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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.<br>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&<br>#8217<br>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<br>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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Hoskins, Marie Louise. "Difficulties with discourse, a metaphorical reading of reconstituting self." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34268.pdf.
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Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.
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Du, Plessis Annette. "The experiences of parents of children with reading difficulties." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71698.
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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: According to the results of the Annual National Assessment (ANA) of 2011 in South African schools, approximately 53% of learners in grade 3 and 70% of learners in grade 6 did not reach a partially achieved level of reading. As a result of the reading difficulties, these learners have varying degrees of learning and behavioural difficulties and also experience psychological and emotional challenges. This figure indicates that a high number of people are parenting a child identified as having reading difficulties. Bronfenbrenner’s theory of the ecology of human development indicated the importance of interconnections between school, home, and community settings in order to foster children’s learning. Parents may be better supported and empowered to assist their child by collaboration among teachers and families. This collaboration may be strengthened by utilising knowledge gained from parents’ lived experiences of parenting a child identified as having reading difficulties. The primary research question guiding this phenomenological study involved understanding the experiences of parents with children identified as having reading difficulties. The study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three parents as research participants. Three methods of data collection were employed, namely written reflective notes, structured individual interviews and observations. Furthermore, qualitative content analysis was used to analyse the data. The analysis revealed that four interconnected contexts emerged concerning parents’ lived experiences, namely their relationship with their identified child, their relationships with other family members, their interactions with teachers and the child’s school, and their perception of social support in raising their child. The study found that parents experienced a variety of dismaying emotions regarding their child’s reading difficulties and that parents adopted roles such as caretaker, motivator and advocate in order to obtain the intervention and educational services needed for their child. The findings of this study inform and encourage educators and other support personnel to support parents and promote collaboration with parents of children identified as having reading difficulties, potentially enabling those parents to better support their identified child.<br>AFRIKAANSE OPSOMMING: Na aanleiding van die uitslae van die Jaarlikse Nasionale Assessering (ANA) van 2011 in Suid- Afrikaanse skole, het ongeveer 53% van leerders in graad 3 en 70% van leerders in graad 6 nie ‘n gedeeltelik bereikte vlak van lees behaal nie. As gevolg van die struikelblokke met lees, ervaar hierdie leerders verskeie grade van leer- en gedragsuitdagings, asook sielkundige en emosionele uitdagings. Hierdie syfers dui aan dat ‘n beduidende hoeveelheid mense in die rol staan van die ouer van ‘n kind met leesstruikelblokke. Bronfenbrenner se teorie van die ekologie van menslike ontwikkeling dui op die belangrikheid van interkonneksies tussen die leerder se skool, tuiste en die konteks van sy gemeenskap vir die bevordering van leer. Ouers kan moontlik meer effektief ondersteun en bemagtig word om hul kind meer effektief te ondersteun, indien ‘n medewerking tussen ouers en onderwysers bewerkstellig kan word. Hierdie medewerking kan versterk word deur kennis aan te wend aangaande ouers se ervaringe in hul rol as die ouer van ‘n kind met leesstruikelblokke. Die navorsingsvraag wat hierdie fenomenologiese studie lei, handel oor ’n begrip van die ervaringe van ouers van kinders wat met leesstruikelblokke geïdentifiseer is. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie ouers as deelnemers te identifiseer. Drie metodes van data insameling is gebruik, naamlik geskrewe, reflektiewe notas; gestruktureerde, individuele onderhoude en waarnemings. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die data analise het aan die lig gebring dat vier kontekste wat telkens met mekaar verband hou, na vore gekom het rakende ouers se ervaringe as die ouer van ‘n kind met leesstruikelblokke, naamlik die ouers se verhouding met hul kind, die ouers se verhoudinge met ander lede van die gesin, die ouers se interaksies met die kind se onderwysers en skool asook die ouers se persepsie van die sosiale ondersteuning wat hulle ontvang in hul rol as ouers. Die bevindinge van hierdie studie het aangetoon dat ouers verskeie ontmoedigende emosies ervaar rakende hul kind se leesstruikelblokke en dat ouers in die rol van versorger, motiveerder en advokaat optree om sodoende die nodige intervensie en opvoedkundige dienste wat hul kind benodig, te bekom. Die bevindinge het ten doel om opvoeders en ander ondersteuningspersoneel in te lig en aan te moedig om ouers te ondersteun en medewerking tussen opvoeders en ouers van kinders met
leesstruikelblokke te bevorder. Sodanige medewerking kan ouers in staat stel om hul kinders meer effektief te ondersteun.
