Journal articles on the topic 'Primary language comprehension difficulties'
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Gergelyová, Viktória, and Ildikó Vančo. "Difficulties in Reading Comprehension of Hungarian Primary School Students in Slovakia." Hungarian Studies Yearbook 3, no. 1 (December 1, 2021): 78–88. http://dx.doi.org/10.2478/hsy-2021-0006.
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Abstract Our study aimed to assess the level of reading comprehension, one of the cornerstones of education of the Hungarian minority in Slovakia, and to answer the research question of what kind of deficits need to be addressed in the development of reading comprehension. The research was conducted with the participation of students from primary schools with Hungarian as the language of instruction in Slovakia. In our study, we shed light on the problems found in cognitive reasoning, accurate interpretation of information and complex reading comprehension. The extent to which the development of new cognitive schemata caused problems for the studied groups was also investigated. In several cases, the responses were not based on textual information, but only on the respondents’ existing schemas. The results also show that it was a problem for the learners to answer both the multiple-choice questions and the open-ended and explanatory questions.
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Adlof, Suzanne M. "Understanding Word Reading Difficulties in Children With SLI." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 71–77. http://dx.doi.org/10.1044/persp2.sig1.71.
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Children with specific language impairment (SLI) often show considerable reading difficulties. Research has revealed two primary reading profiles among children with SLI: (a) one of poor word reading and decoding skills and associated reading comprehension difficulties, and (b) one involving relatively strong word reading skills but poor comprehension. This article reviews studies characterizing these two subtypes of SLI, discusses their current clinical implications, and suggests important directions for future study.
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Durrleman, Stephanie, Eleni Peristeri, and Ianthi Maria Tsimpli. "The language-communication divide." Autism, Language, Communication and Cognition 4, no. 1 (September 29, 2022): 5–51. http://dx.doi.org/10.1075/elt.00037.dur.
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Abstract Has language developed to serve as a system of communication or one of thought? While language is clearly an excellent tool for communication, the possible contribution of higher order cognitive processes other than language to communication may provide insights on how we think about language evolution. Studies show that bilingualism improves communication skills, possibly due to boosting domain general processes, thus suggesting a divide between communication and formal language. However, to date little attention has been paid to bilingual atypical child populations presenting asymmetric developmental delays in language and communication skills. In this study, we explore the language-communication divide in bilingual and monolingual children diagnosed with High Functioning Autism (HFA), displaying primary communication difficulties, and those with Specific Language Impairment (SLI), displaying primary language difficulties. Children were tested on language, cognitive control, Theory of Mind (ToM), social comprehension and verbal communication. Results demonstrate that bilingual children with HFA exhibit enhanced cognitive control, ToM and social comprehension, which in turn improve their verbal communication as compared to their monolingual peers with HFA. On the other hand, no boost emerges in bilingual children with SLI, be it in cognitive control or ToM, though a weaker advantage (relative to the children with ASD) can be observed in their verbal communication skills, with significant mediation from social comprehension. The overall evidence suggests that language, though useful for communication, is not sufficient for communication, and may arguably not have evolved primarily for communicative purposes.
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Mielniczek, Katarzyna, Marta Lipiec, Diana Dołomisiewicz, Katarzyna Jóźwik, and Aleksandra Kowalska. "Speech disorders in primary progressive aphasia (PPA)." Journal of Education, Health and Sport 12, no. 7 (July 31, 2022): 968–77. http://dx.doi.org/10.12775/jehs.2022.12.07.098.
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Introduction : Primary progressive aphasia (PPA) is a group of neurodegenerative disorders whose main feature is speech and language dysfunction. There are three main forms of PPA - non-fluent variant - agrammatic (nfvPPA), semantic variant (svPPA) and logopenic variant (lvPPA). These include the canonical syndromes currently recognized by consensus diagnostic criteria.
. Material and method : An overview of language disorders in primary progressive aphasia is presented. The impact on the conversation process and the patient's quality of life assessment was evaluated. The work was based on scientific publications posted on the scientific platform PubMed.
Results : In order to diagnose PPA, criteria must be met, i.e., language difficulties are the main feature of the clinical picture, language difficulties are the main cause of disability in daily life, and that aphasia is the most significant disorder in the initial period of the disease.
Conclusions : PPA significantly affects both the production and comprehension of speech. It affects the idea, content, construction and delivery of the patient's speech. In addition, it causes significant difficulties in the repetition of speech, both full sentences and words alone.
Keywords : "speech disorders", "aphasia", "dysarthria", "primary progressive aphasia".
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De Santiago Herrero, F. J., D. M. García-Mateos, I. Arconada Díez, C. Torres Delgado, and A. M. Trigo Bensusan. "Significance of oral language delays and writing for early detection of developmental disorders." European Psychiatry 41, S1 (April 2017): S435. http://dx.doi.org/10.1016/j.eurpsy.2017.01.426.
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IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Amici, Serena, Maria Luisa Gorno-Tempini, Jennifer M. Ogar, Nina F. Dronkers, and Bruce L. Miller. "An Overview on Primary Progressive Aphasia and Its Variants." Behavioural Neurology 17, no. 2 (2006): 77–87. http://dx.doi.org/10.1155/2006/260734.
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We present a review of the literature on Primary Progressive Aphasia (PPA) together with the analysis of neuropschychological and neuroradiologic profiles of 42 PPA patients. Mesulam originally defined PPA as a progressive degenerative disorder characterized by isolated language impairment for at least two years. The most common variants of PPA are: (1) Progressive nonfluent aphasia (PNFA), (2) semantic dementia (SD), (3) logopenic progressive aphasia (LPA). PNFA is characterized by labored speech, agrammatism in production, and/or comprehension. In some cases the syndrome begins with isolated deficits in speech. SD patients typically present with loss of word and object meaning and surface dyslexia. LPA patients have word-finding difficulties, syntactically simple but accurate language output and impaired sentence comprehension. The neuropsychological data demonstrated that SD patients show the most characteristic pattern of impairment, while PNFA and LPA overlap within many cognitive domains. The neuroimaging analysis showed left perisylvian region involvement. A comprehensive cognitive, neuroimaging and pathological approach is necessary to identify the clinical and pathogenetic features of different PPA variants.
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Botting, Nicola. "The relationship between reading skill and descriptive picture narratives in late-primary age children with a history of language impairment." Educational and Child Psychology 24, no. 4 (2007): 31–43. http://dx.doi.org/10.53841/bpsecp.2007.24.4.31.
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Assessing the language skills of older children is an increasing concern for educational psychologists and speech and language therapists. It is now known that groups with language difficulties also often experience severe literacy difficulties but the relationship between oral language and literacy is not well understood in older children. In this study, the picture description narratives from 121 children with a history of SLI were analysed in relation to standardised language tests, reading accuracy and comprehension at 11 years of age. Four narrative subscales were examined: the use of complex syntax, the use of evaluative devices, morphological errors and semantic errors.In general narratives were short and limited in scope. Partial correlations with NVIQ controlled showed that both error scores were related to reading skill. Even in this clinical language sample a small group of ‘poor text comprehenders’ could be identified who showed normal reading accuracy but poor text comprehension (n = 11, 10 per cent) as well as a majority of generally poor readers (n = 79) who showed reading accuracy and comprehension scores outside the normal range, and a significant minority of normal readers with SLI (n = 21) with both reading scores within 1SDof the normative mean. There was no support for an increased proportion of children with a ‘dyslexic’ profile: that is poor decoding in the context of good text comprehension. A significant interaction of narrative profile was found across the reading groups (group x narrative subscale). These literacy and narrative profiles have implications for educational progress and the assessment of written and oral language in difficult-to-test populations.
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Calet, Nuria, M. Carmen Pérez-Morenilla, and Macarena De los Santos-Roig. "Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study." Child Language Teaching and Therapy 35, no. 1 (January 30, 2019): 75–88. http://dx.doi.org/10.1177/0265659019826252.
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Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.
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Abikar, Shamsudin. "Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources." International Journal of Education and Learning 3, no. 1 (April 27, 2021): 56–64. http://dx.doi.org/10.31763/ijele.v3i1.162.
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The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.
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Weekes, Brendan Stuart Hackett. "Aphasia in Alzheimer’s Disease and Other Dementias (ADOD): Evidence From Chinese." American Journal of Alzheimer's Disease & Other Dementiasr 35 (January 1, 2020): 153331752094970. http://dx.doi.org/10.1177/1533317520949708.
