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Relevant bibliographies by topics / Children's reading problems

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Academic literature on the topic 'Children's reading problems'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Children's reading problems"

1

M., D. W., Peter Bryant, and Lynette Bradley. "Children's Reading Problems: Psychology and Education." American Journal of Psychology 99, no. 3 (1986): 449. http://dx.doi.org/10.2307/1422500.

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Yochum, Nina, and Samuel D. Miller. "Parents’, teachers’, and children's views of reading problems." Reading Research and Instruction 33, no. 1 (September 1993): 59–71. http://dx.doi.org/10.1080/19388079309558143.

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Doctor, Estelle A. "Book Review: Children's Reading Problems: Psychology and Education." South African Journal of Psychology 16, no. 1 (March 1986): 36–37. http://dx.doi.org/10.1177/008124638601600108.

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RABINER, DAVID, and JOHN D. COIE. "Early Attention Problems and Children's Reading Achievement: A Longitudinal Investigation." Journal of the American Academy of Child & Adolescent Psychiatry 39, no. 7 (July 2000): 859–67. http://dx.doi.org/10.1097/00004583-200007000-00014.

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Suud, Fitriah M., Muhammad Azhar, and Mariah Kibtiyah. "Classroom reading program to increase children's reading interest at the Emha Ainun Najib (EAN) Yogyakarta library." Community Empowerment 6, no. 5 (May 17, 2021): 788–95. http://dx.doi.org/10.31603/ce.4424.

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The problems faced by partners are the lack of children's interest in reading and the lack of library facilities other than school libraries that are specifically available for children. So that the purpose of this service is to increase children's interest in learning and at the same time facilitate children to be able to use the library around them by providing classroom reading programs. The library was the Emha Ainun Najib (EAN) library in Kadipiro Yogyakarta City which is provided for the general public. This dedication means a lot to children and the local librarian. Children live around the EAN library were more enthusiastic to come and read books in the library. This was due to the pleasant library layout supported by interesting books. This activity was also able to respond to children's curiosity to be more interested in reading so that literacy increases. This service recommends that children's reading rooms need attention, including the types of books that need to be adjusted according to age.

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Alshaboul, Yousef. "EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading." International Journal of Applied Linguistics and English Literature 7, no. 2 (March 1, 2018): 95. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.95.

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Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.

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Wise, Barbara W., and Richard K. Olson. "Computer Speech and the Remediation of Reading and Spelling Problems." Journal of Special Education Technology 12, no. 3 (March 1994): 207–20. http://dx.doi.org/10.1177/016264349401200304.

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A high-quality speech synthesizer (DECtalk, by Digital Equipment Corporation) is very intelligible to children with reading disabilities. Linking the DECtalk to a microcomputer yields a “talking computer” that provides a powerful tool for research and remediation of reading and spelling problems. Two clear and related findings about children with “specific reading disability” (dyslexia) have emerged from previous research: 1) deficits in word recognition primarily cause these children's problems in reading comprehension, and 2) inherited deficits in analytic language processes underlie their difficulties in word recognition. These two findings suggest that speech support for words in text could help these children. In several studies at the University of Colorado, children with reading problems have read stories and books on talking computers for about 30 minutes a day, usually for 3–4 days per week during most of a semester. The children's word recognition and phonological decoding have improved, compared to the skills of similar students who spent the time in regular classroom language arts instruction. The studies suggest that accurate word feedback supporting the reading of text helps these readers. One goal of the research has been to compare the benefits of presenting unknown words as wholes or in segments for different students. That goal has remained somewhat elusive, with interesting interactions that have been significant but not always stable. The paper also describes a different line of study using the DECtalk in a spelling program that allows children to explore English sound-spelling patterns as they compare pronunciations of their own spelling attempts and those of the test words. The paper concludes with descriptions of a current home-based reading study and a future study exploring the benefits of computer-based phonemic awareness training prior to the reading instruction.

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Dunn, Judy. "Emotion and the development of children's understanding." European Review 8, no. 1 (February 2000): 9–15. http://dx.doi.org/10.1017/s1062798700004518.

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The significance of emotion and social experiences in young children's growing understanding of emotion and mind is discussed here. There is evidence for early mind-reading, and the role of emotional experience in these developments; differentiation of various aspects of social understanding is indicated from studies of discourse, and longitudinal research. The challenges to be addressed in research on links between affect and cognition include a focus on children at risk of relationship problems, on the relations between attachment and mind-reading, and on possible developmental changes in the connections between emotion and social understanding.

