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Journal articles on the topic 'Reading difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Conte, Richard, and Rita Humphreys. "Repeated readings using audiotaped material enhances oral reading in children with reading difficulties." Journal of Communication Disorders 22, no. 1 (February 1989): 65–79. http://dx.doi.org/10.1016/0021-9924(89)90007-5.

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12

Jitendra, Asha K., Lana L. Edwards, Kristin Starosta, Gabriell Sacks, Lisa A. Jacobson, and Claire M. Choutka. "Early Reading Instruction for Children with Reading Difficulties." Journal of Learning Disabilities 37, no. 5 (September 2004): 421–39. http://dx.doi.org/10.1177/00222194040370050501.

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13

Vaughn, Sharon, Sylvia Linan-Thompson, Kamiar Kouzekanani, Diane Pedrotty Bryant, Shirley Dickson, and Shelley A. Blozis. "Reading Instruction Grouping for Students with Reading Difficulties." Remedial and Special Education 24, no. 5 (September 2003): 301–15. http://dx.doi.org/10.1177/07419325030240050501.

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14

Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.
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15

Wang, Ching-Huang, Yi-Jou Lin, Yu-Chen Kuo, and Su-Syuan Hong. "Reading to relieve emotional difficulties." Journal of Poetry Therapy 26, no. 4 (December 2013): 255–67. http://dx.doi.org/10.1080/08893675.2013.849045.

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16

Elkins, John. "Getting Reading Difficulties in Perspective." International Journal of Disability, Development and Education 37, no. 1 (January 1990): 3–16. http://dx.doi.org/10.1080/0156655900370102.

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17

Stein, J. "The neurobiology of reading difficulties." Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA) 63, no. 1-2 (July 2000): 109–16. http://dx.doi.org/10.1054/plef.2000.0200.

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18

Clemens, Nathan H., Kelsey Ragan, and Oscar Widales-Benitez. "Reading Difficulties in Young Children." Policy Insights from the Behavioral and Brain Sciences 3, no. 2 (July 20, 2016): 177–84. http://dx.doi.org/10.1177/2372732216656640.

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19

Evans, Bruce J. W. "Colored Filters and Reading Difficulties." Optometry and Vision Science 74, no. 5 (May 1997): 239–40. http://dx.doi.org/10.1097/00006324-199705000-00002.

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20

Clarke, Paula J., Margaret J. Snowling, Emma Truelove, and Charles Hulme. "Ameliorating Children’s Reading-Comprehension Difficulties." Psychological Science 21, no. 8 (June 28, 2010): 1106–16. http://dx.doi.org/10.1177/0956797610375449.

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21

Torgesen, Joseph K. "The Prevention of Reading Difficulties." Journal of School Psychology 40, no. 1 (January 2002): 7–26. http://dx.doi.org/10.1016/s0022-4405(01)00092-9.

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22

Oakhill, Jane. "Children's difficulties in reading comprehension." Educational Psychology Review 5, no. 3 (September 1993): 223–37. http://dx.doi.org/10.1007/bf01323045.

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23

Henderson, L. M., R. H. Taylor, B. Barrett, and P. G. Griffiths. "Treating reading difficulties with colour." BMJ 349, aug19 12 (August 19, 2014): g5160. http://dx.doi.org/10.1136/bmj.g5160.

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24

Hoyt, Creig S. "Irlen Lenses and Reading Difficulties." Journal of Learning Disabilities 23, no. 10 (December 1990): 624–26. http://dx.doi.org/10.1177/002221949002301010.

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25

Hawke, Jesse L., Richard K. Olson, Erik G. Willcut, Sally J. Wadsworth, and John C. DeFries. "Gender ratios for reading difficulties." Dyslexia 15, no. 3 (August 2009): 239–42. http://dx.doi.org/10.1002/dys.389.

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26

Stothard, Susan E., and Charles Hulme. "Reading comprehension difficulties in children." Reading and Writing 4, no. 3 (September 1992): 245–56. http://dx.doi.org/10.1007/bf01027150.

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27

Elbro, Carsten, Susan Møller, and Elisabeth Munk Nielsen. "Functional reading difficulties in Denmark." Reading and Writing 7, no. 3 (September 1995): 257–76. http://dx.doi.org/10.1007/bf02539524.

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28

Snowling, Margaret J. "Reading development and its difficulties." Educational and Child Psychology 15, no. 2 (1998): 44–58. http://dx.doi.org/10.53841/bpsecp.1998.15.2.44.