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Speech and language impairments (aphasia) are typical of patients with Alzheimer’s Disease and other dementias (ADOD) and in some pathologies are diagnostic e.g. Primary Progressive Aphasia (PPA). One question concerns the reliability and validity of symptomatology across typologically different languages. A review of aphasia in ADOD across languages suggests a similar pattern of word comprehension, naming and word finding difficulties but also evidence of language specific features in symptomatology e.g. processing of tone in Chinese languages. Given differences in linguistic impairments across languages, it is recommended that screening for aphasia in community and epidemiological studies use a Short ScreeningTest (SST) that can be delivered across dialects and languages in indigenous languages and also multilingual populations.
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Shimichev, Alexey Sergeevich. "Formation of Intercultural Competence of Primary Schoolchildren in Mastering Listening Comprehension Skills." Ethnic Culture, no. 2 (3) (June 20, 2020): 83–87. http://dx.doi.org/10.31483/r-75021.
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The article is devoted to the issue of teaching how to master listening comprehension skills while learning a foreign language in order to form the intercultural competence of primary schoolchildren. The relevance of the study is due to the need to create a fundamental basis for giving possibility to pupils to master communication skills in order being able to communicate effectively in a foreign language at a cross-cultural level, which is one of the strategic goals of modern linguistic education. The technology of phased work with authentic texts for mastering listening comprehension skills, including the stage of preliminary work and smoothing difficulties, the stage of listening and working with the text, the stage of post-listening and doing creative tasks based on the text is presented in the article. Research methods: scientometric analysis of scientific sources, pedagogical modeling, analysis of educational programs and standards, educational documentation and educational information on research studied, diagnostic methods, such as survey, experimental learning. Results. It is proposed to solve the problem by listening to authentic texts, as a purposeful process of mastering not only the linguistic, but also the cultural code of a foreign language, which is necessary to realize the principle of cultures’ dialogue. The educational goals in teaching primary schoolchildren how to master listening comprehension skills while learning a foreign language, as well as the methodological arguments for teaching listening comprehension as an independent type of speech activity are highlighted. It is concluded that this is not always the case when having a high level of foreign language communicative competence, students can achieve successful interaction at the intercultural level due to insufficient intercultural communication skills.
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Kucharská, Anna, Klára Špačková, and Martina Šmejkalová. "Language awareness as a prerequisite of literacy skills." Linguistics Beyond and Within (LingBaW) 8 (December 31, 2022): 114–32. http://dx.doi.org/10.31743/lingbaw.14961.
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Monitoring children’s language ability levels makes it possible to predict their school achievement and identify potential difficulties. Identifying literacy difficulties in terms of specific learning disabilities is an important topic for elementary school pupils. Today, there is a general consensus based on research evidence that the diagnostic battery of literacy skills should always include a test of language abilities, through which the prerequisites for individual reading skills and at-risk readers can be identified.
A working group has created a diagnostic tool for language awareness that allows the morphological-syntactic (subtest A and B) and semantic (subtest C) language levels of Czech children of elementary school age to be assessed.
Data analysis examines how individual language skills correspond to reading performance – decoding and reading comprehension in different reading modalities (oral and silent reading) and how they correspond to other prerequisites for reading, such as listening comprehension. The paper introduces a new diagnostic tool using a quantitative methodology. It is based on data from the research project Key Literacy Skills for Primary School Pupils – a diagnostic battery, in which 881 elementary grade pupils (Grade 1 – Grade 5) participated. The statistical parameters of the new tool are presented and the relations between the Language Awareness Test, decoding skills, and oral and silent reading comprehension are analysed.
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Park, Yujeong, Mary T. Brownell, Deborah K. Reed, Sana Tibi, and Linda J. Lombardino. "Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 655–70. http://dx.doi.org/10.1044/2020_lshss-19-00097.
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Children with weak decoding skills often struggle to learn multisyllabic words during reading instruction. The primary purpose of this study was to investigate the extent to which initial response to morphological awareness instruction, along with specific language and cognitive variables (i.e., phonological awareness, rapid naming, orthographic knowledge/awareness, verbal comprehension, working memory), predicts responsiveness to morphological awareness instruction for third-grade students who were at risk for reading disabilities. Thirty-nine third-grade students with decoding deficits were assessed on five independent variables identified as critical predictors of future performance on morphological tasks. A series of regression analyses showed that initial response to instruction, compared to other cognitive and language variables, predicted the most variance in students' morphological skills with prefixes. Furthermore, two cognitive variables, verbal working memory and comprehension, were predictive of performance on morphological tasks after accounting for initial response to instruction. Findings from this study suggest that students with decoding deficits may benefit from morphological instruction and those who demonstrate low response to initial morphological instruction or have weak verbal comprehension and verbal working memory abilities could be risk for failing to acquire morphological instruction as expected.
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Brodeur, Catherine, Émilie Belley, Lisa-Marie Deschênes, Adriana Enriquez-Rosas, Michelyne Hubert, Anik Guimond, Josée Bilodeau, Jean-Paul Soucy, and Joël Macoir. "Primary and Secondary Progressive Aphasia in Posterior Cortical Atrophy." Life 12, no. 5 (April 29, 2022): 662. http://dx.doi.org/10.3390/life12050662.
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Background: Posterior cortical atrophy (PCA) is a clinico-radiological syndrome characterized by a progressive decline in visuospatial/visuoperceptual processing. PCA is accompanied by the impairment of other cognitive functions, including language abilities. Methods: The present study focused on three patients presenting with language complaints and a clinical profile that was compatible with PCA. In addition to neurological and neuroimaging examinations, they were assessed with comprehensive batteries of neuropsychological and neurolinguistic tests. Results: The general medical profile of the three patients is consistent with PCA, although they presented with confounding factors, making diagnosis less clear. The cognitive profile of the three patients was marked by Balint and Gerstmann’s syndromes as well as impairments affecting executive functions, short-term and working memory, visuospatial and visuoperceptual abilities, and sensorimotor execution abilities. Their language ability was characterized by word-finding difficulties and impairments of sentence comprehension, sentence repetition, verbal fluency, narrative speech, reading, and writing. Conclusions: This study confirmed that PCA is marked by visuospatial and visuoperceptual deficits and reported evidence of primary and secondary language impairments in the three patients. The similarities of some of their language impairments with those found in the logopenic variant of primary progressive aphasia is discussed from neurolinguistic and neuroanatomical points of view.
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Perez, L. "A Case of a Monolingual Spanish-Speaking Latina with Semantic Variant Primary Progressive Aphasia (svPPA)." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1290. http://dx.doi.org/10.1093/arclin/acz029.57.
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Abstract Objective Often, individuals with lower educational attainment and limited proficiency in the English language get misdiagnosed and/or undertreated, which can impact their quality of life and other outcomes. The present case study intends to review and discuss the presentation of a monolingual, Spanish-speaking woman with Semantic Variant Primary Progressive Aphasia (svPPA), who was originally referred for a neuropsychological evaluation to determine the severity of her existing Alzheimer’s Disease (AD) diagnosis. Case Description Ms. X, is a 64-year-old, right-handed Hispanic woman with 6 years of education. Symptoms included forgetfulness, restlessness, and insomnia. Her family reported that she was repeating her ideas frequently during conversations and failing to recognize previously acquainted people, including her own relatives. A recent MRI of the brain showed anterior temporal lobe atrophy. Diagnostic Impressions and Outcomes Overall, she showed naming deficits (anomia), impaired verbal fluency, surface dyslexia, and significant problems with comprehension. Executive functioning, sentence repetition, working memory, and attention were generally intact. Qualitatively, her speech was apparently fluent and automatic, yet clearly empty in meaning. In Ms. X’s case, collateral reports of word-finding difficulties, tendency to repeat her thoughts incessantly, associative agnosia and prosopagnosia, and spared repetition and motor speech are strongly indicative of svPPA. Discussion svPPA primarily impacts language production and comprehension, and is characterized by severe anomia, word-finding difficulties, impaired single word comprehension, and in some cases, defective recognition of familiar faces. On testing, impairments can be observed in confrontation naming, with motor speech and repetition, working memory, episodic memory, visuospatial skills, and problem-solving skills relatively intact. Language symptoms are thought to stem from deficits of the semantic system.
