Дисертації: "Comprehension deficits"

1

Vincent, Laura E. "Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students." UKnowledge, 2016. http://uknowledge.uky.edu/psychology_etds/97.

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The current study examined if the narrative comprehension deficits that children with ADHD exhibit during childhood and adolescence continue in college students as a function of ADHD symptoms, and if a relationship existed between ADHD symptoms and self-efficacy. Children and adolescence with ADHD have difficulties in several areas of narrative comprehension, including maintaining goal structure, distinguishing important events from unimportant events, and making causal connections. If these deficits persist there also may be a relationship between ADHD symptoms and self-efficacy. Higher levels of ADHD symptomatology were associated with difficulties recalling story events in the college population. Some findings differed from the patterns observed for children and adolescents. College students with higher symptoms of ADHD recalled fewer events in the Growing Pains recall. However, unlike children and adolescents, college students with higher symptoms of ADHD did not recall fewer of the Growing Pains important events or causally connected events. The pattern of findings for the fables is consistent with that seen in research studying children with symptoms of ADHD. These deficits may lead to a serious deficit in academic outcomes within this population.

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2

Hazelwood, Lisa L. "Deficits in Miranda Comprehension and Reasoning: The Effects of Substance Use and Attention Deficits." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12132/.

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Each year, an estimated 318,000 defendants who do not comprehend the Miranda warnings waive their rights and provide incriminating evidence without the protection of counsel (Rogers, 2008), which make Miranda-related competencies one of the most pervasive pretrial issues. A wide range of issues could potentially affect an individual's capacity to provide a knowing and intelligent waiver. Previous Miranda research has focused narrowly on the effects of cognitive and developmental factors. The current study added to the Miranda literature by examining the impact of two highly prevalent conditions found in correctional populations, attention deficits and substance abuse. Adult defendants in custody (N = 118) were evaluated within 36 hours of arrest in order to assess both chronic psychological disorders and situational variables. Results indicate that attention deficits have a significant impact on defendants' ability to provide a knowing Miranda waiver, whereas substance use profoundly affected their reasoning about Miranda waiver decisions. This study represents the first systematic investigation of the effect of transient mental states on Miranda-related abilities with criminal defendants. Important implications for forensic practice are addressed.

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3

Hazelwood, Lisa L. Rogers Richard. "Deficits in Miranda comprehension and reasoning the effects of substance use and attention deficits /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12132.

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4

Groh, Ellen Louise. "Severe, Chronic Auditory Comprehension Deficits: An Intensive Treatment and Cueing Protocol." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1336482231.

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5

Villard, Sarah Noelle. "A comparison of two treatments for sentence comprehension deficits in aphasia." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12663.

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Thesis (M.S.)--Boston University
Background: Several types of assessment measures have been used to examine sentence comprehension deficits in individuals with aphasia, including Sentence-to-Picture Matching (SPM) and Object Manipulation (OM). Each of these assessment tasks was adapted into a corresponding treatment method by Kiran et al. (2012). One focus of the current study was to compare the SPM treatment method to the OM treatment method. An additional goal was to investigate the cognitive and linguistic demands of each of these tasks, as well as how these demands may be altered when the tasks are adapted as treatment methods and used intensively with patients during therapy over a period of weeks. Data Analysis: Participants in Kiran et al.'s study were assigned to receive language therapy focusing on one of four syntactic structures and were assigned to one of two treatment groups (SPM or OM). The current study examined participant improvement on sentence comprehension screening batteries from pre- to post-treatment, paying particular attention to the respective gains made by participants in the SPM treatment group vs. the OM treatment group. [TRUNCATED]

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6

Grant, Meredith Kathleen. "A Moderately Intensive Functional Treatment For Severe Auditory Comprehension Deficits Associated with Aphasia." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366756370.

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7

Lundeen, Kelly Anne. "An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1304367194.

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8

Buhlman, Tina Bisaro. "Soar to Success: An Instructional Inquiry on a Reading Comprehension Curriculum for Students with Significant Reading Deficits." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492430139880848.

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9

Kling, Therese Danielle. "A voxel-based approach to identifying lesion sites in aphasia comprehension and production deficits in syntax, semantics and phonology / by Therese Danielle Kling." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7577.