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The process of learning to read extends over several years and involves the acquisition and coordination of a range of sub-skills. At basics, reading in an alphabetic system involves both building a sight vocabulary and developing decoding skills. The goal of reading, however, is not merely word-level decoding but comprehension which requires the integration of meaning across sentences and within texts, making appropriate use of contextual cues and inferences based on general knowledge. Put this way, learning to read represents a considerable challenge even for the child who comes to the task well-prepared in terms of their spoken language competencies. Theoretical models of reading development aim to capture the characteristics of reading behaviour as it changes over time, and also to elucidate individual differences in acquisition patterns. This review will focus on recent models of learning to read from the perspective of cognitive psychology, and consider how well such models can accommodate research findings from children who have reading difficulties.
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29

Balqis, Muchasanah Nur. "Students’ Difficulties in Reading Comprehension." English LAnguage Study and TEaching 3, no. 1 (August 15, 2022): 18–24. http://dx.doi.org/10.32672/elaste.v3i1.4734.

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Reading is one of the most challenging language skills for many students. They often find it difficult to comprehend a text they are reading, while in fact, reading comprehension is the indicator that one has mastered reading skill. The aims of this study were to find out the factors behind the difficulties faced by the students of SMP Negeri 16 Banda Aceh in reading comprehension. This was a case study using quantitative descriptive method. The result showed that difficulties frequently faced by the students in comprehending a text were their unfamiliarity with a complex word or vocabulary, difficulty in comprehending sentences, difficulty in comprehending a paragraph, difficulty in comprehending the whole selection or content of a text, and the difficulty in identifying the main idea, the plot of a text, the kinds of texts, and English structure without the help of a dictionary.
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30

Rohimah, Siti. "Reading difficulties and factors affecting reading difficulties of students of grade 1 elementary school." LADU: Journal of Languages and Education 1, no. 5 (July 30, 2021): 189–95. http://dx.doi.org/10.56724/ladu.v1i5.85.

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Background: Learning to read in elementary schools which is carried out at the first grade level is an early stage of reading learning or called beginning reading. Purpose: The purpose of this study was to determine the extent to which new students in elementary school (grade 1) were able to read and to know the difficulties faced by students when reading and its factors. Design and methods: The method used is a qualitative method using descriptive analysis. In this study, researchers went directly to the center of the field individually to obtain data from research subjects, while the subjects in this study were 1st grade elementary school students, 1st grade parents in several schools in East Bogor. The data collection technique used by the researcher is interviewing parents of grade 1 elementary school students and direct observation of students' abilities. Results: The reading ability of grade 1 elementary school students who have been observed in the reading test there are some students who are fluent in reading without help and without stuttering. There are two factors that affect reading difficulties, internal factors and external factors. Internal factors can be seen from the physical students. Physical weakness can affect reading difficulties. External factors of students that can affect reading difficulties are factors from the social environment and the most influential is the role of parents who accompany children to read at home. Parents who do not participate in the development of students' reading will hinder students' reading skills.
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31

Woolley, Gary. "The assessment of reading comprehension difficulties for reading intervention†." Australian Journal of Learning Difficulties 13, no. 1 (May 2008): 51–62. http://dx.doi.org/10.1080/19404150802093729.

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32

Landis, David, and Elizabeth B. Moje. "INTRODUCTION: (RE)READING STUDENTS' DIFFICULTIES WITH READING AND WRITING." Reading & Writing Quarterly 19, no. 3 (July 2003): 199–204. http://dx.doi.org/10.1080/10573560308212.

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33

Al Dahhan, Noor Z., John R. Kirby, and Douglas P. Munoz. "Understanding Reading and Reading Difficulties Through Naming Speed Tasks." AERA Open 2, no. 4 (October 2016): 233285841667534. http://dx.doi.org/10.1177/2332858416675346.

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34

UNDHEIM, ANNE MARI, and ANNE MARI SUND. "Psychosocial factors and reading difficulties: Students with reading difficulties drawn from a representative population sample." Scandinavian Journal of Psychology 49, no. 4 (August 2008): 377–84. http://dx.doi.org/10.1111/j.1467-9450.2008.00661.x.

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35

Lyon, G. Reid. "Reading Development, Reading Difficulties, and Reading Instruction Educational and Public Health Issues." Journal of School Psychology 40, no. 1 (January 2002): 3–6. http://dx.doi.org/10.1016/s0022-4405(01)00091-7.