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Swain, Claudia Jones. "Stress as a Factor in Primary Schoolchildren's Reading Difficulties: Some Implications for Remedial Reading." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332139/.
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Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984.
Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.
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Haats, Rikka Ann. "Predictive validity of kindergarten screeners for young children wth reading difficulties." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf.
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Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.
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Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.
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Jalali-Moghadam, Niloufar. "Childhood Bilingualism and Reading Difficulties : Insights from Cognition and Pedagogy." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47033.
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We are living in a world in which bi/multilingualism has become commonplace within everyday life for a great number of people. Research has shown that bilingualism produces various cognitive consequences. These effects are generally seen as positive and contributing to an enhanced level of cognitive processing. Bilingualism functions selectively to produce outcome performances depending on the areas that are the subject of investigation. Furthermore, the patterns of results may vary if second-language reading occurs in a dyslexic context. Thus, many children may struggle with this situation, suggesting the need for the provision of a special education agenda in schools. The intention of this dissertation is to address the abovementioned topics. In study I, the effect of bilingualism on lexical vs. non-lexical reading tasks is examined. This study finds that the pattern of the effect might vary based on the type of reading task (e.g., semantic or phonological origins for information processing). In studies II and III, the combined effect of bilingualism and reading difficulties on executive functions (working memory, inhibitory control and flexibility) and on longterm memory (episodic and semantic) is examined. These studies find that, in line with primary expectations, bilingualism in typically developed reading is associated with enhanced overall cognitive performance in either executive functioning or episodic and semantic memory. Interestingly, the combination of second-language reading and reading difficulties is associated with lower performance (longer processing time) for executive functioning and long-term memory (specifically episodic memory). It is suggested that this pattern of performance is produced by a general delayed processing profile in the context of bilingualism and reading difficulties. The findings are discussed in light of the notion of inefficient and difficult learning of new input in terms of dyslexic problems. Study IV explores special education teachers’ assumptions with respect to the type of special education services in Swedish schools with a high proportion of (bilingual) pupils with reading difficulties. The findings of this study underscore the importance of the provision of special bi-literacy education for bilingual dyslexic children in schools and the current shortcomings regarding time and knowledge resources in this regard.
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Weedon, Charles. "Expository reading in schools : the nature of the reader's difficulties." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329074.
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Sylvia, Allison M. "Test Anxiety and Reading Comprehension in Adults with Academic Difficulties." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583853725075996.
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Liu, Yiching Christine. "Investigating the relationship between online reading groups and reading difficulties among upper-level CFL learners." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6793.
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This case study aims to investigate the relationship between the online reading group meetings (ORG) and reading difficulties among upper-level learners of Chinese as a foreign language (CFL learners). Based on Bernhardt’s constructivist model of L2 reading (1986, 1991) and sociocultural perspectives, this study attempts to answer two research questions: 1. What reading difficulties upper-level CFL learners encountered when they read in Chinese? 2. What components in the online reading group meetings helped upper-level CFL learners to cope with their reading difficulties? How did the components help? Seven Fourth-Year Chinese learners at a university in the United States participated in this study and attended the ORG meetings throughout a semester to discuss five assigned readings. Qualitative research methods were used to collect and analyze the data. The data sources of this study included pre- and post-ORG questionnaires, pre- and post-meeting comprehension checks, pre- and post-meeting self-reports, recordings of the online reading group meetings, and semi-structured interviews.
The findings showed a complicated and interactive relationship of the six components in Bernhardt’s model when it came to reading difficulties among upper-level CFL learners. Even though the participants identified word recognition as one of their top reading difficulties when reading in Chinese, the findings showed that extra-text driven components, especially intratextual perceptions and prior knowledge, played an important role in determining the participants’ reading comprehension. Being able to constantly monitor what they learned from each paragraph and which prior knowledge they applied to the reading was found to be a key to improving their reading comprehension. The findings also found reflexivity in dialogic collaboration, especially when the ORG meetings created opportunities for the participants to improve their reading comprehension via peer-to-peer interaction. The patterns of peer-mediated learning included giving corrective feedback, negotiating meaning, learning from listening, strategy coaching, and using English strategically. Whereas the instructor as a facilitator was regarded important to provide timely feedback and facilitate the discussion, the findings suggested that a peer-led group discussion was possible for upper-level CFL learners once they built up their confidence in offering help to their peers. Even though the component of the role assignment seemed to be beneficial for the participants to cope with their reading difficulties in the ORG meetings, the participants did not perceive each role equally helpful nor easy due to various reasons. The study concluded with a discussion of the implications for CFL education, teacher education programs and future research.
