scholarly journals AB004. The dyslexia font OpenDyslexic facilitates visual processing of text and improves reading comprehension in adult dyslexia

2019 ◽  
Vol 4 ◽  
pp. AB004-AB004
Author(s):  
Léon Franzen ◽  
Zoey Stark ◽  
Aaron Johnson
Keyword(s):  
Reading Comprehension ◽  
Visual Processing ◽  
Adult Dyslexia

scholarly journals Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation?

2017 ◽  
Vol 39 (3) ◽  
pp. 483-506 ◽  
Author(s):  
JEREMY M. LAW ◽  
ANNELI VEISPAK ◽  
JOLIJN VANDERAUWERA ◽  
POL GHESQUIÈRE
Keyword(s):  
Reading Comprehension ◽  
Visual Processing ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Masked Priming ◽  
Morphological Processing ◽  
Sentence Completion ◽  
Decision Task ◽  
Derivational Morphology ◽  
High Functioning

ABSTRACTThis study examined the processing of derivational morphology and its association with measures of morphological awareness and literacy outcomes in 30 Dutch-speaking high-functioning dyslexics, and 30 controls, matched for age and reading comprehension. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task. Measures of morphological awareness were assessed using a specifically designed sentence completion task. Significant priming effects were found in each group, yet adults with dyslexia were found to benefit more from the morphological structure than the controls. Adults with dyslexia were found to be influenced by both form (morpho-orthographic) and meaning (morphosemantic) properties of morphemes while controls were mainly influenced by morphosemantic properties. The reports suggest that morphological processing is intact in high-functioning dyslexics and a strength when compared to controls matched for reading comprehension and age. Thus, reports support morphological processing as a potential factor in the reading compensation of adults with dyslexia. However, adults with dyslexia performed significantly worse than controls on morphological awareness measures.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

2004 ◽  
Vol 63 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Fred W. Mast ◽  
Charles M. Oman
Keyword(s):  
Virtual Reality ◽  
Visual Processing ◽  
Line Length ◽  
Perceptual Cues ◽  
Virtual Reality Environment ◽  
Top Down ◽  
Test Conditions ◽  
The Subject ◽  
Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

Differential Performance of Professional Dancers to the Music Apperception Test and the Thematic Apperception Test

2018 ◽  
Vol 39 (1) ◽  
pp. 20-49
Author(s):  
Leland van den Daele ◽  
Ashley Yates ◽  
Sharon Rae Jenkins
Keyword(s):  
Visual Processing ◽  
Assessment Tool ◽  
Thematic Apperception Test ◽  
Performance Tests ◽  
Basic Emotions ◽  
Gender And Age ◽  
Thematic Apperception ◽  
Professional Dancers ◽  
Visually Based ◽  
Modality Preference

Abstract. This project compared the relative performance of professional dancers and nondancers on the Music Apperception Test (MAT; van den Daele, 2014 ), then compared dancers’ performance on the MAT with that on the Thematic Apperception Test (TAT; Murray, 1943 ). The MAT asks respondents to “tell a story to the music” in compositions written to represent basic emotions. Dancers had significantly shorter response latency and were more fluent in storytelling than a comparison group matched for gender and age. Criterion-based evaluation of dancers’ narratives found narrative emotion consistent with music written to portray the emotion, with the majority integrating movement, sensation, and imagery. Approximately half the dancers were significantly more fluent on the MAT than the TAT, while the other half were significantly more fluent on the TAT than the MAT. Dancers who were more fluent on the MAT had a higher proportion of narratives that integrated movement and imagery compared with those more fluent on the TAT. The results were interpreted as consistent with differences observed in neurological studies of auditory and visual processing, educational studies of modality preference, and the cognitive style literature. The MAT provides an assessment tool to complement visually based performance tests in personality appraisal.

The Gender Typicality of Faces and Its Impact on Visual Processing and on Hiring Decisions

2013 ◽  
Vol 60 (6) ◽  
pp. 444-452 ◽  
Author(s):  
Lisa von Stockhausen ◽  
Sara Koeser ◽  
Sabine Sczesny
Keyword(s):  
Visual Processing ◽  
Past Research ◽  
Visual Exploration ◽  
Facial Appearance ◽  
Leadership Roles ◽  
Hiring Decisions ◽  
Leadership Selection ◽  
Gender Typicality ◽  
Second Stage ◽  
The Feminine

Past research has shown that the gender typicality of applicants’ faces affects leadership selection irrespective of a candidate’s gender: A masculine facial appearance is congruent with masculine-typed leadership roles, thus masculine-looking applicants are hired more certainly than feminine-looking ones. In the present study, we extended this line of research by investigating hiring decisions for both masculine- and feminine-typed professional roles. Furthermore, we used eye tracking to examine the visual exploration of applicants’ portraits. Our results indicate that masculine-looking applicants were favored for the masculine-typed role (leader) and feminine-looking applicants for the feminine-typed role (team member). Eye movement patterns showed that information about gender category and facial appearance was integrated during first fixations of the portraits. Hiring decisions, however, were not based on this initial analysis, but occurred at a second stage, when the portrait was viewed in the context of considering the applicant for a specific job.

When Does Visual Processing Become Cognitive?

1998 ◽  
Vol 43 (2) ◽  
pp. 127-129
Author(s):  
E. Bruce Goldstein
Keyword(s):  
Visual Processing
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