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36

Nurmalasari, Nadia, and Acep Haryudin. "THE STUDENTS’ DIFFICULTIES IN LEARNING READING." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 29. http://dx.doi.org/10.22460/project.v4i1.p29-34.

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Based on the occurrences in the field that reading has main role as one of the skill in English. The students must fluent in reading skill because it can help them to referring meaning on their read.This research aimed to find out causes of the difficulties that faced by the students in learning reading and look for answering the problem during learning process. The research using descriptive qualitative to get the problem solving of the research. The data collection of the research are test use to analyse the problem of the students during the reading test and questionnaire use to discover the main reason of their difficulties in reading. By the result of the test, the author can get some point which the number of the question that difficult for the students to answer it. The results is found the reason of their confusion while reading in English. Some aspects influence their motivation to learning hard in reading, the lack of the students knowledge in English vocabulary give the effect they are difficult to arrange the word meaningfor their understanding. Thus, the teacher can be aware to quest the appropriate media to increase their motivation in reading English.Keywords: reading, vocabulary, students difficulties.
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37

Korotka, Nataliia, and Oksana Ternova. "RELEVANCE OF FORMING THE SKILLS OF MEANINGFUL READING OF TEXTS IN THE SPECIALTY IN A NON-LINGUISTIC UNIVERSITY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 221–23. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-221-223.

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The paper deals with the study of the features of forming the skills of meaningful reading of professional-oriented texts in a non-linguistic university. Within the framework of the study, the essence of the reading process, linguistic difficulties in reading professional-oriented texts in a non-linguistic university are considered, and the main methods of overcoming linguistic difficulties in reading professional-oriented texts in a non-linguistic university are described. The purpose of the work is to determine the ways and methods of forming the skills of meaningful reading of professional-oriented texts in a non-linguistic university. The purpose of the work caused the presence of the following tasks as: to consider the essence of the reading process, linguistic difficulties in reading professional-oriented texts in a non-linguistic university, to describe the main methods of overcoming linguistic difficulties in reading professional-oriented texts in a non-linguistic university. It is established that reading is one of the receptive types of speech activity aimed at the perception and understanding of the written text. As part of the study, the following types of reading were identified: learning reading, thorough reading, introductory reading, and home reading. The analysis allowed us to identify three main groups of difficulties that students have while reading:1. graphic difficulties. 2. Spelling difficulties such as: difficulties in reading vowels; difficulties in reading vowel combinations; difficulties in reading vowels after some consonants; difficulties in reading some vowels before consonants or consonant combinations; difficulties in reading vowel combinations before consonant combinations; difficulties in reading some consonants whose reading is determined by their position among other letters; difficulties in reading combinations of consonants that are the part of different letter combinations; difficulties in reading words with “dumb” consonant combinations, difficulties in reading words that are spelled differently but are read the same; difficulties in reading the letters qq and rr; difficulties in reading words that are exceptions to the rule. 3.Lexical difficulties – difficulties in perceiving the technical terminology of professional texts.
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38

Anwar, Indry Widyasti, and Sartika Putri Sailuddin. "ACADEMIC READING DIFFICULTIES IN HIGHER EDUCATION." Journal of Languages and Language Teaching 10, no. 2 (April 19, 2022): 309. http://dx.doi.org/10.33394/jollt.v10i2.4849.

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Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall students considered academic reading easy (M=2.445, SD=0.568). Reading carefully to understand the text was found as the aspect with the least difficulty (M=2.16, SD= 0.963) and working out the meaning of difficult words was identified as the most difficult one (M=2.75, SD=1.235). These statistics are supported by the qualitative finding whereas 43% students having problems translating and understanding difficult and formal words.
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39

Mahapatra, Dr Shamita, and Jyoti Rekha Sabat. "Comprehension Difficulties in Reading Disabled Children." IOSR Journal of Humanities and Social Science 21, no. 09 (September 2016): 16–22. http://dx.doi.org/10.9790/0837-2109011622.

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40

Rainey, Melinda, Deborah M. Alcorn, Linn M. Mangano, Laura J. Heinmiller, and Sheryl M. Handler. "Reading difficulties and the pediatric ophthalmologist." Journal of American Association for Pediatric Ophthalmology and Strabismus 22, no. 4 (August 2018): e91. http://dx.doi.org/10.1016/j.jaapos.2018.07.332.