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Thesis (M.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. Hearing and Speech Sciences. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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10

Denmark, T. A. "Do deaf children with Autism Spectrum Disorder show deficits in the comprehension and production of emotional and linguistic facial expressions in British Sign Language?" Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1322687/.

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Normally hearing children with ASD are often reported to have a lack of interest in others, particularly when looking at faces, as a result of this they manifest difficulties understanding and using facial expressions compared to typically developing controls. Deaf children often show advantages with the processing of the face, as they need to look to the face more to communicate, due to the presence of linguistic facial expressions in British Sign Language (BSL). It is unknown how deaf individuals with ASD will fare when processing faces. This is the first study to look at how deaf children with ASD compare to typically developing deaf controls on a face processing measure and a number of comprehension and production measures looking at affective and linguistic facial actions in BSL. Surprisingly the deaf ASD group showed no general face processing impairment or difficulty attending to the face for the purpose of communication, they did not show characteristics usually associated with hearing individuals with ASD. This suggests the extra experience gained from attending to faces may reduce face processing impairments in deaf individuals with ASD. More research is needed to warrant this conclusion. The deaf ASD group did demonstrate specific impairments with the comprehension and production of some affective facial expressions in BSL. Linguistic facial expressions were largely preserved, with the exception of adverbials. The impairments that emerged in the deaf ASD group were most pronounced when production or comprehension of the face required attributions about the mental states of others. These results suggest that deaf individuals with ASD are not impaired with face processing, rather they have a highly specific and subtle pattern of impairments with using the face in sign language.

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11

Anderson, Melissa S. "Use of empirically-based reading interventions to address the academic skills deficits and escape-maintained target behaviors exhibited by elementary school students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08092008-205730.

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12

Hudgens-Haney, Matthew E. "Autism, Social Comprehension, and Cognitive Impenetrability." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/75.

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Autism is a neurodevelopmental disorder featuring severe social and communicative deficits. Cognitive impenetrability is the inability of systems to be affected by an individual’s beliefs and desires. Individuals with autism have delayed performance on "mindreading" tasks. Mindreading is the interpretation of others which enables successful social interactions. This task performance is not correlated with "everyday" social function in autism. These deficits are in contrast with general intelligence and reasoning abilities within the normal range, resistant to cognitive behavioral training, and partially attributable to atypical social predispositions. This suggests individuals with autism perform social tasks differently than typicals. I argue that this mindreading deficit is cognitively impenetrable, then position this deficit within a theoretical framework, enactivism, emphasizing cognitive embodiment and inseparability of social comprehension and action. This framework helps explain the cognitive impenetrability of these social deficits by "locating" failure to penetrate in individuals' failure to properly interact with the environment.

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13

Imre, Zsofia. "THE RELATIONSHIP BETWEEN EXECUTIVE FUNCTIONS AND READING COMPREHENSION IN CHILDREN WITH ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2616.

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The contributions of executive functions to reading comprehension have been well studied in the general population. Additionally, many studies have examined executive functioning in children with Attention-Deficit/Hyperactivity Disorder (ADHD). However, few studies have examined the relationship between the three concepts. Hence, this study examined the relationship between executive functions and reading comprehension within the context of ADHD and its symptoms. Data from children with ADHD and controls were obtained from larger, grant-funded studies. Both lab-administered and questionnaire measures were utilized. It was hypothesized that verbal working memory, planning, shift, and proactive interference would contribute to reading comprehension, both in the total sample and in ADHD. Behavioral inhibition was not expected to contribute to the relationship. Results suggest that verbal working memory is related to reading comprehension, both in controls and children with ADHD. However, no other executive functions were related to reading comprehension when controlling for basic reading and language comprehension. These control variables made significant contributions in the analyses, which suggests they are important to consider when examining the relationship between executive functions and reading comprehension. Hence, future research should examine verbal working memory in relation to basic reading and oral language when studying its contribution to reading comprehension.

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14

Garrison, Lisa Rae. "The syntactic comprehension deficit observed in Alzheimer's patients using an object manipulation task." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27927.

