Your search found 1246 results.

Descriptors:
Intervention; Equipment; Auditory Stimuli; Elementary School Students; Reading Difficulties; Language Impairments; Reading Achievement; Reading Rate; Reading Fluency; Reading Comprehension; Outcomes of Treatment

Abstract:
This exploratory study examined the effects of Interactive Metronome (IM) when integrated with a traditional language and reading intervention on reading achievement. Forty-nine school-age children with language and reading impairments were assigned randomly to either an experimental group who received the IM treatment or to a control group who did not. Both groups received language and reading intervention, and the experimental group received an additional four hours of IM treatment during a four-week period. Although both groups made gains in reading rate/fluency and comprehension, the extent of the gains was much larger in the IM group. IM training may be useful for promoting the reading rate/fluency and comprehension of children with language and reading impairments. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Fluency; Children; Measures (Individuals); Rating Scales; Validity; Oral Reading; Reading Rate; Accuracy; Grade 2; Audio Equipment; Factor Analysis; Evaluation Methods; Reading Instruction; Expertise

Abstract:
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured prosodic differences in the oral readings of children with varying fluency skill. Three experts independently rated the oral readings of 59 second-grade children using the CORFS. Intraclass correlations among raters were strong for both reading expression, and reading rate and accuracy. Expression ratings correlated with all but one spectrographic indicator of reading prosody and highly with standardized assessments of reading fluency and comprehension. In study 2, the structure of the scale was replicated using spectrographic measures of the oral readings of 60 third-grade children reading two new texts. Two experts independently rated these oral readings using a final version of the scale. Results were comparable to those of study 1. Together, these results support the validity of the CORFS as an assessment of reading fluency. (Contains 1 figure and 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Accuracy; Reaction Time; Reading Rate; Reading Difficulties; Dyslexia; Spanish; Children; Oral Reading; Word Frequency; Language Processing; Foreign Countries

Abstract:
In an opaque orthography like English, phonological coding errors are a prominent feature of dyslexia. In a transparent orthography like Spanish, reading difficulties are characterized by slower reading speed rather than reduced accuracy. In previous research, the reading speed deficit was revealed by asking children to read lists of words. However, speed in list reading sums the time required to prepare an utterance, reaction time (RT), with the time required to say it, response duration (RD). Thus, the dyslexic speed deficit in transparent orthographies could be driven by slow RTs, by slow RDs, or both. The distinction is especially important if developmental readers rely on phonological coding to achieve lexical access because the whole word would have to be encoded before it could be identified. However, while the factors that affect reading RT have been extensively investigated, no attention has been paid to RD. We studied the performance of typically developing and dyslexic Spanish children in an oral reading task. We analysed the impact of word frequency and length on reading accuracy, RT, and RD. We found that accuracy, RT, and RD were affected by word frequency and length for both control and dyslexic readers. We also observed interactions between effects of reader group--dyslexic, typically developing (TD) younger or TD older readers--and effects of lexicality, frequency, and word length. Our results show that children are capable of reading aloud using lexical and sub-lexical coding processes in a transparent orthography. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teaching Methods; Pathology; Reading Comprehension; Vision; Visual Perception; Usability; Reading Rate; Human Body; Foreign Countries; Comparative Analysis; Visual Acuity; Blindness; Ophthalmology; Vision Tests; Diseases

Abstract:
In the typical human visual system, the macula allows for high visual resolution. Damage to this area from diseases, such as age-related macular degeneration (AMD), causes the loss of central vision in the form of a central scotoma. Since no treatment is available to reverse AMD, providing low vision rehabilitation to compensate for the loss of central vision is invaluable for individuals with this condition. Teaching persons with a central scotoma the technique of eccentric viewing to use their remaining peripheral retina to read and perform tasks of daily living has been shown to be effective. A number of methods and apparatuses are available to chart the visual field, but the preferred method is by microperimetry with such devices as the Macular Integrity Assessment Microperimeter or the Nidek MP-1 Micro Perimeter. Alternately, the visual field can be mapped by tangent screen perimetry, such as the Bjerrum tangent screen. Microperimetry allows clinicians to precisely delineate the borders of the scotoma and the corresponding visible pathology on the retina. The technique is also capable of displaying direct, real-time observation of the retina, and stimuli can be placed on the retina for the purposes of training in eccentric viewing. The Eccentric Viewing Resources Kit (EV Kit) was developed to address the issue of portability and ease of use in determining the trained retinal locus (TRL). The test consists of three screening cards that help identify the retinal locus closest to the fovea that the low vision practitioner can use for teaching eccentric viewing. The test has been reported to be useful in determining the TRL, and individuals who received training in eccentric viewing after the TRL was identified using this kit made significant improvements in their near vision, reading speed, reading comprehension, and performance of activities of daily living. This study shows a high degree of reliability between using the tools from the EV Kit to identify a TRL and mapping the central scotoma with a Bjerrum tangent screen. A definite advantage of both the smiley face card and the girl's face card is that they are portable, easily administered by a low vision practitioner, and easy for a person to understand. Nevertheless, there are disadvantages, which include the inability to identify a TRL in a diagonal location and a gross estimation of the best area on which to place the TRL. The kit identifies an approximate location in terms of superior, inferior, nasal, or temporal, but is less sensitive to locating the optimum degree for the TRL. Some persons require the TRL at a closer or further proximity to the fovea than what the EV Kit tools can identify. However, this tool, like the clock face method, is not meant to be used in isolation. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Vision; Visual Acuity; Program Development; Correlation; Reading Rate; Partial Vision; Meta Analysis; Regression (Statistics)

