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Relevant bibliographies by topics / Reading difficulties

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Academic literature on the topic 'Reading difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Reading difficulties"

1

Bax, Martin. "READING DIFFICULTIES." Developmental Medicine & Child Neurology 26, no. 2 (November 12, 2008): 141–42. http://dx.doi.org/10.1111/j.1469-8749.1984.tb04424.x.

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Lovett, Maureen W., Maria De Palma, Jan Frijters, Karen Steinbach, Meredith Temple, Nancy Benson, and Léa Lacerenza. "Interventions for Reading Difficulties." Journal of Learning Disabilities 41, no. 4 (July 2008): 333–52. http://dx.doi.org/10.1177/0022219408317859.

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Burcham, Sarah. "Reading development and difficulties." Educational Psychology in Practice 27, no. 3 (September 2011): 319–20. http://dx.doi.org/10.1080/02667363.2011.603584.

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Rispens, Judith. "Reading Development and Difficulties." International Journal of Language & Communication Disorders 46, no. 4 (March 28, 2011): 495. http://dx.doi.org/10.1111/j.1460-6984.2011.00001.x.

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Avdyli, Rrezarta, and Fernando Cuetos. "Reading difficulties in Albanian." Annals of Dyslexia 62, no. 3 (June 28, 2012): 137–52. http://dx.doi.org/10.1007/s11881-012-0069-1.

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Smart, Diana, Margot Prior, Ann Sanson, and Frank Oberklaid. "Children with reading difficulties." Australian Journal of Psychology 53, no. 1 (April 2001): 45–53. http://dx.doi.org/10.1080/00049530108255121.

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MacBlain, Sean F. "Reading development and difficulties." International Journal of Early Years Education 18, no. 3 (September 2010): 271–72. http://dx.doi.org/10.1080/09669760.2010.521302.

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Hulme, Charles, and Margaret J. Snowling. "Children's Reading Comprehension Difficulties." Current Directions in Psychological Science 20, no. 3 (May 24, 2011): 139–42. http://dx.doi.org/10.1177/0963721411408673.

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Alter, Max. "Difficulties in reading Menger." European Journal of Political Economy 7, no. 1 (April 1991): 93–113. http://dx.doi.org/10.1016/0176-2680(91)90056-9.

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Coppins, Natasha, and Fiona Barlow-Brown. "Reading difficulties in blind, braille-reading children." British Journal of Visual Impairment 24, no. 1 (January 2006): 37–39. http://dx.doi.org/10.1177/0264619606060035.

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Dissertations / Theses on the topic "Reading difficulties"

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Stannard, Heather Joy. "Reading engagement difficulties in competent readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59483.pdf.

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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.
Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.

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Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

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Wang, Shinmin. "Executive function in children with reading difficulties." Thesis, University of York, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556514.

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Executive functions are the constellation of higher-level control processes that enable individuals to monitor and regulate cognitive processing. Evidence regarding whether executive function deficits contributes to reading difficulties in children characterized by decoding deficits remains controversial. In this thesis, a range of executive functions were assessed in three samples of English children with reading difficulties whose performance was compared to that of chronological-age matched control children. Results from the first study showed that children with reading difficulties performed poorly in working memory and in inhibiting prepotent response. A second study replicated this finding and further established that the impairments in working memory, inhibition and dual task coordination were highly restricted to the tasks requiring processing of verbal materials. These patterns were confirmed in a third study employing a range of inhibition-related tasks in addition to measures of working memory and the dual task coordination. Overall, this work does not point to a generalized executive function deficit in children with reading difficulties. Rather, verbal executive function deficits in children with reading difficulties may arise as a consequence of their phonological deficits. Moreover, the finding that group difference in verbal executive functions persisted after the phonological deficit was taken into account gives rise to two possibilities. First, poor performance in executive function measures may surface as a function of certain task requirements, notably the combination of verbal material processing and executive demands. The possible role of phonological deficit that requires executive involvement to compensate in children with reading difficulties was proposed and discussed. Secondly, an impaired connection between the phonological processing and executive control systems may contribute to both the phonological deficits and verbal executive functions deficits among children with reading difficulties.

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Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.

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Bayraktar, Hasan. "A Communicative Competence Perspective On Difficulties In L2 Reading." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606279/index.pdf.