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In the present study, the syntactic deficit of Alzheimer's patients was investigated, using an object manipulation task. Four case studies were presented, using data from test batteries devised by Caplan (pers. comm.) and the author. Subjects responded by acting out stimulus sentences presented in aural and written modes, using a set of small figurines. Responses were evaluated following criteria described by Caplan (1986, pers. comm.). Data from the four subjects were compared with each other, and with data obtained from a similar battery administered to aphasic patients. An impairment in the ability to interpret certain syntactic structures was found for all subjects, indicating that Alzheimer's patients do suffer from a syntactic comprehension deficit in the early stages of the disease. Several syntactic structures which caused errors in the responses of the Alzheimer's subjects, also caused errors for the aphasic patients, suggesting that the parsing model underlying the design of the stimuli, described by Caplan (in press) is a valid description of normal language function. Results of the present investigation are examined in relation to a model of syntactic comprehension suggested by Caplan (in press). Contradictions to hypotheses proposed are noted. The limitations and diagnostic use of the object manipulation test, are discussed.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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15

McInnes, Alison Jean. "Listening comprehension abilities in children with attention deficit hyperactivity disorder and language impairment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58992.pdf.

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16

Kosloski, Jessica S. "INFERENCE GENERATION AND STORY COMPREHENSION AMONG CHILDREN WITH ADHD." UKnowledge, 2012. http://uknowledge.uky.edu/psychology_etds/4.

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Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events, and using causal structure and thematic importance when recalling stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often, characters’ goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the ability of 7- to 11-year-old children with ADHD and their comparison peers to make inferences during story comprehension. Children watched two televised stories, each paused at five points. In the experimental condition, at each pause children told what they were thinking about the story, whereas in the control condition no responses were made during pauses. After viewing, children recalled the story. Several types of inferences and accuracy of inferences were coded. Children with ADHD generated fewer of the most essential inferences, accurate coherence inferences, than did comparison children, both during story processing and during story recall. The groups did not differ on production of other types of inferences. Generating fewer coherence inferences has important implications for story comprehension deficits in children with ADHD.

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17

Reali, Ann T. "Attention-deficit/hyperactivty disorder a systems perspective. A comprehensive qualitative analysis of the literature /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001realia.pdf.

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18

Herre, Jamie Lynn. "The Effects of Story Mapping on the Comprehension Skills of Students with Attention Deficit Hyperactivity Disorder." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343835051.

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19

Freer, Benjamin D. "THE EFFECTIVENESS OF FORMULATING A STORY REPRESENTATION AMONG CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AND COMPARISON CHILDREN." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_theses/517.

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Children with ADHD perform more poorly in school than comparison children. Although many factors may play a role in this academic deficit, story comprehension deficits have been identified that reveal difficulties with higher cognitive processes. This study investigated how effectively children with ADHD formulate story representations when given little or no story structure. The production of goal-based stories was the major focus. Children with ADHD and comparison children created a story when no story structure was provided (free story) and when some story structure was provided (4-picture story). The stories were measured for coherence, use of goal-attempt-outcome (GAO) sequences and goal-based story grammar categories. Children with ADHD had difficulty structuring a story and utilizing a goal plan in both story tasks. The provision of story structure reduced some group differences. These results supplement evidence of problems among children with ADHD in using goal plans to formulate story representations.

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20

Voecks, Jennifer L. "A comprehensive study of self-esteem in children diagnosed with attention deficit and hyperactivity disorder." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003voecksj.pdf.

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21

Flake, Rebecca Alycson. "THE EFFECTS OF THEMATIC IMPORTANCE ON RECALL OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AND COMPARISON CHILDREN." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_theses/392.

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This study examined the recall of televised stories for younger (4-6 years) and older (7-9 years) children with and without ADHD under two different viewing conditions (toys present/toys absent). Each child watched two Rugrats television programs, once with toys present and once with toys absent. Immediately after viewing a program, the child completed a free recall of the observed story. Nonreferred childrens recall increased more than ADHD childrens as importance level increased, and older nonreferred children recalled more information overall than older children with ADHD. For the toys condition, children with ADHD had smaller correlations between the story units recalled and the order of these units in the story than did nonreferred children. Children with ADHD demonstrated multiple difficulties in story comprehension. They were less sensitive to thematic importance and they produced less coherent recalls than their nonreferred peers.

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22

Schwab, Sarah-Jane. "Direct attention training with a school-aged student with attention-deficit/hyperactivity disorder (ADHD) and the implications for reading comprehension." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196221.