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Hamilton, Diane M. "Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.
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<p>The study presented in this dissertation emerged from a theoretical connection noted in the literature between the potential of postmodern picturebooks to affect change, the ways in which boys are socialized into literacy practices, and the problem of male disengagement from literacy. As such, this study adds a new voice to the extant literature on postmodern picturebooks and that of gender and literacy. This study is an initial exploration at the intersection between these two areas of inquiry focused on the experiences of one boy who self-identifies as disinclined toward reading, a boy whose history of reading difficulties throughout elementary school contributed to compelling insights. </p><p> A phenomenological approach was designed for this initial exploration to ensure a rich and comprehensive description of this boy’s experiences to share in order to open and expand our understanding of the reading experience of individual boys and the role postmodern picturebooks might be able to play in disrupting the problem of male disengagement. This phenomenological exploration focused on three focal phenomena—the boy’s experience of reading, his experience of reading traditional picture books, and his experience of reading postmodern picturebooks. Through examination of data collected during a book sort, think-aloud readings, and interviews with the participant and members of his family, along with historical data from school records and tutoring records, descriptive interpretations of each of the three focal phenomena were constructed then discussed in relation to each other and to theoretical connections noted above. </p><p> The experience of reading of the focal participant in this study is illuminating, pointing to not only gender influences but also pervasive influences from a concerted focus on learning to read proficiently. Differences between the experience of reading traditional picture books and the experience of reading postmodern picturebooks are evident for this boy. Subtle shifts in reading behavior were noted by the end of data collection suggesting that experiencing postmodern picturebooks with a focus on think-aloud commentary may have provoked a shift in his perspective about what it means to read. </p>
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Fox, Maureen. "Parents' ideas about literacy and their attributions for children's reading difficulties." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35889.pdf.
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Dusek, Wolfgang Anton. "Treatment of Binocular Vision Anomalies that Underlie Reading and Writing Difficulties." Thesis, University of Ulster, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564499.
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The importance of good vision for acquiring a sound fundamental base in reading and writing skills, in early years, has implications for scholastic achievement and future prospects in adult life. Where the underlying problems in children, who have difficulties in school, are not related to intellect, the ocular and visual systems need to be examined. This thesis is based on observations of 1153 school-children, aged from 7 to 14 years, who had been found to have problems with reading and writing but had no intellectual impediments to learning. The results have shown that the vast majority 72% of these children demonstrate binocular vision problems that can be treated. Treatment options for convergence insufficiency and convergence excess were trialled. It was found that prismatic correction, reading glasses and muscle exercise therapy were effective. Reading speed and efficiency could be improved to normal levels within a period of four weeks. These findings indicate that there is significant plasticity in the visual systems of the eyes of children and that any dysfunctions should be rapidly treated. The thesis has also shown the basis on which the level of prismatic correction is derived. It is also the first to show a comparison of calibrated reading tests in German and English. The physiological mechanisms in the developing and growing eye may have an influence on other measures. Muscular forces within the eyeball (controlling accommodation) and externally placed (controlling eye movements) may have an influence on the pressure with the eye. Little is known about the normal variations with age in intraocular pressure in children. This study has shown that there is an age-related increase in intraocular pressure that plateaus after age 9 and that there are differences between children with binocular vision problems and controls. Reasons for these differences are discussed and further investigations suggested.
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Smythe, Ian. "Cognitive factors underlying reading and spelling difficulties : a cross linguistic study." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/739/.
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Gray, Janet. "Visual perceptual difficulties and reading behaviour : Irlen syndrome and eye colour." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266995.
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Werner, Patrice Holden. "The Symptoms of Childhood Depression as Factors in Children's Reading Difficulties." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331850/.
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The purpose of this study was to investigate symptoms of childhood depression as factors in elementary school age children's reading difficulties. Subjects for study included children who evidenced symptoms of depression from among those referred to the Pupil Appraisal Center (PAC) at North Texas State University for reading difficulties between October, 1983, and April, 1985. The Weinberg Affective Scale (WAS), a screening device for childhood depression, was used to identify the subjects for this study. Using document analysis as the research approach, the researcher examined, recorded, and categorized referral and evaluation statements made by parents, teachers, counselors, and reading specialists the subjects1 PAC files that described symptoms of childhood depression. Also analyzed were diagnostic test data from the evaluation reports of PAC counselors and reading specialists.