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Simões, S., M. Rodrigues, J. Soares-Fernandes, and Á. Machado. "The Portuguese who Could no Longer Speak French: Primary Progressive Aphasia (PPA) in a Bilingual Man." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71098-3.
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Introduction:PPA is characterized by progressive language dissolution, with remarkable spare of other cognitive domains for at least two years, and should be considered in the differential diagnosis of dementia.Clinical case:A 56-year-old previously healthy man was seen for speech difficulties. He studied Portuguese for 4 years, and then went to live in France, where he learned French for 3 years. He returned definitely to Portugal when he was 42. Since early adolescence he was fluent on speaking, reading and writing in both languages. In the last 12 years he spoke French mainly when visiting his family. Three years ago he started showing disintegration of his second language preceding that of his native one. Upon examination he had laborious, effortful, nonfluent and agrammatic speech, with severe anomia and some repetition and complex-command comprehension difficulties. He could not name, understand or write any French word. The remaining neurological examination was near-normal to age and education level (MMSE - 25/30). Brain MRI showed left-side predominant frontotemporal cortical atrophy. PET scan revealed hypometabolism in the same area and the temporal lobe, anterior cynguli and dorsolateral frontal cortex.Conclusion:Our patient has nonfluent variant of PPA. Cases like this can give further insight into the neural network subserving language acquisition and dissolution. In proficient bilinguals, the main point on language dissolution in PPA seems to be the recency of use. The best way to confirm this would be to systematically characterize PPA patients on secondary language usage, attained proficiency and disintegration sequence.
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Antczak-Kujawin, Justyna. "NAMING DISORDERS IN LOGOPENIC VARIANT OF PRIMARY PROGRESSIVE APHASIA." Acta Neuropsychologica 17, no. 1 (February 12, 2019): 87–95. http://dx.doi.org/10.5604/01.3001.0013.1851.
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Language functions, particularly disordered lexical skills were diagnosed in the examined woman based on selected diagnostic tests of the Boston Diagnostic Aphasia Examination (BDAE). Furthermore, an experimental version of the author's original test for assessing lexical-semantic performance in dementia was used. The author presents a case study of a 79-year-old woman diagnosed with logopenic variant primary progressive aphasia (lvPPA) secondary to Alzheimer’s disease. The author describes the symptoms of anomie manifested by the study participant and the supplementary strategies she applied in the case of lexical deficits. The analysis of the findings obtained in the course of language function assessment allowed the author to assess the fluency of speech, speech comprehension, repetition and naming. The study participant diagnosed with lvPPA was observed to manifest the following: an absence of motor speech disorders, absence of characteristics of evident agrammatism, preserved comprehension of individual words, preserved semantic knowledge of objects, disordered retrieval of words in spontaneous speech and in attempts to name, and disordered repetition of sentences and phrases. The analysis of the discussed case study allowed the author to discuss the progressive lexical deficits manifested by the lvPPA patient and to record those supplementary strategies that were most frequently applied in the lexical difficulties experienced by the female patient diagnosed with lvPPA.
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Sawaira Idrees, Syeda Laila Saeed, and Muhammad Nauman. "English Reading Difficulties and Strategies for Improvement at Primary Level: A Phenomenological Study." sjesr 5, no. 4 (December 31, 2022): 147–54. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(147-154).
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English is an alien language. The teachers and students are facing difficulties in reading competency regarding, comprehension, speed, shyness, stuttering and stammering, jerks, fluency, pronunciation, accent intonation, and stress. The purpose of the study is to explore the difficulties in English reading competency and to develop strategies for the improvement of reading competency at the primary level. The key objectives of the study were to explore the difficulties in reading competency and to develop strategies for the improvement of reading competency of 5th-grade students at the primary level. These research questions were framed. What are the difficulties in reading competency faced by 5th-grade students? What strategies are needed to develop the reading competency of 5th-grade students? The study was qualitative and phenomenological in nature. The study was carried out through interviews with primary-level teachers and 5th-grade students. The sample was 12 participants, 6 were teachers and 6 were 5th-grade students. The analysis of the gathered data was made with the thematic analysis of Clarke and Braun (2019). Major findings were that students’ lack of interest, mal-recruitment of engineers, MBA degree holders and lack of relevant educational background, adhocism, contract appointment and hiring teachers’ trend, poor and uneducated parents and incompetency of teachers in the subject of English were the key difficulties in reading competency. These strategies were recommended. The teachers may be recruited who have Master's degrees in English with educational qualifications like B.Ed., M.Ed., MPhil, and Ph.D. in English or education. It was recommended that English Language teachers must provide basic reading skills to students to equip themselves with reading strategies for improvement in reading skills. It is also suggested that teachers may be given refresher programs through English experts for the improvement of reading competency.
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Bettcher, Brianne M., and Virginia E. Sturm. "Neuropsychological Assessment of Primary Progressive Aphasia (PPA)." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 24, no. 4 (October 2014): 128–36. http://dx.doi.org/10.1044/nnsld24.4.128.
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The goal of this article is to outline the utility of both language and non-language testing in making a diagnosis of logopenic, nonfluent/agrammatic, and semantic variant primary progressive aphasias PPA as well as delineate important behavioral and speech features that can be detected via clinical observation. We review speech/language presentations, non-language cognitive domains, and behavioral manifestations associated with each disorder. Patients with logopenic variant PPA evidence non-language cognitive impairments that include acalculia, phonological working memory deficits, and mild/variable difficulties with memory and visuospatial functions. In contrast, patients with nonfluent/agrammatic variant PPA display non-language impairments in executive functions, and show relative preservation of memory and visuospatial functions. Finally, semantic variant patients display behavioral changes in social comportment as well as non-language difficulties with category fluency and arithmetic facts; they display relative preservation, if not enhancement, of visuospatial functions. In summary, broad neural networks that support both language and non-language functions are affected in PPA syndromes, thus a comprehensive assessment of additional neuropsychological domains may aid in solidifying and subtyping PPA diagnoses.
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Piolat, Annie, Marie-Laure Barbier, and Jean-Yves Roussey. "Fluency and Cognitive Effort During First- and Second-Language Notetaking and Writing by Undergraduate Students." European Psychologist 13, no. 2 (January 2008): 114–25. http://dx.doi.org/10.1027/1016-9040.13.2.114.
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This study concerns the cognitive effort expended and the difficulties experienced by undergraduate students as they took notes and wrote a text based on a lecture given in French, their primary language (L1), and in English (L2). The 21 participants had studied English (L2) for 7 years before attending the university and they had taken 3 years of intensive courses at the university in order to obtain their first diploma in English (“license”). Participants were first trained on a secondary task that allowed us to measure their cognitive effort while they performed two other main tasks in both languages, namely (1) listening and taking notes on the main ideas of the lecture, and (2) writing a text based on their notes. Participants also answered a questionnaire about their difficulties with comprehension, taking notes, making use of their notes, and writing in both languages. The results indicated that writing processes were more effortful than notetaking. Students’ performance on the writing task did not vary across languages. In contrast, the cognitive effort associated with taking notes was greater for L2 than for L1, and writing speed was slower. More difficulty was also experienced for notetaking, especially in L2, than in writing.
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Adebayo, Odeniyi Olujinmi, and Folorunsho Gbemisola Marian. "Reading and Learning Difficulties in English Language Among Private and Public Primary School Pupils in the Federal Capital Territory (FCT), Nigeria." European Scientific Journal, ESJ 13, no. 22 (August 31, 2017): 163. http://dx.doi.org/10.19044/esj.2017.v13n22p163.
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The importance of education has often been underscored by scholars and researchers across different disciplines. Primary education is very crucial to the development of any nation. This is because of the liberating role it plays within the society. Studies have shown that when a person undergoes primary education, many problems that may constitute potential threats to the national and global well-being of a nation are solved. These problems include ignorance, illiteracy, religious violence, insecurity, and political servitude. This study investigated the reading and learning difficulties in English language among private and public primary school pupils in the Federal Capital Territory (FCT) in Nigeria. Descriptive survey research design was adopted for this study. The populations for this study are pupils of private and public primary schools in the Federal Capital Territory. It constitutes 491 primary schools in Abuja and an enrolment figure of 185,808. The study adopts multistage sampling technique which is a probability sampling technique. Data was analysed using simple percentages, frequency counts, and tables. Findings showed that primary school pupils experience some difficulties in reading and learning English language which is the medium of instruction in their schools. Some of these problems are environment induced, while others are foundational. In conclusion, the study recommends that parents must ensure they devote adequate time to help their wards develop the interest and confidence needed to achieve comprehension. Teachers need to be more strategic in the teaching of English language, especially by encouraging listening to the language first and constant practice.