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To date, research on direct attention training (DAT) has focused primarily on adult populations with considerable gaps regarding DAT for children with attention-deficit/hyperactivity disorder (ADHD). The purpose of this study was to examine the effects of a DAT program, namely the Pay Attention! program, with a school-aged student with ADHD. The principle investigator hypothesized that this program would improve attention abilities on trained attention tasks, psychometric measures of attention, functional measures of attention, as well as improve reading comprehension abilities. A pre- and post-test single case study design was used to compare performance on impairment and participation-levels of attention, as well as measures of reading comprehension. Post-test results demonstrated improvement in accuracy or completion time on all impairment-level attention testing with some improvements noted on reading comprehension and measures at the participation level. These results contribute to existing research on DAT for children, as well as suggest that some generalization to participation-level activities and reading comprehension may be achieved.

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23

Sridhar, Dheepa. "Effects of bibliotherapy+ on text comprehension, reading attitude, and self-concept in third and fourth grade students with attention difficulties /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004379.

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24

Weiland, Cleighton Josiah. "EFFECTS OF KURZWEIL 3000 AS PART OF A READING PROGRAM ON THE READING FLUENCY AND COMPREHENSION OF FOUR ELEMENTARY-AGED STUDENTS WITH ADHD." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1201374099.

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25

Allen, Beverlin. "Pressure ulcers and nutritional deficits in elderly long-term care patients : effects of a comprehensive nutritional program on pressure ulcer healing, length of hospital stay and charges to patients." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/1095.

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The elderly are at the highest risk of developing pressure ulcers that result in prolonged hospitalization, high health care costs, increased mortality, and decreased quality of life. The burden of pressure ulcers will intensify because of a rapidly increasing elderly population in the United States (US). Poor nutrition is a major predictor of pressure ulcer formation. The purpose of this study was to examine the effects of a comprehensive, interdisciplinary nutritional protocol on: 1) pressure ulcer wound healing 2) length of hospital stays, and 3) charges for pressure ulcer management. Using a pre-intervention/post intervention quasi-experimental design the study sample was composed of 100 patients 60 years or older, admitted with or acquiring a pressure ulcer. A pre-intervention group (n= 50) received routine pressure ulcer care (standard diet, dressing changes, and equipment). A post-intervention group received routine care plus an interdisciplinary nutrition intervention (physical therapy, speech therapy, occupational therapy, added protein and calories to the diet). Research questions were analyzed using descriptive statistics, frequencies, Chi-Square Tests, and T-tests. Findings indicated that the comprehensive, interdisciplinary nutritional protocol had a significant effect on the rate of wound healing in Week3 and Week4, total hospital length of stay (pre-intervention M= 43.2 days, SD=31.70 versus M=31.77, SD=12.02 post-intervention), and pressure ulcer length of stay (pre-intervention 25.28 days, SD5.60 versus 18.40 days, SD 5.27 post-intervention). Although there was no significant difference in total charges for the pre-intervention group ($727,245.00) compared to the post-intervention group ($702,065.00), charges for speech (m=$5885.12, SD=$332.55), pre albumin (m=$808.52,SD= $332.55), and albumin($278 .88, SD=55.00) were higher in the pre-intervention group and charges for PT ($5721.26, SD$3655.24) and OT($2544 .64, SD=1712.863) were higher in the post-intervention group. Study findings indicate that this comprehensive nutritional intervention was effective in improving pressure ulcer wound healing, decreasing both hospital length of stay for treatment of pressure ulcer and total hospital length of stay while showing no significant additional charges for treatment of pressure ulcers.

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26

Ahmed, Areej A. "The Effectiveness of Using Computer-Assisted Instruction for Reading Intervention on Reading Comprehension and On-task Behavior of Students with Attention Deficit Hyperactivity Disorders in a Second Language Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427805350.

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27

Marta, Terteli Telek. "Különböző típusú szövegek kreatív olvasásának fejlesztése az anyanyelv tanításában (Razvijanje sposobnosti kreativnog čitanja različitih tipova tekstova u nastavi maternjeg jezika)." Phd thesis, Univerzitet u Novom Sadu, Doktorske disertacije iz interdisciplinarne odnosno multidisciplinarne oblasti na Univerzitetu u Novom Sadu, 2016. https://www.cris.uns.ac.rs/record.jsf?recordId=100707&source=NDLTD&language=en.