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Arnold, Shelley Susannah. "Reading Impairments In Children With Neurofibromatosis Type 1: Profiling and Treatment." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20218.
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Reading difficulties are reported in the majority of children with neurofibromatosis type 1 (NF1) and have significant functional impacts. Primary aims of this thesis were to i) examine the reading profile of children with NF1, from preschool to school-age, and ii) investigate the effectiveness of a reading intervention. Three studies were conducted. Study 1 examined the preliteracy abilities of young children (5-6 years) with NF1 compared to controls. Results indicated that the performance of children with NF1 was significantly poorer than controls in all preliteracy domains. Study 2 investigated the reading profile of school-age children (7-12 years) compared to controls. Results revealed that the performance of children with NF1 was significantly poorer than controls on all literacy measures. Study 3 examined the efficacy of a computerised phonics training program for school-age children with NF1 and reading difficulties. Following treatment, children demonstrated significant improvement on literacy outcomes. Collectively these studies contribute to our understanding of the reading profile of children with NF1. Findings show that weaknesses in phonological processing and letter-sound knowledge are common in children from preschool to school-age indicating these deficits may underlie the reading difficulties experienced by children with NF1. Further these weaknesses can be detected as early as preschool age. Findings also indicate that reading deficits in children with NF1 can be successfully treated by teaching letter-sound knowledge. These findings can be used to inform clinical practice. The implementation of preliteracy screening for all young children and early intervention, may result in a greater success rate of remediation, decrease the likelihood of later literacy difficulties and contribute to significant improvements in the quality of life for children with NF1.
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Masuhara, Hitomi. "Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/304964.
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This thesis investigates factors influencing the reading difficulties of advanced learners of English as a foreign language. It proposes a new approach to reading research and pedagogy in which neuroscientific insights on human verbal and non-verbal cognition are incorporated into the theoretical conceptualisation. This thesis explores the neurosdentific literature for the purpose of identifying basic principles governing human perception, emotion and cognition. The mechanisms of learning and memory are also studied. It examines how the verbal systems of the brain interact with the non-verbal systems. Making use of neural perspectives, a critical review of historical and of current reading models is conducted. Attempts are made to provide alternative interpretations for the phenomena recognised in empirical studies based on observations of reading behaviours, on computer-based studies and on the introspective data of experts and of learners. This thesis reports two experiments which were designed to investigate the Ll and L2 reading processes through Think Aloud, Immediate Retrospection, Questionnaires and Interviews. The results indicate that advanced learners, despite their established reading ability in their native languages, often rely heavily on cognitive and studial styles of L2 reading which inhibit fluent and effective reading. Neural accounts are offered which suggest that the ineffective reading styles are due to weakness in the degree of neural developments. This thesis evaluates the reading sections of current and typical coursebooks according to neural-based criteria and concludes that learners are not being given the opportunities to develop the neural networks required in fluent and enjoyable reading. Finally suggestions are made for future reading research and pedagogy.
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Selkirk, Rosemary. "An evaluation of the effectiveness of one brain stress defusion and kinesiology techniques with children who experience reading difficulties." Thesis, Federation University Australia, 1992. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164883.
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This research project investigated whether 'one brain' techniques would prove effective with children who experience reading difficulties when adapted for use with small groups of primary school children.
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Karjula, Eija, and Niina Parkkila. "Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-806.
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<p>Studiens syfte var att undersöka hur lärare ser på sambandet mellan läsförmåga och matematiksvårigheter. Aktuella rapporter visar att elevers läsförmåga har försämrats samtidigt som matematiksvårigheterna har ökat. Viss forskning pekar på ett samband mellan dessa två ämnesområden. En halvstrukturerad intervjumetod med fenomenologisk ansats användes och totalt intervjuades fyra erfarna lärare. De intervjuade hade alla mångårig erfarenhet av elevers läs- skriv- och matematikinlärning i ett brett register från förskoleklass till högskolenivå. Resultatet visade att det finns många faktorer som samverkar när eleven får svårigheter. Det är viktigt att rikligt med tid och övning ges när elever ska befästa grundläggande kunskap. En automatiserad ordavkodning är en avgörande faktor för god läsförmåga, likväl som automatiserad taluppfattning krävs för en gynnsam utveckling i matematik. Elever som är lässvaga får ofta problem vid de benämnda talen. Det är viktigt att allt lärande tar avstamp utifrån elevens förutsättningar. En kartläggning av eleven bör genomföras så att anpassning kan ske i förhållande till elevens proximala nivå. Vidare påvisade resultatet att självbild och självförtroende påverkar elevens lärande i hög grad.</p>
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Lundström, Lars. "Reading Difficulties and the Twofold Character of Language : How to Understand Dyslexia." Doctoral thesis, Uppsala University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.
