Effects of Age and Reading Ability on Visual Discrimination

1981 ◽  
Vol 52 (2) ◽  
pp. 537-538
Author(s):  
Tullia Musatti ◽  
Luciano Mecacci ◽  
Paola Di Pietro
Keyword(s):  
Visual Discrimination ◽  
Reading Ability ◽  
Older Children ◽  
Learning To Read ◽  
Visual Skills

60 children were shown 45 pairs of cartoons with the task of searching through the first cartoon and detecting which sequence of colors, geometrical patterns, or letters had the same couple of elements drawn in the second cartoon. Older children and those who were able to read performed better. The results' confirm the hypothesis that the development of some visual skills is a by-product of learning to read.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

What do Children Do when they Fail to Count Phonemes?

1996 ◽  
Vol 19 (4) ◽  
pp. 757-772 ◽  
Author(s):  
Jean Emile Gombert
Keyword(s):  
Phonological Awareness ◽  
Beginning Readers ◽  
Older Children ◽  
Learning To Read ◽  
New Words ◽  
Phonological Unit

An analysis of children's responses in phoneme counting tasks provides a way of accessing their conception of the smallest phonological unit. Thus, in order to understand the development of phonological awareness, the types of errors children make in these tasks were analysed. A group of 5to 6-year-olds (preliterate), a group of 6to 7-year-olds (grade 1), a group of 7to 8-year-olds (grade 2), and a group of 6to 7-year-olds who, after 4 months of learning to read, were unable to decode new words were presented a task that involved counting phonemes in words and nonwords. In addition to description of the emergence of the ability to focus on phonemic segments, our interest was in analysing the incorrect responses, including the possible types of segmentation as a function of the pronunciation of the items. Nonliterate subjects (preliterate children or nonreaders from grade 1) counted syllables; the beginning readers (grade 1) often failed to analyse the onset or the rime of the syllables into phonemes. Therefore, they appeared to be using an analysis that was intermediate between onset-rime segments and phonemes. The older children (grade 2) tended to count letters as opposed to phonemes, producing more than one tap for a digraph.

scholarly journals KEMAMPUAN MEMBACA PERMULAAN ANAK TUNARUNGU USIA DINI

2018 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Murni Winarsih
Keyword(s):  
Hearing Impairment ◽  
Reading Ability ◽  
Reading Programs ◽  
Deaf Children ◽  
Special School ◽  
Hearing Impairments ◽  
Learning To Read ◽  
Childhood Education ◽  
Hearing Difficulties

The purpose of this article is to provide an overview of the ability to read early for children with hearing impairment in Extraordinary Kindergarten in DKI Jakarta. This research is motivated by the limitations of the language possessed by children with hearing impairment due to hearing difficulties they experience. Due to hearing impairments, children with hearing impairment does not experience the acquisition of language, so they experience various problems, one of which is learning to read. Characteristically children with hearing impairment use the visual senses in learning to read the beginning. Reading the beginning for deaf children begins with the process of identifying words through images and writing in the form of visualization. The research method used is a case study. This research was conducted at Pangudi Luhur Special School in March-April 2017. Based on the results of the research, the reading ability of children with hearing impairment is still low and the ability of nouns dominates in reading the beginning, so it needs to be optimized using special media specifically designed to read the beginning.    References Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Bunawan, L., & Yuwati, C.S. (2007). Pemerolehan bahasa tunarungu. Jakarta: Yayasan Santirama. Chard, D. J., & Osborn, J. (2012). Phonics and word recognition instruction in early reading programs: Guideslines for accessibility. Diakses dari http://www.readingrockets.org/article/phonics-andword-recognition¬instruction-early-readingprograms-guidelines-accessibillity pada tanggal 24 Maret 2017  Choate, et all. (1992). Curriculum-bases assessment and programing. USA: Allyn and Bacon.  Endaswara, S. (2012). Metodologi penelitian kebudayaan. Yogyakarta: Gadjahmada University Press.  Santrock, J.W. (2008). Psikologi pendidikan. Jakarta: Kencana.  Tjoe, J.L. (2013). Peningkatan kemampuan membaca permulaan melalui pemanfaatan multimedia. Jurnal Pendidikan Usia Dini, 7(1), 17-48. https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A. (2010). Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara Yogyakarta. Jurnal Mutiara Medika, 10(1), 29-36. http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M. (2007). Intervensi dini bagi anak tunarungu dalam pemerolehan bahasa. Jakarta: Depdiknas Dirjen Dikti. Winarsih, M. (2017). Membaca ideovisual untuk siswa tunarungu. Jurnal Perspektif Ilmu Pendidikan, 31(2), 130-133. doi: https://doi.org/10.21009/PIP.312.8