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Különböző típusú szövegek kreatív olvasásának fejlesztése az anyanyelv tanításában (Razvijanje sposobnosti kreativnog čitanja različitih tipova tekstova u nastavi maternjeg jezika) tretira metode i procese kojima se razvija čitanje sa razumevanjem (čitalačka pismenost). Ukazuje na to da su preduslov za razumevanje teksta razvijena tehnika čitanja, leksički fond, razumevanje sintagme i rečenice, izvođenje zaključaka, razuđenost teksta, prepoznavanje strukture teksta, unutrašnja slika (mentalna mapa) tipa teksta, u pisanom tekstu poznavanje vizuelnog upravljanja (forma teksta) i jezičkog upravljanja, retorike, uvažavanje vizuelnog konteksta (slike i ilustracije, tumačenje uzajamno komplementarnih tekstova i slika), prepoznavanje stila (stilskog registra), veći kapacitet radne memorije, monitoring okvirnog znanja (poznavanje sveta), procesa razumevanja itd. U radu se prikazuju oblici ispoljavanja deficita pri razumevanju teksta, a objašnjavaju se i uzroci.Autorka analizira strategije razvijanja čitalačke pismenosti sa razumevanjem različitih tipova tekstova počev od beletristike (bajki i poezije), preko naučno-popularne literature (udžbenika) do adekvatnog tumačenja multimedijalnih, pa i digitalnih tekstova. Usput spominje kreativno-produktivne vežbe, ilustruje njihovu ulogu, značaj u stvaranju značenja, prikazuje mehanizam za postizanje efekata kod vežbi kreativnog pisanja i bavi se metodikom vaspitavanja čitalaca.U doktorskoj disertaciji, nakon razmatranja teoretsko-metodološke osnove čitanja sa razumevanjem različitih tipova tekstova, sledi prezentacija rezultata empirijskog istraživanja, kvantitativna i kvalitativna analiza sa matematičko-statističkom obradom podataka. U istraživanju je korišćen test za razumevanje teksta koji nije formalan (standardni), odnosno upitnik o čitalačkim navikama. Uzorak obuhvata 800 učenika: iz naselja u kojima Mađari žive u homogenim sredinama, u rasejanju, odnosno u izolovanim manjim zajednicama.Tokom istraživanja autorka je ispitivala u kojoj meri jezička sredina učenika (Mađari u homogenim naseljima, u rasejanju ili izolovanim zajednicama) utiče na nivo razvoja njihove sposobnosti razumevanja teksta, kao i da li postoji statistički značajna povezanost (pozitivna korelacija) između socijalno-kulturne sredine učenika i nivoa razvoja njihove sposobnosti razumevanja teksta. Istraživanje obuhvata i aspekat postojanja statistički značajne razlike među polovima što se tiče sposobnosti kreativnog čitanja i da li ima razlike u procentima rešenih zadataka vezanih za razne tipove tekstova, odnosno u kojoj meri učinak u razumevanju teksta zavisi od tipa teksta. Tokom kvalitativne analize dobija se odgovor i na to, kako su mediji promenili tradicionalnu strukturu korišćenja slobodnog vremena, odnosno kako se menja profil čitanja po žanrovima i struktura traženog štiva.Koristeći metode deskriptivne, istorijske, statističke i teorijske analize doktorska disertacija daje uvid u nivo razvoja učenika 4. razreda osnovne škole ‒ na teritorijama gde Mađari žive homogeno, u rasejanju ili u izolovanim zajednicama ‒ što se tiče sposobnosti razumevanja teksta, odnosno čitalačkih navika. Disertacija može poslužiti kao osnova za dalja istraživanja, dajući podlogu za komparativne analize.
The doctoral dissertation entitled Különböző típusú szövegek kreatív olvasásának fejlesztése az anyanyelv tanításában (English translation: The development of creative reading of texts with a different type in native language teaching) examines the methods, procedures enhancing text comprehending reading. It sheds light on the fact that the condition of text comprehending is the developed reading technique, the vocabulary, syntagm- and sentence understanding, drawing the conclusions, the articulateness of the text, the recognition of text structure, the inner picture of the text type (its mental map), the visual control (the text form) and the lingual control in the written text, the knowledge of the rhetoric, taking into consideration (the interpretation of a text and figure being complementary with each other) the visual context (figures and illustrations), identification of the style (the style register), bigger work memory capacity, the knowledge framework (world knowledge), monitoring the understanding process, etc. Furthermore, it presents the forms of manifestation of the text comprehending deficits, and brings the reasons to light.By analysing the development strategies of comprehending reading of texts with a different type, the author starts from the literary texts (from the tale and the poem), through the educational (course book) texts gets to the adequate interpretation of the multimedia and digital texts. Meanwhile flashes the creative-productive practices by illustrating their role, significance in meaning creation, presents the mode of action of the creative writing practices, and touches upon the methodology of educating for reading.In the doctoral dissertation, the theoretical-methodological establishment of the comprehending reading of different type of texts is followed by the presentation of the results of the empirical research, respectively the quantitative and qualitative analysis of the statistical data. The research was not carried out with the examination of a random sample, it is not a formal (not standard) text comprehending test, and it is based on the questionnaire surveying the reading habits. 800 students belong to the sample: the students living on areas predominantly inhabited by ethnic Hungarian population (compact areas), students living in a diaspora environment, and students from scattered areas.In the course of her research the author examines whether the students' lingual environment (living on areas predominantly inhabited by ethnic Hungarian population, in a diaspora environment, and on scattered areas) influences the development level of text comprehending ability, furthermore whether statistically there exists considerable connection (positive correlation) between the students' sociocultural background and the development level of text comprehending ability. The research also extends to whether, as regard the genders, there can be observed statistically considerable difference regarding the level of creative reading ability, and whether the resolution proportions of the tasks being attached to different type of texts show a difference, namely to what extend does text comprehending performance depend on the text type. In the course of the qualitative analysis we have also got an answer of how did the media modify the traditional structure of free time spending, and how did the aspect of reading change regarding the read genres, the reading structure.By the descriptive, historical, statistical and theoretical analysis, the doctoral dissertation draws a picture ‒ on the areas predominantly inhabited by ethnic Hungarian population (compact areas), the diaspora environment, and on scattered areas ‒ with regard to the primary school fourth grade students, on the development level of text comprehending ability, and maps the reading habits as well. The dissertation may serve as the basis of additional researches, providing the basis for comparative analyses.