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<p>The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties. </p><p>First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches. </p><p>Second, the following themes were investigated empirically:</p><p>– The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination.</p><p>– The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2. </p><p>– Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension. </p><p>– Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned.</p><p>– Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.</p>
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Lundström, Lars. "Reading difficulties and the twofold character of language : how to understand dyslexia /." Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.
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Hargrave-Wright, Lilian. "Continuing manifestations and coping strategies of adult dyslexics." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302454.
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Feiler, Anthony. "Success and failure in early literacy : teachers' predictions and subsequent intervention." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/53373b15-31d5-4f52-8ee6-76a09039a5cb.
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Dean, Jessica. "The effectiveness of the virtual reading gym online intervention for grade three to six learners with reading difficulties." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31458.
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Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills (accuracy, rate, vocabulary and comprehension) after VRG intervention. Design Two studies were carried out: (1) A retrospective analysis used data from a previous study conducted in mainstream schools which used peer reading mentors; (2) A prospective study in a school for learners with special educational needs that had speech-language therapist led intervention. Both studies used matched subject pre/ post intervention designs. Methods and Procedures In Study 1, matched pairs were retrospectively created to form a sample (n=20, 8 males and 12 females, 10 intervention group and 10 control group) of grade 3 to 6 learners. In Study 2, the prospective study, participants (n=20, 14 males and 6 females, 10 intervention group and 10 control group) were grade 3 to 6 learners from a school for learners with special educational needs in Cape Town. For both studies, the intervention group received VRG intervention 3 times per week (30 minutes per session) for 10 weeks. The control group continued with regular school activities. Independent samples t-tests for gain scores were used to analyse results. Semi-structured interviews were conducted with intervention participants from the prospective study. Thematic analysis was used to interpret the transcribed interview data. 5 Results For the retrospective analysis there were no statistically significant differences between the intervention and control groups’ reading accuracy, rate, vocabulary and comprehension improvements at the completion of the VRG intervention. Similarly, the prospective study found no statistically significant differences between the reading accuracy, vocabulary or comprehension gains of learners in the intervention and control groups. However, there was a statistically significant difference between the groups’ gains on one measure of reading rate. The thematic analysis findings were that learners expressed enjoyment of the VRG and intervention experiences, valued the role of the reading partners, believed they had made literacy skill gains, described self-competency improvements, expressed the belief that the VRG could result in reading improvements, and portrayed positive attitudinal and behavioural changes related to reading. Discussion The study contributes by investigating the potential of one practical solution to South African learners’ reading difficulties and adding to the limited local evidence base on ICT reading intervention. Although an intervention effect could not be demonstrated in this study, the changes noted in reading rate and qualitative findings suggest the potential for impact. The discussion considers some explanations for the findings, suggestions for improving interventions such as the VRG, and lines of future research that could be developed to support South African children in their struggles with reading.
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Chambers, Caroline A. "Towards an integrated approach to the assessment and management of children with reading difficulties." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17175.
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Learning to read is a complex and demanding skill which is vital in order for children to be able to access a broad curriculum of learning within the school environment. Reading requires the integration of many different processes, it is possible that difficulties with one or more of these processes has the possibility to interfere with reading ability.
The research aimed to investigate the presence and co-occurrence of difficulties across many factors thought to be involved in the reading process. Data were collected from 126 schoolchildren, aged 8-10 years on performance measures associated with reading; reading ability, visual sensory and oculomotor function, visual perception, attention, memory, phonological awareness and rapid naming.
Differences in mean performance between different reading ability groups (ANOVA), and correlations between the variables studied, were used to investigate the presence and magnitude of any relationships. Many of the variables studied were found to be significantly different between reading ability groups and significantly correlated with reading ability to varying degrees.
The analysis of multiple single-case studies determined that each child has a unique pattern of strengths and weaknesses and that many children including ‘average/above average’ readers, show below average performance on several measures included in the study, with affected skills rarely existing in isolation.
Thus, it is recommended that an individualised multi-factorial approach is taken to the assessment of children struggling to read. This will require communication by a multi-professional team to ensure all possible contributing factors are explored to enable each child to achieve their potential.<br>College of Optometrist<br>Some material in this thesis is unavailable for copyright reasons.
