A Reading-Level Design Study of Phonological Skills Underlying Fourth-Grade Children's Word Reading Difficulties

1992 ◽  
Vol 63 (4) ◽  
pp. 999 ◽  
Author(s):  
Judith A. Bowey ◽  
Mary T. Cain ◽  
Sharon M. Ryan
Keyword(s):  
Word Reading ◽  
Reading Difficulties ◽  
Fourth Grade ◽  
Reading Level ◽  
Design Study ◽  
Phonological Skills ◽  
Level Design

Detecting Different Types of Reading Difficulties: A Comparison of Tests

2012 ◽  
Vol 36 (2) ◽  
pp. 112-133 ◽  
Author(s):  
Danielle M. Moore ◽  
Melanie A. Porter ◽  
Saskia Kohnen ◽  
Anne Castles
Keyword(s):  
Test Performance ◽  
Word Reading ◽  
Word Identification ◽  
Reading Difficulties ◽  
Reading Level ◽  
Irregular Word ◽  
Reading Measures ◽  
Comparison Of Tests ◽  
Single Word Reading ◽  
The Impact

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler Individual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

scholarly journals The Interpretation of Studies Using the Reading Level Design

1989 ◽  
Vol 21 (4) ◽  
pp. 413-424 ◽  
Author(s):  
Usha Goswami ◽  
Peter Bryant
Keyword(s):  
Reading Disability ◽  
Reading Level ◽  
Chronological Age ◽  
Control Group ◽  
Causal Factors ◽  
Negative Results ◽  
Level Design ◽  
Positive Results

Recent research in reading disability has been strengthened by the addition of a reading level (RL) control group to the more traditional chronological age (CA) control group. However, caution is required in interpreting results from these two kinds of control. Only positive results in a RL match and negative results in a CA match are interpretable; negative results in a CA match and positive results in a RL match are not. Furthermore, the RL control group cannot be used to unambiguously determine between specific deficit and developmental lag interpretations of reading disability. It is argued that the use of the RL control can only ever be a first step in research aimed at delineating the causal factors in reading backwardness.

What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis

2021 ◽  
Author(s):  
Emily Solari ◽  
Yaacov Petscher ◽  
Colby Hall
Keyword(s):  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Difficulties ◽  
Health Sciences ◽  
Future Research ◽  
Exceptional Children ◽  
Reading Research ◽  
Education Science ◽  
Clear Description

A recent meta-analysis published in Exceptional Children (Stevens et al., 2021) looked at the effects of Orton-Gillingham (OG) reading interventions on reading outcomes for students who have word reading difficulties. The results of the study have led to questions and lively conversation among practitioners and reading researchers. One of the things that is important about science is that it is constantly evolving: this is true in education science as much as it is in the health sciences. Because this journal is committed to translating empirical findings from reading research in order to make education science accessible to practitioners, the intent of this commentary is to provide a clear description of the findings reported in this recent meta-analysis, addressing the degree to which they align with those reported in similar reviews of OG interventions. We discuss the degree to which the findings represent an evolution of reading science and their implications for instructional practice, policy, and future research.

The Optiscope Enlarger: A Report of Initial Field Trials

1972 ◽  
Vol 66 (9) ◽  
pp. 320-322
Author(s):  
George O. Hellinger ◽  
Arthur W. Berger
Keyword(s):  
Word Reading ◽  
Low Vision ◽  
Reading Difficulties ◽  
Field Trials ◽  
Initial Field ◽  
Low Vision Aids ◽  
Home Reading ◽  
Room Illumination ◽  
Do So ◽  
At Home

□ 1. Thirty consecutively selected low vision patients were evaluated on their performance in viewing a standard near-point chart and selected materials. This was done unaided and then with their customary low-vision aid, first hand-held and then viewed in the Optiscope Enlarger. 2. All subjects demonstrated an ability to read smaller point chart type and to do so at a greater distance with the Optiscope Enlarger. Varied responses on the selected materials might be attributable to word reading difficulties or the effect of the causative defect. 3. Some subjects did better without their low-vision aids or went to distance prescription lenses while using the Optiscope Enlarger. Use of this type of device indicates the necessity for testing for greater distance than normally associated with low-vision aids. 4. Responses of the subjects were 18 favorable, five questionable, and seven negative. It was found that room illumination had to be varied in certain cases. 5. Use of this device would permit simultaneous viewing by parent and child at home, reading at more normal distances, greater word and phrase span, and the viewing of technical diagrams. 6. The results of this evaluation indicate that the Optiscope Enlarger is of substantial value and warrants further investigation.

Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Carolyn A. Denton ◽  
Kim Nimon ◽  
Patricia G. Mathes ◽  
Elizabeth A. Swanson ◽  
Caroline Kethley ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Supplemental Reading ◽  
Early Reading Intervention ◽  
To Receive ◽  
Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

scholarly journals Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

2017 ◽  
Vol 85 (5) ◽  
pp. 434-446 ◽  
Author(s):  
Leanne Tamm ◽  
Carolyn A. Denton ◽  
Jeffery N. Epstein ◽  
Christopher Schatschneider ◽  
Heather Taylor ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Word Reading ◽  
Reading Difficulties ◽  
Children With Adhd
Sign in / Sign up

Export Citation Format

Share Document