Abstract:
Introduction: Eccentric viewing training has been a strategy, used by rehabilitation professionals, to help individuals with central vision loss move their eyes in such a way that they focus the incoming light on parts of the retina located away from the center area that has been damaged and improve visual functioning. A number of studies have shown that this type of training can be associated with improved reading rates. Method: A meta-analysis was conducted on data generated from 17 studies that reported the effect of appropriate magnification and eccentric viewing training on the reading rate of trainees with central scotomas. Results: Almost all eccentric viewing training methodologies were found to be associated with comparable final reading speeds, and no significant differences in final reading speed were found between eccentric viewing training methodologies with comparable age participants. A negative relationship between age and final reading speed was found through correlation analysis, and a correlation was found between visual acuity and the percentage of change in reading speed. Regression models using combinations of age, acuity, and treatment hours were found that could be used to predict the final reading rate using age and number of training hours. Discussion: This analysis provided no statistical basis to determine if one of the treatment protocols described in these studies was more effective in improving the reading rate than another, and there was quite a bit of variability in the protocols described. Implications for practice: Eccentric viewing is an effective way for individuals with central scotomas to improve the use of the vision that they have. Evidence from this meta-analysis suggests that a wide range of training protocols would be effective, and the personal preferences of the instructor and consumer can be given significant consideration during program planning. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Rate; Accuracy; Cloze Procedure; Multiple Choice Tests; Reading Tests; Reading Comprehension; Grade 6; Grade 7; Reading Fluency; Correlation

Abstract:
Maze and reading comprehension rate measures are calculated by using measures of reading speed and measures of accuracy (i.e., correctly selected words or answers). In sixth- and seventh-grade samples, we found that the measures of reading speed embedded within our Maze measures accounted for 50% and 39% of broad reading score (BRS) variance, respectively. Combining reading speed with Maze accuracy to form Maze rate increased explained BRS variance by less than 2%. For our comprehension measures, reading speed accounted for 22% and 36% of BRS variance, which increased significantly to 49% and 44% when our reading comprehension rate measures were added to our models. Discussion focuses on the relationships between the measure of aloud reading speed embedded within many brief reading rate measures and the validity and sensitivity of these measures. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Spatial Ability; Instructional Effectiveness; Reading Materials; Reading Rate; Gender Differences; Task Analysis; Reading Processes; Models

Abstract:
When readers must search for a target letter while reading a continuous text, they are more likely to miss targets in frequent function words than in less frequent content words. This missing-letter effect has been found across many languages, methodologies, and types of reading materials. Despite the ubiquity of the missing-letter effect, sex differences have been reported, but their pattern is conflicting and no clear interpretation has been offered so far. In two experiments, sex differences were examined in the letter search task, while also measuring spatial and reading skills. In both experiments, the missing-letter effect was found for both genders and a larger missing-letter effect was found for faster readers. It is concluded that when sex differences are observed in the missing-letter effect, they are likely due to reading speed and not to spatial skills as previously hypothesized. Results are interpreted in light of the Attentional Disengagement model of the missing-letter effect. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Semitic Languages; Reading Comprehension; Scripts; Grade 2; Grade 4; Grade 6; Reading Rate; Reading Ability; Role; Vowels; Decoding (Reading); Reading Processes; Psycholinguistics; Elementary School Students

Abstract:
The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts, whereas among fourth and sixth graders reading of unvowelized scripts developed to a greater degree than the reading of vowelized scripts. An analysis of the mediation effect for children's mastery of vowelized reading speed and accuracy on their mastery of unvowelized reading speed and comprehension revealed that in second grade, reading accuracy of vowelized words mediated the reading speed and comprehension of unvowelized scripts. In the fourth grade, accuracy in reading both vowelized and unvowelized words mediated the reading speed and comprehension of unvowelized scripts. By sixth grade, accuracy in reading vowelized words offered no mediating effect, either on reading speed or comprehension of unvowelized scripts. The current outcomes thus suggest that young Hebrew readers undergo a scaffolding process, where vowelization serves as the foundation for building initial reading abilities and is essential for successful and meaningful decoding of unvowelized scripts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Elementary School Students; Comparative Analysis; High Achievement; Spelling; Reading Comprehension; Phonological Awareness; Followup Studies; Reading Rate; Foreign Countries; Greek; Reading Skills; Grade 4; Grade 5; Grade 6

Abstract:
The aim of this follow-up study was to examine the progress made by 13 Greek-speaking precocious readers in phonological awareness, reading and spelling from the fourth to sixth grades of primary education, and to compare their progress with that of 11 nonprecocious reader classmates. It was hypothesised that because of the linguistic characteristics of Greek orthography, precocious readers would not have an advantage in phonological awareness, spelling and reading comprehension tasks, but would have an advantage in reading speed. The data analyses showed that by the end of primary education, precocious readers had significantly better performance than their nonprecocious reader classmates in phonological awareness and reading speed tasks, but there was no significant difference between the groups in spelling and reading comprehension tasks. However, phonological awareness differences between the groups did not maintain when spelling achievement was taken into account. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Assistive Technology; Reading; Preferences; Reading Rate; Visual Impairments; Elementary School Students; Secondary School Students

Abstract:
This single-subject study explored the effects of different mounting systems of prescribed near magnification (handheld, stand-mounted, spectacle-mounted, and electronic) on reading performance and preference in students with low vision. Participants included five students ranging from 3rd to 11th grade, and with various etiologies. Reading performance and preference varied widely with each mounting system, with no clear patterns across students. The differences in mounting systems did appear to be a determining factor in the reading performance and preference among students and should be taken into account when selecting and prescribing devices for students. (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website