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Goldfus, Caroline Ida. "Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.
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Kaplan, Gaby. "App-based intervention for children with reading difficulties : a description of five cases." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13112.
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Includes bibliographical references.<br>This descriptive single subject intervention study aimed to describe the outcomes of an application (app)-based intervention for five children with reading difficulties. All participants were required to have a grade one reading level. Each participant’s language and literacy profiles are detailed in accordance with developmental and information processing models, and intervention was designed based on each child’s specific level of difficulty. Following a baseline control period, each child received approximately six weeks of intervention using the Reading TherAppy and/or Comprehension TherAppy app (Tactus Therapy Solutions) on an iPad ® mini, which was mediated by the researcher on a 1:1 basis. Treated and untreated probe items were administered at three points in the study (baseline, pre, post) in order to determine the effects of intervention on treated and untreated, matched items. Each child’s reading on standardized literacy measures was re-evaluated post intervention. This was followed by an interview with each participant to obtain information about his or her experience of the intervention. Results show that all participants improved their reading of items treated in the intervention. In addition, some of the participants’ standardized reading and spelling scores improved in relation to typically developing peers from pre to post intervention testing. Changes are detailed for each participant using the theoretical models. Child interviews indicated that all children enjoyed a positive experience of intervention. This study aimed to explore and contribute to the limited knowledge base on efficacy, optimal dosage and outcomes of app-based intervention for children with reading difficulties. The implications of the study are discussed in relation to Speech Language Therapists working in educational settings, the functional application of models of reading, and the reading intervention literature.
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Linby, Emma. "Läs- och skrivsvårigheter - en pedagogisk studie. Reading and writing difficulties - a pedagogical study." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33444.
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I min uppsats beskriver jag problematiken kring att ha läs- och skrivsvårigheter, vad det kan bero på, hur skolan kan agera och hur pedagogen sedan kan hjälpa individen med sin inlärning när det kommer till att hantera text, antingen att själv skriva den eller kunna läsa den.När eleverna gör få framsteg trots stora hjälpinsatser leder det självklart till en enorm frustration hos eleven, föräldern men även pedagogen. Genom att arbeta i team med insatser från pedagogiken, psykologin och psykiatrin kan pedagogen få en större bild av individen och se såväl möjligheter som svårigheter hon har. Jag har valt ut texter som tar upp problematiken kring dyslexi, det vill säga som förklarar vad dyslexi är och vad det kan bero på utifrån de olika synsätt som finns. Jag har även använt mig av böcker som tar upp olika pedagogiska arbetssätt som inriktar sig på läs- och skrivinlärning/träning och statliga utredningar såsom Konsensusrapporten som tar upp problematiken kring dyslexi och den utbildning som bedrivs för dessa elever i skolan.Jag har i min uppsats gjort en intervju med två specialpedagoger för att få en djupare förståelse för det arbetssätt som bedrivs i skolan för elever med läs- och skrivsvårigheter. Utifrån intervjuerna samt den litteratur jag tagit mig an har jag dragit slutsatsen att en tidig insats är det optimala för den dyslektiske elevens vidare utveckling för att knäcka läskoden.
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Mack, S. K. "Single-route and dual-route approaches to reading aloud difficulties associated with dysphasia." Thesis, Queen Margaret University, 1999. https://eresearch.qmu.ac.uk/handle/20.500.12289/7453.
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The study of reading aloud is currently informed by two main types of theory: modular dual-route and connectionist single-route. One difference between then theories is the type of word classification system which they favour. Dual-route theory employs the regular-irregular dichotomy of classification, whereas single-route considers body neighbourhoods to be a more informative approach. This thesis explores the reading aloud performance of a group of people with dysphasia from the two theoretical standpoints by employing a specifically prepared set of real and pseudoword stimuli. As well as being classified according to regularity and body neighbourhood, all the real word stimuli were controlled for frequency. The pseudowords were divided into two groups, common pseudowords and pseudohomophones, and classified according to body neighbourhood. There were two main phases to the study. In the first phase, the stimuli were piloted and the response time performances of a group of people with dysphasia and a group of matcehd control people were compared. In the second phase, a series of tasks was developed to investigate which means of word classification best explained the visual lexical decision and reading aloud performance of people with dysphasia. The influence of word knowledge was also considered. The data was analysed both quantitatively and qualitatively. The quantitative analysis of the number of errors made indicated that classification of items by body neighbourhood and frequency provided the more comprehensive explanation of the data. Investigation of the types of errors that were made did not find a significant relationship between word type and error type, but again the results indicated that the influence of frequency and body neighbourhood was stronger than that of regularity. The findings are discussed both in terms of their implications for the two theories of reading aloud and their relevance to clinical practice.