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García-Mateos, Mª Montfragüe, Francisco Javier De Santiago Herrero, and Rafael Antonio Salas Muriel. "RETRASO LINGÜÍSTICO, ASIMILACIÓN DEL TEXTO Y PROBLEMAS DE APRENDIZAJE." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 261. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.504.
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Abstract:LANGUAGE DELAY, ASSIMILATION OF THE TEXT AND LEARNING DISABILITIESResearch on the Learning Disability of the Written Language and its relationship with Language Delays have been mainly focused on the impact generated in Reading Fluency and Writing. The current investigations emphasize the need to study in depth the most specific relation that there take the different linguistic components delayed as regards the reading comprehension as its possible implication in the Difficulties of Learning. We present a study of 120 children - divided in two groups of ages understood between 6 to 10 years and 11 to 15 years - with semantic and/or syntactic linguistic difficulties of verifying how the different nature of the linguistic debts influences both the comprehensive reading of the written text, and the possible cognitive strategies used for its assimilation and later learning. The results show the significant relation between the Debts of the Language and the Difficulties in the Reading Comprehension between 6 and 10 years and that, also, the different cognitive processes used in the comprehensive reading depends on the nature of the backward linguistic component. Equally, we observe that the difficulties in the written expression are related to the proper nature and type of the expressive linguistic delay. We consider opportune to study in depth the knowledge of the different syntactic structures, as well as of the level of acquisition of the vocabulary, and its implication in the Difficulties of Learning presented during the stage of Primary education, to prevent, as far as possible, the defeat and school abandonment produced during the stage of Secondary.Keywords: Learning Disability, Reading comprehension, Primary Language delayResumen:Las investigaciones acerca de las Dificultades de Aprendizaje del Lenguaje Escrito y su relación con los Retrasos del lenguaje han estado centradas principalmente en las repercusiones que se generan en la fluidez lectora y en la escritura. Las investigaciones actuales destacan la necesidad de profundizar en la relación más específica que tienen los diferentes componentes lingüísticos retrasados en relación a la comprensión lectora por su posible implicación en las Dificultades de Aprendizaje. Presentamos un estudio de 120 niños -divididos en dos grupos de edades comprendidas entre 6 a 10 años y de 11 a15 años-, con dificultades lingüísticas semánticas y/o sintácticas para comprobar cómo la diferente naturaleza de los retrasos lingüísticos influye tanto en la lectura comprensiva del texto escrito, como en las posibles estrategias cognitivas utilizadas para su asimilación y posterior aprendizaje. Los resultados muestran la relación significativa entre los Retrasos del Lenguaje y las Dificultades en la Comprensión Lectora entre los 6 y 10 años y que, además, los diferentes procesos cognitivos utilizados en la lectura comprensiva depende de la naturaleza del componente lingüístico retrasado. Igualmente, observamos que las dificultades en la expresión escrita están relacionadas con la propia naturaleza y tipo del retraso lingüístico expresivo. Estimamos oportuno profundizar en el conocimiento de las diferentes estructuras sintácticas, así como del nivel de adquisición del vocabulario, y su implicación en las Dificultades de Aprendizaje presentadas durante la etapa de Educación Primaria, para prevenir, en lo posible, el fracaso y abandono escolar producido durante la etapa de Secundaria.Palabras clave: Dificultades de aprendizaje, Lectura comprensiva, Retraso lenguaje primario
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Javourey-Drevet, Ludivine, Stéphane Dufau, Thomas François, Núria Gala, Jacques Ginestié, and Johannes C. Ziegler. "Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French." Applied Psycholinguistics 43, no. 2 (January 31, 2022): 485–512. http://dx.doi.org/10.1017/s014271642100062x.
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AbstractReading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of primary school. In this context, the aim of our study was to investigate whether text simplification, a process of reducing text complexity while keeping its meaning unchanged, can improve reading fluency and comprehension for children learning to read. Furthermore, we were interested in finding out whether some readers would benefit more than others from text simplification as a function of their cognitive and language profile. To address these issues, we developed an iBook application for iPads, which allowed us to present normal and simplified versions of informative and narrative texts to 165 children in grade 2. Reading fluency was measured for each sentence, and text comprehension was measured for each text using multiple-choice questions. The results showed that both reading fluency and reading comprehension were significantly better for simplified than for normal texts. Results showed that poor readers and children with weaker cognitive skills (nonverbal intelligence, memory) benefitted to a greater extent from simplification than good readers and children with somewhat stronger cognitive skills.
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Kuruyer, Hayriye Gül, and Ahmet Çakıroğlu. "In the Process of Educational Diagnosis of and Educational Intervention in Specific Learning Difficulties: Primary School Teachers’ Opinions and Experiences." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 337. http://dx.doi.org/10.26417/ejms.v6i2.p337-337.
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Students with a specific learning difficulty are students with low achievement and difficulties in the fields of reading, comprehension and language use, writing, listening, thinking, speaking, or mathematical thinking and operational skills. Identification of specific learning difficulties is the first stage in the development of educational intervention programs. In order to be able to make regulations, it is necessary to determine the strengths and weaknesses of these students in terms of their educational needs. Therefore, it is important to explore primary school teachers’ experiences and classroom applications as well opinions and knowledge about the concept of specific learning difficulty and students having such difficulties because determination of interventions to be made to improve a state depends to a great extent on knowledge about the issue. Thus, the purpose of the current study is to explore primary school teachers’ opinions and applications related to educational diagnosis and education intervention processes followed in case of specific learning difficulties. A grounded theory methodology was used. The study group of the current research consists of 8 primary school teachers. The data were collected through semi-structured interviews and observations. The collected data were analyzed by means of the constant comparison method. The analysis yielded four super categories: specific learning difficulty, problems, tasks and process. As a result of the study, it can be maintained that the primary school teachers have both knowledge deficiencies as regards the educational diagnosis of specific learning difficulties and development of educational intervention programs and conceptual fallacies that make diagnosis more difficult. In addition, it was observed that the teachers experienced difficulties in the process of development and application of educational intervention programs.
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Karasinski, Courtney. "Behavior Problems and Social Functioning in Adolescents With Language Impairment." Perspectives on Language Learning and Education 20, no. 2 (March 2013): 36–43. http://dx.doi.org/10.1044/lle20.2.36.
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Adolescents with language impairment (LI) often are underidentified and may be perceived as lazy or noncompliant, rather than as individuals with LI. In this article, the author discusses two possible reasons for this underdiagnosis of LI in adolescents. First, many adolescents with LI present with comorbid behavior problems, which may be the primary concern of parents and school officials. Second, some adolescents with LI perform within age expectations on basic linguistic skills, but difficulties are apparent in higher-level linguistic tasks, including oral and written narrative comprehension and production. Given that adolescents with LI may present with comorbid behavior and academic and social deficits, it is crucial that speech-language pathologists provide identification, direct intervention, consultation with teachers, and leadership in order to facilitate improvement in behavioral, academic, and social functioning. The article provides recommendations for and examples of interventions, which must be administered using contextually relevant activities, and also highlights the importance of collaboration with others in the adolescent’s social and academic settings.
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Lodhi, Muhammad Arfan, Rabia Jabeen, Sadaf Mustafa, Naheed Siddique, Aqsa Liaqat, and Irum Robab. "Attitudes, Instructional Practices and Difficulties Faced by English Teachers While Teaching Through ‘Quality Drive’." English Language Teaching 12, no. 5 (April 11, 2019): 79. http://dx.doi.org/10.5539/elt.v12n5p79.