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Breslau, N., J. Breslau, E. Peterson, E. Miller, V. C. Lucia, K. Bohnert, and J. Nigg. "Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis." Psychological Medicine 40, no. 1 (June 3, 2009): 159–66. http://dx.doi.org/10.1017/s0033291709005960.

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BackgroundRecent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the early school years with subsequent change in academic achievement.MethodA community-based cohort was followed up and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock–Johnson Psycho-Educational Battery). Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from age 6 to age 11. Children's IQ and family factors were statistically controlled.ResultsChange in teachers' ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children's IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model.ConclusionsIncreases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children's early attention problems and the evaluation of their effects on subsequent academic achievement.

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Maya, Tegar Indra, and Dahliani Dahliani. "PERPUSTAKAAN ANAK DI KOTA BANJARBARU." LANTING JOURNAL OF ARCHITECTURE 10, no. 1 (February 28, 2021): 91–99. http://dx.doi.org/10.20527/lanting.v10i1.629.

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Childhood is the most important period in teaching good habits to children for the growth of their mindset. One of the good habits that can be taught is reading books. Reading books from an early age can develop children's imagination so that it has a positive impact on their creative level for the present to the future. In response to this, of course, we need a special forum to facilitate reading activities especially for children. In Kota Banjarbaru itself, there is no special library for children, only a children's service from the Banjarbaru City Regional Library. The purpose of designing this children's library is as a learning support center as well as educational activities and recreational facilities for children with an age limit of 2-13 years through activities that teach skills and insights that are in accordance with the characteristics of the child, which can attract children's reading interest in the city of Banjarbaru. The main thing that is applied in the design of the children's library in the city of Banjarbaru is that the building has the flexibility for its users to easily and quickly adjust. The method used in designing children's libraries in the city of Banjarbaru uses a behavioral architecture approach as a consideration in designing to direct behavior and accommodate it and answer all problems that arise in the design process. Behavioral architecture is an architecture whose application includes behavioral considerations in the design. Because the main actors of the activity are dynamic children, the concept used is spatial flexibility.

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Dissertations / Theses on the topic "Children's reading problems"

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Cornelissen, Piers Louis. "What children see affects how they read." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305961.

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Etmanskie, Jill Merita. "Reading, spelling, and phonological processing in children with phonological or surface reading problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37949.pdf.

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Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.

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McKenna, Moira K. "The role of function-based academic and behavior support to improve reading achievement /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1253488171&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Crowe, David Alan Darch Craig B. "Reading comprehension instruction in the middle grades for students with learning and behavior problems." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/CROWE_DAVID_35.pdf.

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Sanford, Amanda Kathleen Connor. "The effects of function-based literacy instruction on problem behavior and reading growth /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288653871&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-155). Also available for download via the World Wide Web; free to University of Oregon users.

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Crisp, R. K. "The relationship between the restricted near visual field of partially sighted children and reading problems." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381745.

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Whitcombe-Dobbs, Sarah Anne. "Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour." Thesis, University of Canterbury. Health Sciences, 2012. http://hdl.handle.net/10092/6299.

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The present study firstly aimed to identify children with delayed reading who were missing the component skills of decoding fluency and who also displayed antisocial behaviour in the classroom. It also aimed to replicate with them an intervention designed by Church, Nixon, Zintl and Williams (2005). The study finally aimed to explore the question of whether children who have both a reading delay and a disruptive behaviour disorder require a reinforcement scheme to maintain their engagement in learning activities. Six participants worked with same-age peer tutors on specially-designed practice activities for approximately 20 minutes a day, four times a week, for 8-18 sessions. Improvement in decoding fluency and prose reading fluency was tracked for each child throughout the intervention. Results showed that the six participants gained, on average, sixteen months on their age-equivalent score for reading rate. Decoding fluency scores increased from a pre-test average of 16 correct graphemes per minute to 32 correct graphemes per minute at the post-test measure. Reading accuracy improved by an average of five months and reading comprehension by an average of six months. The gains in reading rate are most likely due to the practice opportunities afforded by the testing procedures as decoding fluency scores did not improve enough to have had a direct impact on the learners’ prose reading ability. Implications for remedial reading interventions with children with behaviour problems are discussed.

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McDuffy, Katharine Walcott Christy. "Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2686.

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Fiveash, Denise. "Music as an educative enrichment medium for the remediation of children with reading problems." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/14956.