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The primary objective of this study was to investigate the reading difficulties (problems) of Freshman EFL students attending the Department of Foreign Language Education at Middle East Technical University. The study attempted to integrate notions of strategic, linguistic, discourse and sociolinguistic competence into the construct of reading: a first approximation at integrating and applying a model of reading ability to a model of communicative language ability. To examine the reading difficulties and factors related to EFL reading, the researcher investigated the sub-competencies of reading comprehension in the following areas of Communicative Competence: linguistic, strategic, socio-linguistic and discourse competence. For this purpose, 6 reading quizzes were administered to 29 EFL readers and the results were analyzed by three different reading instructors to explore, from a Communicative Competence perspective, where the difficulties in L2 reading were experienced. The results showed that students&
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difficulties frequently originated from discourse competence, followed by sociolinguistic, strategic and linguistic competences, respectively.

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Lumadi, Thabelo Zacharia. "Teaching strategies that teachers use to improve reading and writing in English as first additional language : case study." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1763.

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Thesis (M. Ed.) -- University of Limpopo, 2016
This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purposive sampling. The participants interviewed included teachers and learners. The documents consulted included learners class work books, assignments and tests scripts. The researcher also observed lessons that were presented by the teachers. This study found that learners have difficulties in reading and writing, for example, they cannot punctuate, pronounce and spell words correctly. Furthermore, the study also found that teachers were not trained to deal with reading and writing difficulties. This is manifested by the strategies that they use to improve reading and writing, for example, lack of use of repetition which they claimed to use during interviews. KEY WORDS Reading, Writing, Difficulties, Strategies, Constraints, Improve

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Papadopoulos, Timothy Cosma. "A cognitive approach to reading difficulties, assessment and remediation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29089.pdf.

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Books on the topic "Reading difficulties"

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1933-, Merritt King, ed. Remediating reading difficulties. 2nd ed. Madison, Wis: Brown & Benchmark Publishers, 1996.

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Crawley, Sharon J. Remediating reading difficulties. 3rd ed. Boston: McGraw-Hill, 2000.

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John, Presland. Overcoming reading difficulties. Trowbridge): Wiltshire Psychological Service, 1995.

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1933-, Merritt King, ed. Remediating reading difficulties. 4th ed. Boston: McGraw-Hill, 2004.

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1933-, Merritt King, ed. Remediating reading difficulties. 5th ed. Boston: McGraw-Hill, 2008.

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Remediating reading difficulties. 6th ed. New York: McGraw-Hill, 2012.

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Redfern, Angela. Children with reading difficulties. Reading: Reading and Language Information Centre, University of Reading, 1992.

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Cain, Kate. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Yvonne, Griffiths, ed. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Cain, Kate. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Book chapters on the topic "Reading difficulties"

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Woolley, Gary. "Reading Difficulties." In Reading Comprehension, 1–13. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_1.

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Dunson, Walter E. "Reading Difficulties." In school success for kids with Dyslexia & other reading difficulties, 15–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237846-3.

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Cain, Kate, and Jane Oakhill. "Reading Comprehension Difficulties." In Handbook of Children’s Literacy, 313–38. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_18.

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Oakhill, Jane, Kate Cain, and Carsten Elbro. "Reading Comprehension and Reading Comprehension Difficulties." In Reading Development and Difficulties, 83–115. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

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Elbro, Carsten. "Reading and Spelling Difficulties." In Handbook of Children’s Literacy, 249–56. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_14.

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Westwood, Peter. "Intervention for reading difficulties." In Commonsense Methods for Children with Special Needs and Disabilities, 89–101. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-10.

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Harmey, Sinéad. "Open Access: Perspectives on dealing with reading difficulties." In Reading, 52–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003208648-5.

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Carless, Sue, and Barbara Hearn. "Parental Involvement with Reading." In Children with Literacy Difficulties, 15–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003252726-2.

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Prior, Margot. "Reading and spelling problems." In Understanding Specific Learning Difficulties, 21–40. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-2.

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Stein, J. "The Neurobiology of Reading Difficulties." In Basic Functions of Language, Reading and Reading Disability, 199–211. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_12.

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Conference papers on the topic "Reading difficulties"

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Rosenblatt, Rebecca, Raymond Zich, Amber Sammons, and Jacob Cermak. "Investigating introductory student difficulties reading equipotential diagrams." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.rosenblatt.

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Al-Hassan, Suha. "PEER TUTORING AND IMPROVING READING SKILLS OF STUDENTS WITH READING DIFFICULTIES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0217.