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Irons, Diane. "Subgroups of working memory deficits and reading comprehension." Thesis, 2011. http://hdl.handle.net/10539/9827.

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Rationale : Investigating the relationship between working memory and reading comprehension will lead to an improved understanding of the nature of working memory and will reveal how working memory contributes to reading comprehension failure. A pattern of working memory deficits will determine if ‘signature’ working memory profiles exist which will assist in the diagnosis and treatment of children with reading comprehension difficulties. Aims : (1) To explore the relationship between working memory and reading comprehension to determine if there are ‘signature’ working memory profiles that distinguish subgroups of Grade 5 English language learners with different comprehension capabilities. (2) To determine if a domain-specific or general working memory system is implicated in reading comprehension. (3) To explore the particular role played by the episodic buffer zone in reading comprehension. Method : Eighty Grade 5 English learners were tested on the GORT-4, AWMA and CELF- 4 Recalling Sentences Subtest. Based on their accuracy/decoding and comprehension scores on the GORT-4, participants were assigned to one of four reading ability groups: Skilled Reader Group; Reading Disabled Group; Poor Comprehender Group; or Poor Fluency Group. Comparison of mean standard scores determined how the four reading ability groups fared on the five memory components. Correlation and regression methods investigated the relationships between the five working memory variables and reading comprehension across the four reading ability groups. Results : Working memory plays a role in reading comprehension. The Skilled Reader group displayed intact working memory profiles, whilst the Reading Disabled group performed in the low average range on four working memory variables and below average on the fifth viz. sentence recall. The Poor Comprehender group’s working memory performance resembled that of the Skilled Reader group on two working memory variables. The Poor Fluency group performed below average on visuo-spatial short-term memory. These findings gave evidence of the inter-play between domain-specific and domain-general components of working memory during the complex task of reading comprehension. In addition, the findings highlighted the predictive role of sentence recall, as well as that of verbal working memory in reading comprehension. The episodic buffer was shown to play an important binding function between fluid and crystallised knowledge. The results suggested that reading comprehension was affected by a learner’s working memory capacity, however, working memory alone did not account for variations in performance. Lower-order and higher-order cognitive processes, as well as the interaction between fluid and crystallised knowledge appear essential to authentic reading. This has ramifications for prevention and remediation of reading comprehension deficits and underscores the important role of the speech therapist in literacy promotion.