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Quality Education is the bedrock foundation of primary level of educational pyramid. It helps not only in the development of individuals but also improve their living standard at academic and professional domains. Government of Punjab has initiated a literacy and numeracy drive movement to enhance the literacy rate. English is the major focus of concern in Literacy and Numeracy drive (LND). Present study has been conducted to study the attitudes, instructional practices and difficulties faced by the English primary teachers while teaching English through quality drive. The study was descriptive in nature based on the mixed method i.e. quantitative and qualitative approach. It was conducted in the rural and urban schools of the elementary wing of tehsil Khanpur district Rahimyar Khan. The results reflected that teachers showed positive behavior towards teaching English through LND. But they faced many problems like unhealthy environment, lack of facilities, influence of mother tongue, non cooperative behavior of parents and lack of interest in learning English. The weak base of grammar, vocabulary, pronunciation, spellings and comprehension are also the basic problems. It showed that traditional method is in common practice for teaching English language. The study recommends improvement in the mechanism of literacy and numeracy drive to produce better outcomes of English teaching.
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Háhn, Judit. "“Enymärä”." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 113–36. http://dx.doi.org/10.17011/apples/urn.201712114614.
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It has been a long tradition in Finland to use locally published textbooks in primary foreign language education. The books have been designed for linguistically homogenous groups of students, which explains why Finnish, as the learners’ L1, is the instructive metalanguage chosen for the EFL activity books. However, the growing number of immigrant children in the Finnish educational system raises the question to what extent these activity books can serve the needs of linguistically more diverse groups of learners. The connection between the two languages is so strong that Finnish seems to serve as a precondition for the acquisition of English. The high proportion of tasks requiring fluency in Finnish and the exclusive use of the language in the instructions might position Finnish as a gatekeeper language and thus hinder the acquisition of English in the case of non-Finnish students. The background trigger for the research was the case of an immigrant child, who had problems solving the English workbook exercises due to his weak Finnish skills. The paper investigates the role of Finnish in six EFL activity books that are used in Finnish comprehensive education to see to what extent it is present in the books, what functions it takes and what difficulties the lack of fluency might cause in task comprehension and solution. The analysis will be supplemented by interviews made with teachers of English and a textbook author to explore their views and experience regarding the use of the majority language in the activity books.
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Kudrjavceva, Marina M. "Remedial Treatment of Text Comprehension: The Pilot Study in the 3rd– 4th-Grade Students with Specific Learning Disorder." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 90–104. http://dx.doi.org/10.37384/va.2022.17.18.090.
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Children with specific learning disability who study in accordance with curriculum, struggle with text comprehension caused by limited cognitive and language skills. This evidence prompts for developing remedial treatment which would help the given clinical group to overcome difficulties in text comprehension. The current paper deals with an innovative methodology of remedial treatment developed and piloted with a small group of children. At the first stage of the study, 10 children (3rd grade students attending state primary school) with specific learning disability were selected for the research. Their skills in written narrative comprehension, oral narrative comprehension, as well as metalinguistic abilities, were scored. The main flaws, such as an inability to extract implicit information, to detect logical (temporal and causal) relations between the events, etc., were considered as the targets of the remedial treatment. At the second stage of the study, a half of the children were included into remedial treatment. Within the framework of the remedial treatment developed and provided by the author of the given paper, the children were taught to apply various reading strategies. After this, at the third stage of the study, all the children were tested again for the written narrative comprehension, oral narrative comprehension, and metalinguistic abilities. Results of the comparative analysis between the scores of the 1st and the 2nd test confirmed the remedial treatment was effective in improving comprehension of both oral and written narratives, as well as metalinguistic abilities.
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LEE, JULIA A. C., Seung-Jin Lee, Puay Hoon Ong, Zaimuariffudin Shukri Nordin, and Nur Fatihah Mat Yusoff. "Percentile Norms for an Early Reading Assessment in Malay." Journal of Cognitive Sciences and Human Development 8, no. 1 (March 31, 2022): 1–17. http://dx.doi.org/10.33736/jcshd.4469.2022.
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The study aimed to develop percentile norms on early reading proficiency among young elementary school children. These percentile norms were derived from a suite of early reading assessments in Malay administered to 866 Primary One (Grade 1 equivalent) school children from multilingual and multi-ethnic backgrounds. During testing, the children (462 males and 404 females) were approximately seven years old. The early reading assessment battery included measures such as letter writing, letter name knowledge, letter name fluency, rapid automatised naming, phonological awareness comprising elision, phonological memory, spelling, word reading accuracy, word reading efficiency, oral reading fluency, reading comprehension, vocabulary comprising expressive vocabulary and receptive vocabulary, and listening comprehension. These percentile norms are useful for the early identification and intervention of young children with reading difficulties and reading disabilities from multilingual communities whose languages include Malay, a transparent orthography. The implications of using the norms data for the diagnosis and classification of children with reading difficulties are discussed.
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Thangarajathi, S., and P. Menaha. "Effect of Cognitive Strategies on Enhancing Phonemic Awareness of Children with Dyslexia." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 133–37. http://dx.doi.org/10.34293/education.v9i1.3415.
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Children with dyslexia experience a range of problems that are associated with literacy and sometimes numeracy. Such difficulties permeate their learning, and some students leave school with minimal qualifications. Contrary to the praxis in education where labeling is intentionally avoided, the label of dyslexia has been used to support affected learners, secure resources, provide specialist teaching, and award access arrangements. Cognitive strategy can improve the reader’s comprehension if the information conveyed in the text matches the general knowledge of the reader. Phonemes are the smallest units, including spoken language. Phonemes combine to form syllables and words. Acquiring phonemic awareness is significant because it is the foundation for spelling and word recognition skills. Phonemic awareness is one of the best predictors of how healthy children will acquire to read during the first two years of school instruction. The present study aimed at investigating the dyslexic children of primary school. The sample consisted of 65 dyslexic children from 4th standard primary schools located in the Coimbatore district. The results revealed a significant difference between pre-test and post-test of phonemic awareness of Reading comprehension of children with dyslexia.
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Troeva, Blagovesta. "Helping learners with dyslexia read in English." English Studies at NBU 1, no. 1 (February 1, 2015): 63–71. http://dx.doi.org/10.33919/esnbu.15.1.5.
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Dyslexia is a specific learning difficulty which resists conventional teaching methods. The phonological deficit hypothesis of dyslexia determines the present day focus on phonics targeting the primary area of difficulties experienced by learners with dyslexia – decoding. Phonological instruction, however, needs to be accompanied by the development of comprehension skills and presented within a rich language environment. Verbal memory and processing difficulties, typically associated with dyslexia, as well as other frequently co-occurring disorders require the adoption of a number of additional strategies for the teaching of reading to learners with dyslexia. The paper identifies a number of them: multi-sensory approaches, systematic (structured, cumulative and sequential) instruction, over-learning, reinforcement and metacognition. It recognizes the need of time, task and materials differentiation. The choice of particular teaching methods should take into account both the learner’s weaknesses and strengths. Such individually adapted teaching makes the successful inclusion of learners with dyslexia possible in the mainstream classroom.
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Senaha, Mirna Lie Hosogi, Paulo Caramelli, Claudia Sellitto Porto, and Ricardo Nitrini. "Verbal and non-verbal semantic impairment: From fluent primary progressive aphasia to semantic dementia." Dementia & Neuropsychologia 1, no. 2 (June 2007): 203–11. http://dx.doi.org/10.1590/s1980-57642008dn10200014.
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Abstract Selective disturbances of semantic memory have attracted the interest of many investigators and the question of the existence of single or multiple semantic systems remains a very controversial theme in the literature. Objectives: To discuss the question of multiple semantic systems based on a longitudinal study of a patient who presented semantic dementia from fluent primary progressive aphasia. Methods: A 66 year-old woman with selective impairment of semantic memory was examined on two occasions, undergoing neuropsychological and language evaluations, the results of which were compared to those of three paired control individuals. Results: In the first evaluation, physical examination was normal and the score on the Mini-Mental State Examination was 26. Language evaluation revealed fluent speech, anomia, disturbance in word comprehension, preservation of the syntactic and phonological aspects of the language, besides surface dyslexia and dysgraphia. Autobiographical and episodic memories were relatively preserved. In semantic memory tests, the following dissociation was found: disturbance of verbal semantic memory with preservation of non-verbal semantic memory. Magnetic resonance of the brain revealed marked atrophy of the left anterior temporal lobe. After 14 months, the difficulties in verbal semantic memory had become more severe and the semantic disturbance, limited initially to the linguistic sphere, had worsened to involve non-verbal domains. Conclusions: Given the dissociation found in the first examination, we believe there is sufficient clinical evidence to refute the existence of a unitary semantic system.