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Davidson, Johan. "The evaluation of a system which gives computer delivered speech feedback for the teaching of reading." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259449.
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Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.
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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.
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Leung, Nga-ki Kate, and 梁雅琪. "Early identification screeners for preschool children at-risk for reading difficulties in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589288.
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Källeskog, Eleonor. "Reading Recovery - A Second Chance to Learn : An Early Intervention Program to Reduce Reading and Writing Difficulties in New Zealand." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7265.
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<p>Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning.</p><p>Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning.</p><p>En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas.</p><br><p>Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies.</p><p>Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention.</p><p>The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading.</p><p>All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.</p>
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Bennett, Elizabeth G. "Visual dysfunction : a contributing factor in memory deficits, and therefore learning difficulties?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/266.
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This thesis is based on Educational Therapy (ET) practice which has found eye muscle imbalance is a key factor to be addressed in management of learning difficulties (LD). This level of oculo-motor (o-m) function is a 'hidden' handicap as individuals are unaware of the problem; it is not routinely tested; and is not generally included in learning difficulties research. O-m function is omitted in standard paediatric optometry tests, and in school vision screening. Eye exercises increase the range of binocular fields of vision by employing stereopsis glasses and red/green slides. Central vision loss was uncovered when students reported words, seen by only the right eye, "disappear" or "switch on and off". When the left eye was covered, right eye vision returned but was lost again with binocular vision, even though larger shapes on the screen remained complete. In effect, global vision was unaffected while right eye central (foveal) vision was suppressed. This is considered significant because students attending ET have learning difficulties with phonemic memory, spelling and reading deficits, which are predominantly left hemisphere processes. The aim of this three-part study, consisting of School Survey, ET Intervention study and Case studies, was to: a) determine whether o-m dysfunction was found in a girls' school population and/or was associated with LD; b) set up an Intervention study to explore the effects of vision training on the outcomes of a subsequent week-long word-skills programme in the ET practice. Two case studies we're also examined, that of matched senior school boys whose outcomes were significantly different; and c) examine more closely the common pattern of muscle imbalance in two case studies of current junior school students. This tested the therapy assumption that mal-adaptive sensory feedback was contributing to o-m dysfunction. This notion is based on the Luria (1973) Model of Levels of Neural Function which provides the framework for ET practice, and the Developmental Model of LD that has evolved in application and explanation. Part 1 School Survey. This exploratory, cross-sectional study included a randomised sample of 277 participants in a private girl's school. A 7-10 minute screening was provided by five optometrists, with an expanded protocol including o-m function. Also assessed were academic standards of reading comprehension and spelling, reasoning, visual perception, phonological skills, auditory, visual and phonemic memory, and arm dominance. Results showed visual dysfunction and mixed eye dominance in approximately equal numbers. Of the 47% girls with visual dysfunction, not all had literacy problems; however, LD students had corresponding degrees of o-m dysfunction, memory deficit and mixed hand / arm dominance. Part 2 Intervention study. The Research Question for the Intervention Study was: Does the difference in learning standards depend on which eye is disadvantaged in the case of weak binocularity? This question was answered by determining the outcomes to literacy levels once normal binocular o-m function and stable eye dominance were established. Twenty-four students (6 to 18 years) had Behavioural Optometry assessment prior to commencing therapy and were found to have o-m dysfunction, undetected by previous standard optometry tests. Eye exercise results showed 62.5% of the group had changed from left to right eye dominance. The dominance criterion was set by this group, indicated by the right eye holding fixation through full range of fusional reserves (binocular overlap), together with superior eye-tracking speed >20% by the right, compared to the left, eye. Associated significant gains in literacy and phonemic memory were also achieved by the newly established 'right-eyed' group. In spite of undergoing identical treatment, the 'left-eyed' group retained limited foveal binocularity, and made less progress in literacy outcomes. Part 3 Two current Case Studies. Present ET practice benefited from insights gained from the 36% 'unsuccessful' participants of the previous study. Better therapy outcomes are achieved from an integrative motor-sensory approach, supported by Podiatry and Cranial Osteopathy. This detailed study involved two junior school boys who exemplified a common pattern of physical anomalies. For example, RW (8-year old male) had 'minimal brain damage' and LD that co-occur with unstable feet and o-m control, postural muscle imbalance, poor balance, motor co-ordination and dyspraxia. After 18, two-hour therapy sessions over nine months, he is now reading well, his motor co-ordination, eye tracking and writing are within the ‘low normal range’, and he is interacting competently with his peers. Learning difficulties can be conceptualised as a profile of immaturities. The results of this three part study have shown that once the 'hidden' handicap of right eye suppression is overcome with balanced binocular fields of vision, learning difficulties arc ameliorated. This is affirmed by the positive gains achieved by these students, not only in literacy skills but also 'outgrowing' immaturity in motor-sensory-perceptual development.