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41

Rainey, Melinda, Deborah M. Alcorn, Linn M. Mangano, Laura J. Heinmiller, Sheryl M. Handler, and Walter F. Fierson. "Reading difficulties and the pediatric ophthalmologist." Journal of American Association for Pediatric Ophthalmology and Strabismus 23, no. 4 (August 2019): e73. http://dx.doi.org/10.1016/j.jaapos.2019.08.265.

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42

Birch, Eileen E., and Krista R. Kelly. "Pediatric ophthalmology and childhood reading difficulties." Journal of American Association for Pediatric Ophthalmology and Strabismus 21, no. 6 (December 2017): 442–44. http://dx.doi.org/10.1016/j.jaapos.2017.06.013.

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43

Collins, Megan E., Lucy I. Mudie, Amanda J. Inns, and Michael X. Repka. "Pediatric ophthalmology and childhood reading difficulties." Journal of American Association for Pediatric Ophthalmology and Strabismus 21, no. 6 (December 2017): 433–36. http://dx.doi.org/10.1016/j.jaapos.2017.06.017.

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44

Phillips, Paul H. "Pediatric ophthalmology and childhood reading difficulties." Journal of American Association for Pediatric Ophthalmology and Strabismus 21, no. 6 (December 2017): 444–46. http://dx.doi.org/10.1016/j.jaapos.2017.08.001.

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45

Handler, Sheryl M., and Walter M. Fierson. "Reading difficulties and the pediatric ophthalmologist." Journal of American Association for Pediatric Ophthalmology and Strabismus 21, no. 6 (December 2017): 436–42. http://dx.doi.org/10.1016/j.jaapos.2017.09.001.

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46

Catts, Hugh W., Diane Corcoran Nielsen, Mindy Sittner Bridges, and Yi-Syuan Liu. "Early Identification of Reading Comprehension Difficulties." Journal of Learning Disabilities 49, no. 5 (August 3, 2016): 451–65. http://dx.doi.org/10.1177/0022219414556121.

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47

Rodger, Sylvia. "Reading Difficulties and Optometry - A Review." Australian Occupational Therapy Journal 32, no. 4 (August 27, 2010): 150–58. http://dx.doi.org/10.1111/j.1440-1630.1985.tb01514.x.

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48

Thiessen, Myra, and Mary C. Dyson. "Typography for Children with Reading Difficulties." International Journal of the Book 6, no. 2 (2009): 115–22. http://dx.doi.org/10.18848/1447-9516/cgp/v06i02/36748.

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49

Heath, Steve M., and John H. Hogben. "Cost-Effective Prediction of Reading Difficulties." Journal of Speech, Language, and Hearing Research 47, no. 4 (August 2004): 751–65. http://dx.doi.org/10.1044/1092-4388(2004/057).

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This study addressed 2 questions: (a) Can preschoolers who will fail at reading be more efficiently identified by targeting those at highest risk for reading problems? and (b) will auditory temporal processing (ATP) improve the accuracy of identification derived from phonological processing and oral language ability? A sample of 227 preschoolers was screened for Performance IQ and was tested on phonological awareness (PA). The upper and lower quartiles of the PA distribution were selected as being at lowest and highest risk, respectively, for reading failure. Children with good and poor PA were tested on ATP, phonological short-term memory, rapid automatized naming, oral language, receptive vocabulary, and 2 measures of listening comprehension. Reading outcomes were measured at the end of Year 2. Only 1 child in he good-PA group became a poor reader by the end of Year 2, confirming that being in the top quartile for PA predicts positive reading outcomes. Discriminant analysis using the authors’ test battery within the poor-PA group identified poor readers with sensitivity of.91 and specificity of.84, but ATP did not improve classification accuracy afforded by phonological and oral language. A brief screening procedure was formulated using only PA, phonological short-term memory, and demographic variables, with which 80% of children with poor PA who are at risk of reading problems can be identified. Further refinements of this screening procedure would increase accuracy of identification at the cost of only a small increment in required testing time.
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50

Simos, Panagiotis G., Roozbeh Rezaie, Jack M. Fletcher, Jenifer Juranek, and Andrew C. Papanicolaou. "Neural correlates of sentence reading in children with reading difficulties." NeuroReport 22, no. 14 (October 2011): 674–78. http://dx.doi.org/10.1097/wnr.0b013e328349ecf7.

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