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Thompson, Cynthia K., Aya Meltzer-Asscher, Soojin Cho, Jiyeon Lee, Christina Wieneke, Sandra Weintraub, and M. Marsel Mesulam. "Syntactic and Morphosyntactic Processing in Stroke-Induced and Primary Progressive Aphasia." Behavioural Neurology 26, no. 1-2 (2013): 35–54. http://dx.doi.org/10.1155/2013/749412.
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The paper reports findings derived from three experiments examining syntactic and morphosyntactic processing in individuals with agrammatic and logopenic variants of primary progressive aphasia (PPA-G and PPA-L, respectively) and stroke-induced agrammatic and anomic aphasia (StrAg and StrAn, respectively). We examined comprehension and production of canonical and noncanonical sentence structures and production of tensed and nontensed verb forms using constrained tasks in experiments 1 and 2, using the Northwestern Assessment of Verbs and Sentences (NAVS [57]) and the Northwestern Assessment of Verb Inflection (NAVI, Thompson and Lee, experimental version) test batteries, respectively. Experiment 3 examined free narrative samples, focusing on syntactic and morphosyntactic measures, i.e. production of grammatical sentences, noun to verb ratio, open-class to closed-class word production ratio, and the production of correctly inflected verbs. Results indicate that the two agrammatic groups (i.e., PPA-G and StrAg) pattern alike on syntactic and morphosyntactic measures, showing more impaired noncanonical compared to canonical sentence comprehension and production and greater difficulties producing tensed compared to nontensed verb forms. Their spontaneous speech also contained significantly fewer grammatical sentences and correctly inflected verbs, and they produced a greater proportion of nouns compared to verbs, than healthy speakers. In contrast, PPA-L and StrAn individuals did not display these deficits, and performed significantly better than the agrammatic groups on these measures. The findings suggest that agrammatism, whether induced by degenerative disease or stroke, is associated with characteristic deficits in syntactic and morphosyntactic processing. We therefore recommend that linguistically sophisticated tests and narrative analysis procedures be used to systematically evaluate the linguistic ability of individuals with PPA, contributing to our understanding of the language impairments of different PPA variants.
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O'Hare, Anne, and Lynne Bremner. "Management of developmental speech and language disorders: Part 1." Archives of Disease in Childhood 101, no. 3 (July 24, 2015): 272–77. http://dx.doi.org/10.1136/archdischild-2014-307394.
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The identification of developmental problems in a child's acquisition of speech, language and/or communication is a core activity in child surveillance. These are common difficulties with up to 15% of toddlers being ‘late talkers’ and 7% of children entering school with persisting impairments of their language development. These delays can confer disadvantages in the long term, adversely affecting language, cognition, academic attainment, behaviour and mental health. All children presenting with significant speech and language delay should be investigated with a comprehensive hearing assessment and be considered for speech and language therapy assessment. Socioeconomic adversity correlates with delayed language development. Clinical assessment should confirm that the presentation is definitely not acquired (see part 2) and will also guide whether the difficulty is primary, in which there are often familial patterns, or secondary, from a very wide range of aetiologies. Symptoms may be salient, such as the regression of communication in <3-year-olds which ‘flags up’ autism spectrum disorder. Further investigation will be informed from this clinical assessment, for example, genetic investigation for sex aneuploidies in enduring primary difficulties. Management of the speech and language difficulty itself is the realm of the speech and language therapist, who has an ever-increasing evidence-based choice of interventions. This should take place within a multidisciplinary team, particularly for children with more severe conditions who may benefit from individualised parental and educational supports.
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Hui Ying, Jong, Rozaida Abdul Rauf, Jafri Malin Abdullah, Mohammed Faruque Reza, and Garry Kuan. "A Comparative Study Across Methods to Identify Adolescents with Syntactic Specific Language Impairment." Malaysian Journal of Medical Sciences 29, no. 6 (December 22, 2022): 132–45. http://dx.doi.org/10.21315/mjms2022.29.6.13.
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Background: Specific language impairment (SLI) is described as a heterogeneous deficit that causes difficulties in various aspects of language. We performed a comparative study of two methods of language assessment with the primary objective of determining the most effective approach for identifying adolescents with syntactic SLI and typical development (TD) in use. Methods: A software-assisted method using E-Prime 2.0 was used to create an experiment. The participants were Malay adolescents aged 13 years old–15 years old. The conventional method was compared with the software-assisted method to assess the participants’ comprehension and production performance. Data on reaction time (RT), scoring and no response (NR) were obtained from the adolescents. Results: Based on the two methods, the findings on the selection of participants for the SLI and TD groups was different. The two methods produced similar results in terms of the selection of TD group and most participants in the syntactic SLI group except for two participants who failed in the conventional method but passed the test in the software-assisted method. Conclusion: The descriptive evaluation of the findings suggested selecting softwareassisted method as the alternative source because the provided information was detailed and this information enabled the researcher to identify the SLI group.
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Jang, Young Kyoung, Seongbeom Park, Hee Jin Kim, Hanna Cho, Chul Hyoung Lyoo, Sang Won Seo, and Duk L. Na. "A Dextral Primary Progressive Aphasia Patient with Right Dominant Hypometabolism and Tau Accumulation and Left Dominant Amyloid Accumulation." Case Reports in Neurology 8, no. 1 (April 19, 2016): 78–86. http://dx.doi.org/10.1159/000445538.
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Background: Primary progressive aphasia (PPA) is a degenerative disease that presents as progressive decline of language ability with preservation of other cognitive functions in the early stages. Three subtypes of PPA are known: progressive nonfluent aphasia, semantic dementia, and logopenic aphasia (LPA). Patients and Methods: We report the case of a 77-year-old patient with PPA whose clinical findings did not correspond to the three subtypes but mainly fit LPA. Unlike other LPA patients, however, this patient showed a right hemisphere predominant glucose hypometabolism and tau accumulation and a left hemisphere predominant amyloid deposition. The right-handed patient presented with comprehension difficulty followed by problems naming familiar objects. This isolated language problem had deteriorated rapidly for 2 years, followed by memory difficulties and impairment of daily activities. Using a Korean version of the Western Aphasia Battery, aphasia was consistent with a severe form of Wernicke's aphasia. According to the brain magnetic resonance imaging and 18F-fludeoxyglucose positron emission tomography results, right hemisphere atrophy and hypometabolism, more predominant on the right hemisphere than the left, were apparent despite the fact that Edinburgh Handedness Questionnaire scores indicated strong right-handedness. On Pittsburgh compound B-PET, amyloid accumulation was asymmetrical with the left hemisphere being more predominant than the right, whereas 18F-T807-PET showed a right dominant tau accumulation. Conclusions: This is the first report of atypical PPA, in which the patient exhibited crossed aphasia and asymmetrical amyloid accumulation.
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Islam, A. K. M. Mazharul. "Major phonemic problems of Bangladeshi learners of English: Reasons behind and solutions." ELT Forum: Journal of English Language Teaching 10, no. 1 (March 29, 2021): 30–39. http://dx.doi.org/10.15294/elt.v10i1.45061.
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The issue of Bangladeshi EFL learners’ phonemic challenges, though not very battered, has been addressed by some researchers at different times. Even after having a prolonged history of learning and teaching and some research in the field, awkward pronunciations and misunderstandings are still prevailing everywhere, from the primary level to tertiary level and beyond. This study is undertaken to heighten the importance of delving deeper into the root causes of phonemic difficulties of the learners and to pinpoint the major problems. To add flesh to the theoretical skeleton of the topic a group of university students was interviewed along with a questionnaire to check their understanding of English phonology along with some other basic questions related to pronunciation. It can firmly be stated that teaching/learning pronunciation and hence starting from the segmental level has never been followed. Like any other country where English is in the status of a second language or foreign language, it is very natural to face difficulties to master the intricate phonemic features of the target language for the learners. Supposedly, it mostly results from the lack of knowledge of phonology and phonetics of the target language and due to the phonemic differences between the first language and the target language. In this study, the focus is kept mainly on the salient phonemic challenges faced by Bangladeshi learners of English. Bringing in the basic ideas of consonant and vowel sounds, the sound production mechanism is shown, and then the differences between the vowels and consonants of two languages are held out. Tracing out the key difficulties, some suggestions are provided. This writing is expected to be of considerable and comprehensive help for the instructors as well as for the interested learners and crucial addition to the literature of the topic.
