fuller visuocortical map of spatial frequency sensitivity.

Reading

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Reading Ability ◽  
Reading Level ◽  
Read Aloud ◽  
Reading Difficulty ◽  
Learning Difficulty ◽  
Poor Reading ◽  
Specific Reading ◽  
Learning Skill ◽  
Language Difficulties ◽  
Specific Learning

Specific reading difficulty is the best known, and best studied, form of specific learning difficulty. This is the condition that many refer to as ‘dyslexia’. We will define specific reading difficulty as a significant, unexplained delay in reading in a child of average, or above average, intelligence. A significant delay is usually defined as a reading level more than two standard deviations below the mean for the child’s age (see Chapter 1, p. 5 for the explanation of this term). Specific reading difficulty is, therefore, a form of specific learning difficulty where reading is the particular learning skill affected. Other forms of specific learning difficulty may also be present, particularly spelling, writing, and spoken language difficulties. It should be noted that the diagnosis of specific reading difficulty is based on the degree of delay in reading, rather than on the particular type of errors that the child makes. Much has been made of certain characteristics of children’s reading, such as difficulty in distinguishing ‘b’ from ‘d’, reluctance to read aloud, a monotonous voice when reading, and a tendency to follow the text with the finger when reading. There is nothing diagnostic about these characteristics. They are seen in many children when they first start learning to read (and some are seen in adults when they learn to read a foreign language). The diagnosis of specific reading difficulty should only be made after a comprehensive assessment of intellectual and reading ability, and an exclusion of other causes of poor reading attainment (see Chapter 2). . . . How common is specific reading difficulty? . . . The best evidence for the existence of specific reading difficulty as an entity is given by the results of a study by Professor Michael Rutter and his colleagues, who tested 9–10-year-olds on the Isle of Wight. They first tested the children to determine their intelligence and reading ability. They then studied all the children whose reading was significantly behind that of their peers and found that these could be divided into two groups: those where the delayed reading could be explained by low intelligence and a second group where the children were of normal intelligence and the reading difficulty could not be explained.

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