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Bibliography: leaves 168-172.
The primary focus of this dissertation was work with a group of children who were experiencing problems in reading and to formulate strategies which incorporates an innovative approach using music. Many learning problems encountered today could be avoided if children's earliest backgrounds were rich in songs, poems set to music, nursery rhymes and musical games. It is necessary for a child to experience rhythm in every possible way to enable him to read with a flowing rhythm and a pleasant intonation. A child must be able to feel and experience the rhythm of the spoken word by repeating rhymes, phrases, chanting children's names, for example. This is done by tapping the word, using body movements (clapping, stamping) and transferring this rhythm to percussion instruments while experiencing the speech rhythm. Many approaches have been used with children who are disabled readers and none use music as a tool. The progress of these children has therefore been slow, tedious and not always successful. Music has not been used before as an approach to assist children with reading disabilities. In this dissertation it has been proved that music helps children overcome their reading problems, as it is the only approach which offers total involvement of the child and therefore the best results are achieved. All children involved in the research enjoyed the activities and derived great pleasure from performing them unaware that the process of remediation was taking place.

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Books on the topic "Children's reading problems"

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1936-, Bradley Lynette, ed. Children's reading problems: Psychology and education. Oxford, UK: Blackwell, 1985.

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Yuill, Nicola. Children's problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press, 1991.

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Cuddigan, Maureen. Growing pains: Helping children deal with everyday problems through reading. Chicago: American Library Association, 1988.

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Involving parents through children's literature, grades 5-6. Englewood, Colo: Teacher Ideas Press, 1993.

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Involving parents through children's literature: Preschool-kindergarten. Englewood, Colo: Teacher Ideas Press, 1993.

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Involving parents through children's literature, grades 1-2. Englewood, Colo: Teacher Ideas Press, 1992.

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Involving parents through children's literature, grades 3-4. Englewood, Colo: Teacher Ideas Press, 1993.

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Rasinski, Timothy V. Sensitive issues: An annotated guide to children's literature, K-6. Phoenix: Oryx Press, 1992.

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Fredericks, Anthony D. The librarian's complete guide to involving parents through children's literature: Grades K-6. Englewood, Colo: Libraries Unlimited, 1997.

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PERVOVA, GALINA. Children's literature. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083290.

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The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading. The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.

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Book chapters on the topic "Children's reading problems"

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Dahlgren Sandberg, A. "Phonological Recoding Problems in Children with Severe Congenital Speech Impairments — The Importance of Productive Speech." In Basic Functions of Language, Reading and Reading Disability, 315–27. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_19.

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Felton, Rebecca H. "Impact of Instruction on Word Identification Skills in Children with Phonological Processing Problems." In Reading Disabilities: Diagnosis and Component Processes, 267–78. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7_14.

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Rubin, Joan Shelley. "12. Listen, My Children: Modes and Functions of Poetry Reading in American Schools, 1880-1950." In Moral Problems in American Life, edited by Karen Halttunen and Lewis Perry, 261–82. Ithaca, NY: Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501725494-014.

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Nunes, Terezinha, and Athanasios Aidinis. "A Closer Look at the Spelling of Children with Reading Problems." In Learning to Read: An Integrated View from Research and Practice, 155–71. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4826-9_9.

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Ramos-Galarza, Carlos, Hugo Arias-Flores, Omar Cóndor-Herrera, and Janio Jadán-Guerrero. "Literacy Toy for Enhancement Phonological Awareness: A Longitudinal Study." In Lecture Notes in Computer Science, 371–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_44.

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AbstractIn this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (Mage = 6.47, SD = .51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p = .002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties.

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Fadhli, Muhibuddin, Sukirman Sukirman, Saida Ulfa, Happy Susanto, and Aldo Redho Syam. "Gamifying Children's Linguistic Intelligence With the Duolingo App." In Mobile Learning Applications in Early Childhood Education, 122–35. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1486-3.ch007.

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This chapter discusses the use of Duolingo App to enhance children's linguistic intelligence. Linguistic intelligence is expertise in applying vocabularies effectively and efficiently. Duolingo is an application based on the Android platform which helps children mastering other languages that they can practice speaking, reading, listening, and writing through a play. Children in early childhood are in the period of ‘playing' spontaneously. They will do activities of playing without any instruction from others. The activity of playing naturally will stimulate the aspects of linguistic and symbolic that this development is closely related to learning to speak by involving the ability to vocalize. The use of this application will implement toward gamification method. Gamification uses game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems. This chapter provides an illustration that gamification can be used specifically in stimulating linguistic intelligence based on a case study in Indonesia.

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"Suggested Reading." In Children Solving Problems, 137–38. Harvard University Press, 1995. http://dx.doi.org/10.4159/9780674044340-009.

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"Further reading." In Understanding Children with Language Problems, 267–68. Cambridge University Press, 2000. http://dx.doi.org/10.1017/cbo9780511791130.019.

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"Reading problems in children." In The Ophthalmic Assistant, 679–90. Elsevier, 2006. http://dx.doi.org/10.1016/b978-0-323-03330-5.50050-0.