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Menbet, Ashwag Ali. "The Use of Effective Strategies to Improve Saudi EFL Dyslexic Learners' Writing Skills." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1611. http://dx.doi.org/10.17507/tpls.0812.06.
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The use of techniques and strategies is instrumental in teaching different language skills to physically and mentally healthy learners; however, the importance of devising special techniques and strategies to teach dyslexic learners cannot be denied in English as Foreign Language (EFL) classrooms. Dyslexic learners have difficulties particularly in the recognition of words and putting them into writing. Based on the review of previous works and contexts, the present study aims at implementing the two strategies, i.e., multisensory and chunking, to improve Saudi EFL dyslexic learners’ writing skills. The work utilized a qualitative method to collect the data from the participants, i.e., four EFL teachers. Structured interviews were conducted with four EFL teachers from the ‘Alkhamisah Ashrah’ primary school to collect the data and apply the strategies, i.e., multisensory and chunking, to dyslexic learners and see their impacts on dyslexic learners’ writing skill. The study was conducted to develop awareness among parents and society at large about the learning difficulties and needs of dyslexic learners. In addition to this, the study aims to draw the attention of the Ministry of Education, educational institutions, researchers, and pedagogues to measure the academic needs of Saudi EFL dyslexic learners by devising different strategies. Furthermore, the study provides recommendations for the establishment of special schools, infrastructural facilities, well trained teachers, a rubric of strategies, special curriculum, and syllabus to meet the academic needs and enhance comprehension and writing abilities of Saudi EFL dyslexic learners.
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Keene, Daniel L., Janet Olds, and William J. Logan. "Functional MRI Study of Verbal Fluency in a Patient with Subcortical Laminar Heterotopia." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 31, no. 2 (May 2004): 261–64. http://dx.doi.org/10.1017/s0317167100053920.
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AbstractRationale:Double cortex syndrome is a malformation in which there is a band of subcortical heterotopic grey matter separated from the cortex by white matter. The functional activity of the heterotopic neurons is unclear.Patient:A 13-year-old female was evaluated for seizures. The EEG showed bifrontal spike wave disturbance. Band heterotopia, in association with mild reduction of sulcation of the cerebral hemispheres, was found on MRI. Psychological assessment indicated the presence of variable cognitive abilities, with verbal IQ [82] generally better than nonverbal IQ [59], and specific difficulties in language comprehension and mathematics.Method:Functional MRI was used to localize the areas of language and motor activation. The language activation paradigm was a visual verb generation task with a visual fixation baseline. The motor paradigm consisted of alternating blocks of sequential finger tapping and rest. Coronal functional and anatomical images were obtained.Results:The motor paradigm produced activation of the primary motor cortex, the band heterotopia and the supplementary motor cortex. The language paradigm produced activation of the left inferior frontal gyrus and left supplementary motor area, but not of the band heterotopia.Conclusions:The activation of heterotopic grey matter during a motor task demonstrates a hemodynamic association with motor activity and suggests that this tissue may be functional. Such association was not seen with the language task. We speculate that later maturing functions such as language are restricted in their development to the normal situated superficial cortex in our patient.
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Jaiteh, Maïmouna, Clément Cormi, Louise Hannetel, Jean-Paul Mir, Edouard Leaune, and Stéphane Sanchez. "Perception of the use of a telephone interpreting service during primary care consultations: A qualitative study with allophone migrants." PLOS ONE 17, no. 3 (March 15, 2022): e0264832. http://dx.doi.org/10.1371/journal.pone.0264832.
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Objectives The language barrier prevents allophone migrant patients from accessing healthcare when arriving in a country, and interpreters are often needed to help them to be understood. This study aimed to understand perceptions and experiences of allophone migrant patients who used a telephone-interpreting service during primary care consultations. Study design A qualitative study using semi-structured interviews was undertaken between September 2019 and January 2020. Interviews were transcribed and analysed using thematic analysis framework. Setting Allophone migrant patients from an accommodation centre for asylum-seekers who used a telephone-interpreting service during primary care consultations with a general practitioner. Participants A purposive sample of allophone migrant patients (n = 10). Results From the semi-structured interviews, we identified three themes: (1) multi-level difficulties of being an allophone migrant in the primary care pathway (i.e., before, during, and after the consultation); (2) the key role of the interpreter in the doctor-patient relationship, participating in improving the patient’s management by establishing a climate of trust between the two; and (3) advantages and limitations of the TIS. However, even if a telephone-interpreting service is very helpful, allowing quick access to interpreters speaking the allophone patient’s native language, certain situations would require the interpreter to see the patient to better guide the doctor during the consultation. Conclusion Telephone-interpreting services enable improving communication and comprehension between allophone migrant patients and doctors. Nevertheless, the interpreter may sometimes need to physically see the patient to better guide the doctor. To do so, interpreting services using videoconferencing deserve wider development.
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Cristante, Valentina, and Sarah Schimke. "The processing of passive sentences in German." Language, Interaction and Acquisition 11, no. 2 (November 25, 2020): 163–95. http://dx.doi.org/10.1075/lia.19013.cri.
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Abstract This study examines the processing and interpretation of passive sentences in German-speaking seven-year-olds, ten-year-olds, and adults. This structure is often assumed to be particularly difficult to understand, and not yet fully mastered in primary school (Kemp, Bredel, & Reich, 2008), i.e. in children aged between six and eleven. Few studies provide empirical data concerning this age range; it is therefore unknown whether this assumption is warranted. Against this background, we tested whether the three age groups differed in their off-line comprehension of passive sentences. In addition, we employed Visual World eye-tracking to measure processing difficulties that may differ between age groups and may not be reflected in the final interpretations. Previous studies on adult language processing in German and English have documented a preference to interpret sentences according to an agent-first strategy. Our results show that all three groups make use of this strategy, and that all of them are able to revise this interpretation once the first cue indicating a passive sentence is encountered (the auxiliary verb form wurde). We conclude that at least from age seven on, children have the linguistic and cognitive prerequisites to process the passive morphosyntax of German and to revise initial sentence misinterpretations.
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Muelas Plaza, Álvaro. "LA INFLUENCIA DE LA MEMORIA Y LAS ESTRATEGIAS DE APRENDIZAJE EN RELACIÓN A LA COMPRENSIÓN LECTORA EN ESTUDIANTES DE EDUCACIÓN PRIMARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 343. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.753.
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Abstract.The difficulties of reading comprehension by primary school students is a widespread problem in many different educational settings. This difficulty affects the learning of all educational areas, since they mainly use written language to express the content and assess their learning, hence, reading literacy is one of the basic skills that the school should develop in students. Reading and writing are priorities in primary education and in the context of basic skills at the end of this stage, students should be able to read their own texts independently and age to be able to use the resources to overcome the difficulties which arise from the understanding of a text. Accordingly, during primary education , students must get a reading, in addition to comprehensive, interpretive (taking into account the experience of the reader) and valuation. To do this, both memory and learning strategies play an important role. Regarding memory, given its structural model, in many cases, the students will have a deficit in reading comprehension because they have difficulties in relation to their sensory memory, comprising the exteroceptive senses (sight, taste, hearing, smell and touch). Failure to reach information correctly to the corresponding lobes of the brain, makes it can not be properly encoded by the students, causing all of the information that reaches the short term memory of the student, I have little meaning for him, making the grade reader compression is low. Concerning learning strategies have a key role to work reading comprehension of students. In our classrooms, we must provide students from early ages of a set of strategies (motivation , attention, information processing , critical thinking, etc.). To encourage and assist in understanding a text, and essentially that is the way for adequate academic performance.Keywords: Reading Comprehension - memory - learning strategies - academic achievement - student.Resumen.Las dificultades de comprensión lectora por parte de los estudiantes de educación primaria es un problema generalizado en ambientes educativos muy diversos. Esta dificultad repercute en el aprendizaje de todas las áreas educativas, puesto que éstas utilizan principalmente el lenguaje escrito para expresar los contenidos y evaluar sus aprendizajes; por ello, la competencia lectora es una de las competencias básicas que la escuela debe desarrollar en los estudiantes. Leer y escribir son objetivos prioritarios en la educación primaria y, en el contexto de las competencias básicas, al final de esta etapa los alumnos han de poder leer textos propios de su edad de forma autónoma y ser capaces de utilizar los recursos necesarios para superar las dificultades que pueda plantear la comprensión de un texto. Para ello, durante la educación primaria, los estudiantes deben conseguir realizar una lectura, además de comprensiva, interpretativa (teniendo en cuenta la experiencia del lector) y valorativa. Para ello, tanto la memoria como las estrategias de aprendizaje tienen un papel muy importante. En relación a la memoria, teniendo en cuenta su modelo estructural, en muchas ocasiones, los alumnos tienen un déficit en comprensión lectora debido a que presentan dificultades en relación a su memoria sensorial, compuesta por los sentidos exteroceptivos (vista, gusto, oído, olfato y tacto). Al no llegar correctamente la información a los lóbulos correspondientes del cerebro, hace que no pueda ser codificada correctamente por los estudiantes, provocando que toda la información que llega a la memoria a corto plazo del alumno, tenga poco significado para él, haciendo que el grado de compresión lector sea bajo. Respecto a las estrategias de aprendizaje, tienen un papel fundamental a la hora de trabajar la comprensión lectora de los estudiantes. En nuestras aulas, se debe dotar a los estudiantes desde edades tempranas de un conjunto de estrategias (motivación, atención, elaboración de la información, pensamiento crítico, etc. ) que favorezcan y ayuden a la hora de comprender un texto, y fundamentalmente, que sea el camino para un adecuado rendimiento académico.Palabras clave: Comprensión lectora – memoria – estrategias de aprendizaje – rendimiento académico – estudiante.