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29

Correia, Susana. "Contribution of working memory to the social comprehension deficits in children with nonverbal learning disabilities /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=478842&T=F.

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30

Ghelani, Karen M. "Reading comprehension abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94683&T=F.

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31

CHEN, CHIA-HUI, and 陳嘉惠. "The Effects of Story Grammar Instruction on the Reading Comprehension of Student with Attention Deficit Hyperactivity Disorder." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/92194178551965840489.

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碩士
國立臺北教育大學
特殊教育學系碩士班
97
The purpose of this study was to explore the effect of story grammar instruction on the reading comprehension of three students with attention deficit hyperactivity disorder through a single subject changing conditions design. The independent variable was story grammar instruction and the dependent variable was story reading comprehension including main character, setting, events, action, outcome and theme. Data were analyzed by visual analysis to study the immediate and maintenance effects. The summary findings were as follows: 1. The story grammar instruction could improve immediately the ability of story grammar of junior high school students with ADHD. 2. The story grammar instruction could maintain the ability of story grammar of junior high school students with ADHD after the intervention has been terminated. 3. The story grammar instruction could improve immediately the ability of reading comprehension of junior high school students with ADHD. 4. The story grammar instruction could maintain the ability of reading comprehension story grammar of junior high school students with ADHD after the intervention has been terminated. Finally, the study provided some suggestions for related researchers according to findings.

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32

Ferrari, Julia Lucie Sandra. "The relationship between ADHD symptoms and reading fluency in elementary school children." 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=958036&T=F.

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33

Tsai, Hsiao-Wei, and 蔡曉薇. "Effectiveness of Comprehensive Cognitive-Behavioral Therapy for Attention Deficit/Hyperactivity Disorder Children:Using Syndrome Scales as Evaluation Tools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/73474248844180653601.

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碩士
高雄醫學大學
心理學研究所
97
Attention Deficit/Hyperactivity Disorder (ADHD) is a common clinical children’s disorder, this study analyzed the effectiveness of the Comprehensive Cognitive-Behavioral Therapy (CCBT) with the additional discussion of combined therapy and outpatient therapy to investigate the change in trend, the effectiveness of different therapies, and the application and benefit of clinical use. Participants were children from grades two to five, depending on the therapy condition, children and parents were in the CCBT (psychotherapy group), routine outpatient clinic follow-up and medication use (outpatient group) or in both CCBT and outpatient clinic medication use (combined group), all three groups were followed up for half a year; The Disruptive Behavior Rating Scale -Parent Form (DBRS-PF), Child Attention Profile (CAP) and Home Situation Questionnaire (HSQ) were used to evaluate therapy effectiveness. Study results found that the combination group had the greatest pre and post-test differences in the DBRS-PF inattention index, hyperactivity/impulsivity index, oppositional-defiant behavior index, CAP hyperactivity index, and HSQ average behavioral severity and total score of problem situations to the home setting had significant differences (p<.05), and showed a tendency for persistent improvement; Psychotherapy group had pre and post significant differences in the DBRS-PF inattention index , CAP hyperactivity index (p<.05), and oppositional-defiant behavior index had a tendency of persistent improvement; outpatient group did not show any pre and post-test significant differences in any of the indexes, showing a stabilized condition. The results illustrated that the combination of CCBT and medication can achieve maximum clinical benefits, further supporting the effectiveness of CCBT groups.

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34

Strassner, Emily Marie. "The relation between difficulties in empathic responding and reading comprehension performance in children with ADHD: comparisons by subtype." Thesis, 2006. http://hdl.handle.net/2152/2966.

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35

Nai-Yen, Yang, and 楊乃燕. "The Effects of Total Physical Response on English Listening Comprehension for Students with Attention Deficit Hyperactivity Disorder in the Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/89539248934060582840.