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Er, Sühendan, and Müdriye Yildiz Biçakçi. "Interactive Story Reading and Language Development in Early Years." In Advances in Medical Diagnosis, Treatment, and Care, 345–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2952-2.ch019.

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Early childhood is a precious period when children get their most rapid performance in terms of emotional, physical, cognitive, and language development. During this period, one of the major indications is how children use their mother tongue. In respect of environmental effects, stories have a crucial role. Interactive story reading is one of the most studied formats for increasing language learning in children. Many research studies have shown that children make significant gains in various areas of development through interactive story reading experiences. Parents can support their children's language development and thereby their children's literacy development by interactive story reading. Interactive story reading is developed by Whitehurst and others and it is a process that leads the children improve their analytical thinking, expressing themselves, problem solving skills and inquiring. Moving from this, in this chapter, the effects of interactive story reading on language development of children is discussed through research done in the area.

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Conference papers on the topic "Children's reading problems"

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Mashkovich, T., S. Marshalkovich, and M. Dubina. "VACCINATION AGAINST SEASONAL INFLUENZA IN CHILDREN." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-2-134-137.

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Madani, M., A. Garkovich, and K. Grinchak. "METHODS OF COMBATING NOISE POLLUTION ON CHILDREN SITES IN ODESSA." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-274-277.

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Glazyrina, L., and T. Osokina. "DEVELOPMENT OF PRESENTATIONS ABOUT PRESERVATION AND STRENGTHENING OF HEALTH IN OLDER PRESCHOOL CHILDREN BASED ON VALEOLOGICAL KNOWLEDGE." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-143-146.

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Petrenko, S., B. Leushev, M. Petrenko, A. Gorbik, and V. Rudaya. "IODINE AND SELENIUM STATUS, GOITER AND AUTOIMMUNE THYROIDITIS PREVALENCE IN SCHOOL-AGE CHILDREN FROM BREST AND GRODNO REGIONS." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-2-144-147.

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Abramova, Margarita A., and Elena A. Chernyavskaya. "Assessment of the formation of writing and reading skills in firstgrade students with mental retardation." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-205-212.

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The article deals with the problem of the formation of writing and reading skills in first grade students with mental retardation. With the help of a neuropsychological examination, an assessment of the formation of writing and reading skills in this category of children was carried out. The reasons for the difficulties in the formation of writing and reading skills, as well as the types of difficulties in mastering these skills are highlighted.

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Fernandez, Ryan, Tricia Fernandez, Dane Fernandez, Badih Jawad, and Liping Liu. "A Study of Weight-Based Compensation for Asymmetric Upper Limb Growth Secondary to Pre-Pubertal Operative Humeral Epiphyseal Plate Damage." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71743.

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Injuries to the growth plate of the humerus can occur in children during motor vehicle accidents. These injuries can then lead to growth abnormalities and musculoskeletal issues as the child develops. This research was conducted to analyze and develop a solution to musculoskeletal strain caused by uneven weight distribution inherent in a case of upper limb length discrepancy. The issue is an imbalance due to the growth of a shorter humerus in the individual’s right upper limb (RUL) as the result of a prior surgery on the individual’s right humeral growth plate. This shortened RUL weighs less than the left upper limb (LUL). This effectively lowers the mass moment of inertia of the RUL, thus lowering the balancing moment on the torso. When the individual sprints during physical exercise, there is an imbalance in rotational momentum that is created between the two arms. This imbalance in momentum requires that the opposing lower limb of the shorter RUL, the individual’s left lower limb, drives harder, leading to eventual failure in the hip flexor. In order to solve this biomechanical problem, kinematic equations were developed to model the motion of a sprinter. These equations model the motions of the hands, torso, and legs. In particular, the model defines the influence of the imbalance of the upper limbs’ motion on the lower limbs’ motion, which results in a forward rotation of the torso while sprinting. To balance the rotational momentum of the upper limbs, a counter-acting weight was attached to the wrist of the RUL, minimizing the effects on the lower limb musculature. Hence, the left lower limb would not have to overcompensate for the shorter RUL’s lack of momentum. The equations were then reconfigured to account for the counterweight, and the effect was observed and analyzed. A simulation predicted an angle of tilt of up to 5.7° in the sagittal plane from the vertical. The force required to rotate the body to the normal position was 18N. This force was determined to cause a twist of 10.0° in the transverse plane from the frontal plane. While this study was conducted on an individual with a shortened right upper limb secondary to a surgical procedure, study results can readily be generalized to individuals with shortening of either upper limb secondary to other traumatic events, such as motor vehicle accidents.

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