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Korchenkina, Daria V., and Ekaterina S. Lapshova. "Additional education as a means of developing the ability to intercultural communication of younger schoolchildren." Focus on Language Education and Research 3, no. 2 (September 16, 2022): 58–71. http://dx.doi.org/10.35213/2686-7516-2022-3-2-58-71.
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The article considers the problems of intercultural communication between representatives of different cultures, and also suggests a condition for its formation. There is given the meaning of the term "intercultural communication". Primary school age is defined as an appropriate period for the formation of intercultural communication. After analysing this period, the psychological characteristics of younger schoolchildren were revealed, the advantages of learning a foreign language and the presence of difficulties in teaching a foreign language. Additional education is considered as the way to solve these problems. The purpose of additional education is the comprehensive development of each student. There were determined the main principles of teaching a foreign language in the conditions of additional education. The conclusion of the research was additional education has proved to be a worthy condition for the development of each student's readiness to implement interpersonal and intercultural communication in primary school age.
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BÎLICI, NATALIA, SONJA UGEN, MICHEL FAYOL, and CONSTANZE WETH. "The effect of morphosyntactic training on multilingual fifth graders’ spelling in French." Applied Psycholinguistics 39, no. 6 (October 10, 2018): 1319–43. http://dx.doi.org/10.1017/s0142716418000346.
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ABSTRACTMany studies show that it is challenging to encode morphosyntactic information while writing. Spelling plurals is especially demanding in French as these are inaudible. Even by the end of primary school, monolingual French pupils still have difficulties marking plurals of some grammatical categories. We investigate (1) how multilingual pupils learning French as a second written language deal with silent plural markers and (2) the effects of a morphosyntactic training explicitly focussing on grammatical categories and their markers, as well as visualizing the plural agreement. 228 fifth graders were quasi-randomly assigned to an intervention (n = 137) and a control group (n = 91) based on the results of a spelling pre-test. The results of the pre-test show that multilingual learners have similar spelling patterns as French monolinguals. They pluralize nouns more accurately than verbs and perform lowest on adjectives. After the pre-test, both groups were trained over six sessions of 20 minutes. The control group participated in French listening comprehension activities. The post-test shows that the intervention group significantly improved in spelling plurals compared to the control group. A greater focus on morphosyntactic structures is highly effective especially in second language contexts where children might lack broad lexical knowledge.
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Novika, Marina, and Anna Ščuka. "Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 128–45. http://dx.doi.org/10.37384/va.2020.16.128.
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The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.
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Alqunayeer, Huda. "Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students." English Language and Literature Studies 6, no. 4 (November 30, 2016): 104. http://dx.doi.org/10.5539/ells.v6n4p104.
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The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.
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Piemonte, C., A. Disavoia, S. Ferrari, E. Simoni, F. Huyse, and M. Rigatelli. "Intermed self-assessment: developing an instrument to evaluate biopsychosocial complexity." European Psychiatry 26, S2 (March 2011): 392. http://dx.doi.org/10.1016/s0924-9338(11)72100-9.
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IntroductionINTERMED is a method to assess biopsychosocial case complexity and a screening instrument to identify patients with multiple care needs. It is based on an interview, brief and easy to use, that can be conducted also by a nurse. Various studies in the last 10 years have confirmed its face-validity and reliability as a clinimetric tool. Its self-assessment version (IM-SA) was developed for further implementation in clinical settings.AimTo evaluate language, structure and fluency of the IM-SA questionnaire.MethodsIM-SA, Italian version 1.0, was administered to 25 patients admitted to an internal medicine ward and to other 25 in the waiting room of a Primary Care outpatient clinic. At the end of the questionnaire, nine extra-questions were specifically added to evaluate comprehension and difficulties encountered by patients while filling in the questionnaire.ResultsPatients admitted to the hospital scored higher and were found to be “more complex” (p < .01). 90% of respondents found the questionnaire easy to answer and 96% answered that the structure of the sentences was not too complex. The majority of patients found IM-SA useful and/or interesting. Contradictions in results also were found, suggesting need for improvement of structural and linguistic properties of the tool.ConclusionIM-SA seems to be a feasible and reliable self-assessment method to evaluate biopsychosocial complexity. Further similar studies in different languages are being organized to reach a final version of IM-SA, which will be afterwards compared to the IM professional interview.
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Enzhevskaya, Marina Vladimirovna. "Development of the fundamentals of educational activity among primary school students in the Russian language classes." Современное образование, no. 3 (March 2021): 53–71. http://dx.doi.org/10.25136/2409-8736.2021.3.33719.
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This article provides an example of arranging functional educational activity in the Russian language classes within the framework of general primary education; describes the stage-by-stage structure of one of the object topics in the Russian language course, considering all components of educational activity from outlining the academic pursuit to monitoring and assessing performance; lists the techniques and examples of the tasks used in the development of control materials based on the formation of metadisciplinary competencies among primary school students; gives partial description to the monitoring and assessment toolset based on inclusion into the educational process. The article characterizes assessment as a means of ensuring the quality of modern education, which implies engagement of both pedagogues and students into assessing the performance. The system of the criterion-based comprehensive assessment, formation of the skills of reflection, introspection, self-control, self-and mutual assessment help the students to develop the effective techniques of managing their educational activity, promote self-awareness, readiness to openly express and defend their position, independent actions, responsibility for their results. The systematic, targeted formation of assessment skills allow the primary school students are to detect the difficulties they face, analyze their causes, plan and implement corrective measures to overcome them.
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Koshcheeva, Olga V. "USING THE REVERSE DICTIONARY FOR OVERCOMING READING DISORDERS AMONG CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT." Science and School, no. 5, 2020 (2020): 190–97. http://dx.doi.org/10.31862/1819-463x-2020-5-190-197.
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The article deals with the issues of improving methods of speech therapy assistance to primary school age children with severe speech impairments. It is known that they are the ones who experience persistent difficulties in mastering reading skills at the level of technical and semantic components. A comprehensive impact on the formation of reading skills and language generalizations in children is proposed, using materials from the reverse dictionary of modern Russian. The questions of correlation of these types of exercises with the thematic features of the school curriculum in the Russian language and literary reading are considered. Variants of creative tasks are offered to develop students’ skills in language analysis, synthesis and morphemic division of a word. Recommendations are given on the use of certain types of exercises in work with children who have general underdevelopment of speech, as well as underdevelopment of memory and attention processes.
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Golubović, Slavica, Nevena Ječmenica, Marijana Panić, and Vladica Žikić. "The characteristics of reading and orthography in children with dysgraphic handwriting." Nastava i vaspitanje 69, no. 2 (2020): 213–37. http://dx.doi.org/10.5937/nasvas2002213g.
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The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having "graphomotor dysgraphia", while 46.2% were categorized as having "language dysgraphia". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.