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Cheung, Celeste. "Reading difficulties and cognitive-neurophysiological impairments in ADHD : a focus on development and aetiology." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/reading-difficulties-and-cognitiveneurophysiological-impairments-in-adhd(e7a8cc5f-3ae5-48ab-8374-7a46633b4e4a).html.
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This thesis uses a multidisciplinary approach to examine attention-deficit/hyperactivity disorder (ADHD) in the context of development and co-occurring impairments. The first part of the thesis focuses on the co-occurrence between ADHD and reading difficulties, investigating underlying cognitive impairments and their possible shared aetiology. We show, in a clinically ascertained sample, that the shared familial influences on ADHD and reading difficulties are largely independent of familial influences shared with IQ. Using a population-based twin sample, we further show that a significant proportion of the shared genetic influences on inattention symptoms and reading difficulties are captured by the cognitive processes of reaction time variability (RTV) and verbal memory, although the majority of the genetic sharing remains unaccounted for. The second part of the thesis reports findings from a follow-up study of ADHD and control sibling pairs. First, in an investigation of the neurophysiological basis of decreased attentional fluctuation, we show that a fast condition with rewards normalises attention allocation (early-P3 amplitudes) and improves RTV in individuals with ADHD. Second, childhood measures of ADHD symptom severity, socio-economic status, IQ and actigraph movement level predicted ADHD severity in adolescence and young adulthood, whereas other cognitive variables did not. Third, in an investigation of cognitive-neurophysiological markers of ADHD persistence and remittance, the pattern of results was indicative of three processes underlying outcome in ADHD: i) markers of recovery (preparation-attention-vigilance measures); ii) executive control processes (inhibition and working memory) that were not significantly associated with ADHD outcome; and iii) IQ as a potential moderator of ADHD outcome: in addition to childhood IQ predicting future ADHD outcome, it was associated with ADHD symptom improvement at follow up. These findings emphasise the role of IQ in ADHD outcome, and the malleability of the preparation-vigilance-attention processes, which are candidate targets for future development of non-pharmacological interventions.
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Ivarsson, Emma. "Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.
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<p>Abstract</p><p>This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.</p><p>Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance.</p><p>The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially</p><p>if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.</p>
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Fälth, Linda. "The use of interventions for promoting reading development among struggling readers." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25548.
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A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level. The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based. In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.
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Ström, Maria, and Lidman Annika. "ADHD och läs-och skrivsvårigheter/ dyslexi : En systematisk litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182453.
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Dickens, Faith B. "Unnatural conduct & forced difficulties Austen, reading, and the paradox of the feminine ideal." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/373.
Full textAbstract:
Though some scholars have maintained that Jane Austen closely adheres to the ideology of courtesy novels and conduct literature, I argue that Austen uses her knowledge of this ideology to reveal the flaws in reader assumptions about the presumed commonsensical nature of the courtesy novel and its feminine ideal. Austen is familiar with the conventions of eighteenth-century fiction, but, rather than adopting its tropes in her own work, she uses realism to parody its excesses and improbabilities; this realism then works against reader expectations and exposes paradoxes inherent in the courtesy novel and in conduct-book literature itself. In my thesis I observe how Austen uses courtesy novel tropes to expose or even mock the courtesy novel's inherently unrealistic qualities, and I do so by examining the act of "reading" in her novels: specifically, I argue that the literal reading that Austen's characters engage in does not produce the expected outcomes predicted by conduct books and courtesy novels; that the figurative reading of one character by another demonstrates the dangerousness and unsuitability of the heroine as "open book," as conduct books and courtesy novels urged her to be, as well as the irrationality and hypocrisy of acting the part of "closed book" to her intended lover; and, finally, that the act of reading an Austen novel is intended to prevent the absorption or interpretation of unrealistic ideals, through insistence on (more) realistic outcomes and through narrative intervention.<br>B.A.<br>Bachelors<br>Arts and Humanities<br>English