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Lunte, Tobias, and Susanne Boll. "Towards a gaze-contingent reading assistance for children with difficulties in reading." In ASSETS '20: The 22nd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3373625.3418014.

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Nandhini, K., and S. R. Balasundaram. "Extracting and evaluating assistive summary for reading difficulties." In 2013 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2013. http://dx.doi.org/10.1109/icacci.2013.6637327.

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Dapa, Aldjon Nixon, Hartati Muchtar, and Zulfiati Syahrial. "SAVI Learning Model for Students with Reading Difficulties." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.80.

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Dapa, Aldjon. "Differentiated Learning Model For Student With Reading Difficulties." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.157.

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Ha Le, Van. "Common Difficulties of Reading Comprehension Experienced by Vietnamese Students." In ICEMT 2021: 2021 5th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481056.3481073.

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Santiar, Lea, Emzir Emzir, and Yumna Rasyid. "Reading Strategies to Overcome Difficulties in Understanding Japanese Sentences." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.144.

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Santiar, Lea, Emzir Emzir, and Yumna Rasyid. "Reading Strategies to Overcome Difficulties in Understanding Japanese Sentences." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.251.

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Santiar, Lea, Emzir Emzir, and Yumna Rasyid. "Reading Strategies to Overcome Difficulties in Understanding Japanese Sentences." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.37.

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Reports on the topic "Reading difficulties"

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.

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Levisohn, Sharon, Mark Jackwood, and Stanley Kleven. New Approaches for Detection of Mycoplasma iowae Infection in Turkeys. United States Department of Agriculture, February 1995. http://dx.doi.org/10.32747/1995.7612834.bard.

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Mycoplasma iowae (Mi) is a pathogenic avian mycoplasma which causes mortality in turkey embryos and as such has clinical and economic significance for the turkey breeder industry. Control of Mi infection is severely hampered by lack of adequate diagnostic tests, together with resistance to most antibiotics and resilience to environment. A markedly high degree of intra-species antigenic variation also contributes to difficulties in detection and control of infection. In this project we have designed an innovative gene-based diagnostic test based on specific amplification of the 16S rRNA gene of Mi. This reaction, designed Multi-species PCR-RFLP test, also amplifies the DNA of the pathogenic avian mycoplasmas M. gallisepticum (Mg) and M. synoviae (Ms). This test detects DNA equivalent to about 300 cfu Mi or either of the other two target mycoplasmas, individually or in mixed infection. It is a quick test, applicable to a wide variety of clinical samples, such as allantoic fluid or tracheal or cloacal swab suspensions. Differential diagnosis is carried out by gel electro-phoresis of the PCR amplicon digested with selected restriction enzymes (Restriction Fragment Length Polymorphism). This can also be readily accomplished by using a simple Dot-Blot hybridization assay with digoxigenin-labeled oligonucleotide probes reacting specifically with unique Mi, Mg or Ms sequences in the PCR amplicon. The PCR/OLIGO test increased sensitivity by at least 10-fold with a capacity for rapid testing of large numbers of samples. Experimental infection trials were carried out to evaluate the diagnostic tools and to study pathogenesis of Mi infection. Field studies and experimental infection of embryonated eggs indicated both synergistic and competitive interaction of mycoplasma pathogens in mixed infection. The value of the PCR diagnostic tests for following the time course of egg transmission was shown. A workable serological test (Dot Immunobinding Assay) was also developed but there was no clear-cut evidence that infected turkeys develop an immune response. Typing of a wide spectrum of Mi field isolates by a variety of gene-based molecular techniques indicated a higher degree of genetic homogeneity than predicted on the basis of the phenotypic variability. All known strains of Mi were detected by the method developed. Together with an M. meleagridis-PCR test based on the same gene, the Multi-species PCR test is a highly valuable tool for diagnosis of pathogenic mycoplasmas in single or mixed infection. The further application of this rapid and specific test as a part of Mi and overall mycoplasma control programs will be dependent on developments in the turkey industry.

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Early speech sound disorder alone confers a low risk on reading difficulties. Acamh, October 2018. http://dx.doi.org/10.13056/acamh.10542.

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Early speech sound disorder (SSD) combined with other risk factors, such as language impairment (LI) and dyslexia, can have negative consequences on literacy development, according to new research from Marianna Hayiou-Thomas and colleagues.

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