scholarly journals Analysis of reading errors in Portuguese: Digraphs and complex syllabic structures

2020 ◽  
Vol 38 (2) ◽  
pp. 199-210
Author(s):  
Edlia Alves Simoes ◽  
Margarida Alves Martins
Keyword(s):  
Data Collection ◽  
Oral Reading ◽  
Initial Phase ◽  
Reading Acquisition ◽  
Reading Test ◽  
Reading Errors ◽  
Children's Reading ◽  
Children’S Reading

The Portuguese language poses several challenges for children in the initial phase of learning how toread, particularly in the case of letters that may correspond to more than one phoneme, two letters that correspond to a single phoneme and in the case of words containing complex syllabic structures. Theobjective of this study was to perform a psycholinguistic analysis of the reading errors of children, attending the 1st (n=175) and 2nd year (n=137) of schooling, specifically in the case of words containing digraphs or complex syllabic structures and to analyse the differences between children’s reading errors in these two years. An oral reading test was used for data collection. A quantitative and qualitativeanalysis of the type of reading errors was conducted using words with consonant digraphs (ch, nh, lh,gu, rr, ss), and words with complex syllables <CVC and CCV>. This analysis showed that childrenpresented greater difficulties in some specific digraphs and tended to simplify complex syllables, eitherby adding or deleting phonemes. The quantity and quality of the reading errors of children attendingboth grades were discussed in light of reading acquisition theories and children’s phonologicaldevelopment.

Qatar family, school, and child effects on reading

2018 ◽  
Vol 20 (2) ◽  
pp. 113-127
Author(s):  
Ming Ming Chiu
Keyword(s):  
Test Scores ◽  
Ecological Model ◽  
Reading Test ◽  
Content Type ◽  
Reading Test Scores ◽  
Survey Responses ◽  
Children's Reading ◽  
Reading Activities ◽  
Children’S Reading ◽  
At Home

PurposeThe purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country.Design/methodology/approachThis study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar.FindingsThe results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores.Research limitations/implicationsLimitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data.Practical implicationsAs family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result.Originality/valueThis is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.

Training parents as effective listeners of their children's reading

1987 ◽  
Vol 1 ◽  
pp. 1-10
Author(s):  
S. Raciti ◽  
P. Mathams
Keyword(s):  
Special Education ◽  
Oral Reading ◽  
Pilot Project ◽  
Reading Program ◽  
Reading Programs ◽  
Children's Reading ◽  
Target Children ◽  
Children’S Reading

This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.

scholarly journals The Management of Reading Park Case study in Kaba Kamboja Batipuh Panjang

2021 ◽  
Vol 9 (4) ◽  
pp. 493
Author(s):  
Fitri Anggeli ◽  
Solfema Solfema
Keyword(s):  
Human Resources ◽  
Critical Awareness ◽  
Reading Culture ◽  
Monitoring Activities ◽  
Learning Management ◽  
Children's Reading ◽  
Reading Interest ◽  
Children’S Reading

Reading park it means of a place to increase children’s interest in reading which makes reading a daily culture in improving the quality of human resources. In Kaba Kamboja, the withdrawal of interest in reading is carried out by managers the managers is who are collage students. The manager himself which has several strategies in its services, especially learning management in the form of : 1) critical awareness 2) motivating children, 3) two-way communication, 4) monitoring activities, and 5) program providers as needed. In the case of kaba kamboja its focuses on reading interest to make area on Batipuh Panjang are reading culture. The purpose of managing the reading park itself now more focused on children’s reading culture. Kaba Kamboja is opened every times a week and more towards tutoring and becoming a focus for playing and learning areas for the children of the jambak village

Australian Aboriginal Spatial Cognition and Dyslexia: A Criticism of Pontius (1982)

1984 ◽  
Vol 58 (2) ◽  
pp. 627-634 ◽  
Author(s):  
Graham Davidson
Keyword(s):  
Spatial Cognition ◽  
School Performance ◽  
Reading Performance ◽  
Poor Reading ◽  
Aboriginal Australians ◽  
Australian Aboriginal ◽  
Reading Errors ◽  
Children's Reading ◽  
Children’S Reading

Pontius' neuropsychological explanation of some Aboriginal Australians' poor reading performance is not supported by an examination of the socio-cultural and educational considerations surrounding their performance or by research into the neurophysiological bases of reading retardation. Classification of children as “ecologically” dyslexic was based on hear-say general impressions of Aborigines' school performance and not on children's reading errors.

scholarly journals Parents’ reading-related knowledge and children’s reading acquisition

2011 ◽  
Vol 61 (2) ◽  
pp. 201-222 ◽  
Author(s):  
Megan Ladd ◽  
Sandra Martin-Chang ◽  
Kyle Levesque
Keyword(s):  
Reading Acquisition ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals White Matter Morphometric Changes Uniquely Predict Children’s Reading Acquisition

2014 ◽  
Vol 25 (10) ◽  
pp. 1870-1883 ◽  
Author(s):  
Chelsea A. Myers ◽  
Maaike Vandermosten ◽  
Emily A. Farris ◽  
Roeland Hancock ◽  
Paul Gimenez ◽  
...  
Keyword(s):  
White Matter ◽  
Reading Acquisition ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals Associations of reading skills and properties of cerebral white matter pathways in 8-year-old children born preterm

2020 ◽  
Author(s):  
Sarah E Dubner ◽  
Michal Ben-Shachar ◽  
Aviv Mezer ◽  
Heidi M Feldman ◽  
Katherine E Travis
Keyword(s):  
White Matter ◽  
Oral Reading ◽  
Reading Skills ◽  
Automatic Segmentation ◽  
White Matter Injury ◽  
Reading Scores ◽  
Cerebral White Matter ◽  
List Type ◽  
Children's Reading ◽  
Children’S Reading

ABSTRACTAIMChildren born preterm (PT) experience perinatal white matter injury and later reading deficits at school age. We used two complementary neuroimaging modalities to determine if reading skills would be associated with contemporaneous white matter properties in school-aged PT children.METHODIn 8-year-old PT children (N=29), we measured diffusivity (fractional anisotropy, FA), from diffusion MRI, and myelin content (relaxation rate, R1) from quantitative relaxometry. We assessed reading (Gray’s Oral Reading Test, Fifth Edition) in each child. Whole-brain deterministic tractography coupled with automatic segmentation and quantification were applied to extract FA and R1 along four tracts and assess their statistical association with reading scores.RESULTSReading-FA correlations were not significant along the four analyzed tracts. Reading-R1 correlations were significantly positive in portions of the left superior longitudinal fasciculus, right uncinate fasciculus, and left inferior longitudinal fasciculus. FA positively correlated with R1 in limited areas of reading-R1 associations, but did not contribute to the variance in reading scores.INTERPRETATIONCombining complementary neuroimaging approaches identified relations between reading and white matter properties not found using a single MRI measure. Associations of reading skills and white matter properties may vary across white matter tracts and metrics in PT children.What this paper adds▪Preterm children’s reading was associated with white matter myelin content.▪Preterm children’s reading was not associated with white matter diffusivity.

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