scholarly journals Visual Skills and Reading Ability: Role of Functional Binocular Vision (FBV)

2021 ◽  
Vol 21 (9) ◽  
pp. 2460
Author(s):  
Maureen Powers ◽  
William Fisher
Keyword(s):  
Binocular Vision ◽  
Reading Ability ◽  
Visual Skills

A Longitudinal Study of Phonological Awareness, Visual Skills, and Chinese Reading Acquisition among First-graders in Taiwan

1997 ◽  
Vol 20 (2) ◽  
pp. 249-268 ◽  
Author(s):  
H. S. Huang ◽  
J. Richard Hanley
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Predictive Power ◽  
Chinese Children ◽  
First Year ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Phonological Processes ◽  
Paired Associates ◽  
Visual Skills

The main purpose of this study was to investigate whether a child’s phonological awareness and visual skills before instruction in school had any predictive power for later Chinese reading ability among 1st-graders in Taiwan. The study also examined the extent to which phonological awareness and visual skills varied in three separate testing sessions during the 1st grade. These testing sessions took place just before the children had learned the alphabetic system Zhu-Yin-Fu-Hao, immediately after the children had learnt Zhu-Yin-Fu-Hao, and, finally, at the end of the first year of schooling. Forty 6-year-old Chinese children from Taiwan took part in the study. The test materials included a Chinese Characters Reading Test, a set of Phonological Awareness tests, a Visual Paired Associates learning test, and a vocabulary and IQ test. Phonological awareness at the first testing session was found to be significantly related to the ability to read Chinese characters at the end of the first year. However, the predictive power of early phonological awareness decreased markedly when the effects of preschool reading scores were partialled out. Therefore, the study provided evidence that phonological processes are significantly related to success in the first year of Chinese reading, but was unable to establish whether or not differences in phonological skills are a cause of differences in the reading ability of Chinese children. In addition 10 weeks of instruction in Zhu-Yin-Fu-Hao led to an increase in performance on all tests of phonological awareness. This is consistent with the view that learning an alphabetic script improves phonological awareness ability.

A Developmental Study of the Relation between Oral Language and Early Reading in Learning Disabled and Normally Achieving Children

1980 ◽  
Vol 3 (4) ◽  
pp. 54-61 ◽  
Author(s):  
D. Kim Reid ◽  
Wayne P. Hresko
Keyword(s):  
Oral Language ◽  
Reading Ability ◽  
Early Reading ◽  
Learning Disabled ◽  
Written Language ◽  
Group Differences ◽  
Developmental Study ◽  
Older Children ◽  
Significant Group ◽  
Normally Achieving

The purpose of this research was to investigate the developmental and group differences in learning disabled and normally achieving children on measures of oral and written language. Sixty five-, six-, and seven-year-old learning disabled children and the same number of normally achieving children were administered the Test of Early Reading Ability (Reid, Hresko, & Hammill, 1981) and the Test of Early Language Development (Hresko, Reid, & Hammill, 1981). Multivariate and univariate analyses of variance indicated significant group differences with normally achieving children scoring higher, and significant age differences with older children scoring higher. Further, significant and substantial correlations were found between the two measures for all groups except the normally achieving six-year-olds. The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. The educational implications suggest that the instruction of oral and written language should be approached in an integrated manner, and that teachers should strive to understand what abilities children bring to school before beginning instruction.

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