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碩士
國立臺北教育大學
特殊教育學系碩士班
97
The purpose of this study was to investigate the effects of Total Physical Response (TPR) on English listening comprehension for students with attention deficit hyperactivity disorder in the elementary school. An A-B-C design of single-subject experimental design was used to evaluate the effect. The independent variable was Total Physical Response. The dependent variable was listening comprehension. The participants in this study were five students with Attention Deficit Hyperactivity Disorder, aged from 8 to 10. Each student took a set of English courses for 12 times, 40 minutes per time. Testing records were collected during the baseline, intervention, and maintenance phases. The data were analyzed by using visual inspection techniques. The results of this study are as follows: 1.The immediate effects of TPR on listening comprehension for students with attention deficit hyperactivity disorder in the elementary school were found in this study. 2.The maintaining effects of TPR on listening comprehension for student A, student B, student D and student E found, while the maintaining effects for student C have not been proved yet. According to these findings, recommendations for teachers, school administrators and future research were discussed.

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36

YU, CHIA-YEN, and 游佳諺. "The Comparison of CAI and Traditional InstructionPrograms on the Effects of Reading Fluency and Comprehension of Children with Attention Deficit Hyperactivity Disorder." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/61557329270568502448.

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Анотація:

碩士
國立臺北教育大學
特殊教育學系碩士班
96
Abstract The purpose of this study was to compare effects of using a computer-assisted instruction (CAI) and traditional instruction on the reading fluency and comprehension of children with attention deficit hyperactivity disorder through alternating treatment design of single subject. The independent variables were computer-assisted instruction and traditional instruction programs. The dependent variables were reading fluency and reading comprehension. Data were analyzed by visual analysis. The major findings were summarized as follows: 1.Reading fluency of children with ADHD could be promoted by both traditional instruction and CAI programs. 2.Children with ADHD performed better on their reading fluency when using the strategy of CAI program. 3.Reading comprehension of children with ADHD could be promoted by both traditional instruction and CAI programs. 4.Children with ADHD performed better on their reading comprehension when using the strategy of CAI program. According to these findings, some suggestions were provided for the teachers, school administrators and future researchers.

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37

Shih, Yu-Chi, and 石昱棋. "The Effectiveness of a Comprehensive Cognitive Behavioral Therapy for Children with Attention-Deficit Hyperactivity Disorder: Using the Child Behavior Checklist as an Evaluating Tool." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/17161016800083954194.

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Анотація:

碩士
高雄醫學大學
心理學研究所
97
Objective: To investigate the effectiveness of comprehensive cognitive behavioral therapy for ADHD children, using two methods of therapy, outpatient therapy and combination therapy as comparison. Methods: Forty-six boys with ADHD referred from the psychiatric department and qualified for the study were recruited, they went into the waiting list in the order referred, and were assigned to the outpatient group (routinely go back to outpatient clinics to follow up on medication use, n=17), the comprehensive cognitive behavioral therapy group (CCBT, participate in the comprehensive cognitive behavioral therapy group but does not go back to outpatient clinics for medication, n=7) or the outpatient plus CCBT group (O+C group, routinely go back to outpatient clinics for medication and participate in the CCBT group, n=22), the Child Behavior Checklist (CBCL) was used to evaluate therapy effectiveness. Results: Wilcoxon signed ranks test, a non-parametric statistical analysis, was used to conduct pre and post within group comparison, results found for the O+C group, post-test scores of internalizing, anxious/depressed , externalizing , aggressive behavior , thought problems , total problems of symptom scales and affective problems, anxious problems, attention deficit hyperactivity problems of DSM scales were significantly lower than pre-test scores (p＜.05). For the CCBT group, post-test of anxious/depressed, rule-breaking behavior, thought problems, attention problems, total problems in the symptom scales and affective problems, attention deficit hyperactivity problems, conduct problems in the DSM scale had significantly improved (p＜.05).The outpatient group did not show significant differences between pre- and post-test scores in CBCL subscales (p＞.05). Discussion: Will be compared with other studies, and investigate the therapy effectiveness process.

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38

Snelgar, Elizabeth Claire Gien. "Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy." Diss., 2010. http://hdl.handle.net/10500/4815.

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Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits and age appropriate decoding skills. A quantitative and qualitative study examines the statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and comprehension when a learner born of foreign parents acquires first time literacy in a language other than the language spoken at home. The study isolates and specifies an at risk educational minority through the identification of a hidden comprehension deficit (HCD). In summarising the main findings from the literature review and the empirical investigation, an “at risk educational minority” was identified and isolated through the identification of the HCD. The envisioned outcome was achieved and the hypothesis accepted.
Educational Studies
M. Ed. (Inclusive Education)

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