Reading Difficulties Research Articles

Implication of Parental Engagement to the Students in Home-School Learning

Parental involvement in home-school learning also helps to strengthen the relationship, fosters greater autonomy and responsibility in children, and flexible learning experiences. This study used a descriptive-phenomenological study that divulged the context of home-school learning during the health crisis brought by COVID-19 among elementary pupils. Ten (10) Grade 4 pupils, currently enrolled in S.Y. 2021-2022 and who had been studying both before and during the pandemic, participated in the interview. Colaizzi's data analysis approach was later used to analyze the interview data. Findings indicated that elementary pupils have a variety of experiences in home-school learning and are also experiencing challenges in home-school learning. The study's findings also revealed the role of their parents during home-school learning by giving them a lot of time teaching the reading and constant follow-ups with their children. The different challenges and experiences in home-school learning were evident in the pupil's responses. Hence, the result of the study also revealed that the pupils had difficulty in reading and writing during home-school learning. Students can benefit from parental support and guidance, which can improve their motivation, attitudes, and communication skills.

Analisis Upaya Guru dalam Meningkatkan Kemampuan Literasi dan Numerasi Peserta Didik di SD Negeri Gemah

Literacy and numeracy education in Indonesia requires substantial attention from primary education through to higher education to support global economic progress. Although the 2013 Curriculum is designed to enhance literacy culture, Indonesia still faces significant challenges, including low literacy rates and a lack of understanding of the issue in various regions. This study seeks to investigate and examine the role of teachers in enhancing literacy and numeracy skills at SD Negeri Gemah, focusing on the teaching strategies employed and the challenges encountered. Employing a qualitative approach and case study design, this research includes detailed interviews, participant observations, and document analysis, involving six classroom teachers as participants. The study's findings reveal that educators at Gemah State Elementary School employ a range of literacy and numeracy teaching strategies, including shared reading, group discussions, digital media, and both Problem-Based Learning (PBL) and Project-Based Learning (PJBL) methods to improve numeracy skills.. The main challenges faced include the transition from kindergarten to elementary school, difficulties in reading and arithmetic, lack of student interest, and differences in students' abilities. Proposed solutions include collaboration with teachers of other subjects, the use of diverse learning media, parental support, and providing additional learning opportunities outside of classroom hours. The study concludes that diverse teaching approaches and comprehensive support are essential in improving students' literacy and numeracy skills. By implementing an integrated solution, it is hoped that SD Negeri Gemah can overcome existing challenges and better prepare students for higher education.

Construction of New Female Image in Early Modern China - Review of <i>Performing China: Female Stars, Performance Culture, Visual Politics, 1910-1945 </i>by Huiling Zhou

The author of the book <i>Performing China: Female Stars, Performance Culture, Visual Politics, 1910-1945</i>, Huiling Zhou, through the method of careful cross-text reading of cultural and video data and the theory of performance cultural studies, studies the tortuous course of constructing new female images of Chinses women represented by female film stars in the early 1920s and 1930s. They are not only “theater actresses” on the screen, but also “social actresses” in social practice. In face of various social opinions, gossip and party comments at that time, early Chinese female stars found ways to release themselves in their screen roles and real lives in the real society. Their performances in the process of China’s modernization revealed the society’s conception of the country, urban scene and female image at that time. Hollywood’s influence on Chinese films in the 1930s was profound and extensive, from the portrayal of urban women in China to the demonstration of film marketing strategies. From the perspective of film performance, the author analyzes the process of cross-cultural communication and interaction between China and the United States in the 1930s, involving various aspects of film, literature, politics, painting and industry. The difficulty of reading this book lies in its strong theoretical nature. Then, the film documents and image data selected by the author in the early 1920s and 1930s are relatively unknown to many people today. The author’s cultural research method with visual as core of cross-cultural interaction research can make us have some new thinking about many popular cultural forms at present, and broaden our vision and thinking.

Pulsed lighting for adults with Dyslexia: very limited impact, confined to individuals with severe reading deficits

The goal of this study is to evaluate the impact of pulsed lighting on the reading performance of young adults with dyslexia. A total of 42 participants were recruited, including individuals diagnosed with developmental dyslexia and adults without reported reading difficulties. The severity of each participant’s reading deficit was assessed on a continuous scale using a reading impairment score, derived from four reading tests: an isolated-word reading test, a pseudoword reading test, and two reading fluency tests. The impairment score ranged from 0 (no impairment) to 4 (severe impairment across all tests). To examine the potential effect of pulsed lighting, we measured (1) sentence reading speed, expressed as a reading accessibility index (ACC), and (2) text comprehension, expressed as a comprehension score. These measures were taken under three lighting conditions: standard lighting, pulsed lighting, and a combination of the two. Linear mixed-effects models were applied to assess the effects of lighting on ACC and comprehension, controlling for the reading impairment score. We found no effect of lighting conditions on either ACC or comprehension, except in the most impaired readers, who showed a small but significant increase of 7% in ACC. However, even with pulsed lighting, impaired readers did not reach the performance level of skilled adult readers. In conclusion, the study did not demonstrate a clear positive impact of pulsed lighting on the reading skills of adults with dyslexia.

A Study on the Effects of Memory Training and Speech Processing Intervention on Children's Working Memory and Speech Skills: Based on the Perspective of Brain and Cognitive Science

The present study examined the effect of phonological processing and working memory intervention on the verbal working memory and phonological skills of children with Specific reading disorders. Ten participants between 7 to 10 years of age who met ICD 10 criteria for specific reading disorders, were assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre - test and post - test measures were the Test of Memory for Children (TOMC) and Informal Reading Assessment (IRA). The intervention group received 30 sessions of phonological processing intervention and working memory intervention. The control group received no intervention. Post - test assessments included TOMC and IRA. Participants who had received the intervention showed more improvement than controls. The majority of the participants in the experimental group performed higher post - intervention.

Implementation Takes Time: Reduction of Literacy Problems in Schools Implementing an Early-Literacy Intervention

Early-literacy interventions might prevent reading problems in the long term, but effects are rarely examined at scale. In this study, we examined whether the large-scale implementation of the Dutch early-literacy intervention Build! reduced the percentage of readers with difficulties and improved mean reading skills at the school level. Transfer effects to spelling and reading comprehension were also examined. Over the course of 6 years, schools not implementing Build! (61–126 schools, depending on the outcome measure) were compared to 72 to 145 schools that introduced Build! during the project. Per year, intervention schools were modeled as using or not using the intervention. Using difference-in-difference models, we examined changes in literacy skills from the moment the intervention was introduced. Findings indicated that there was no immediate effect of the intervention. However, after the intervention had been used for 2 years, the percentage of children with difficulties in reading, spelling, and reading comprehension started to decrease and the mean reading and spelling ability increased. Results suggest that large-scale evaluations of interventions should be continued for several years, as effects might show several years after the implementation of the intervention.

Comparative perspective on the Marrakesh Treaty and China’s copyright law: Differences and similarities

With the rapid development of globalization and informatization, the role of copyright law in balancing the rights and interests of creators and the public interest is becoming increasingly prominent. This article delves into the similarities and differences between the Marrakesh Treaty and China’s copyright law, particularly in terms of protecting the rights and interests of people with reading disabilities. The Marrakesh Treaty, as an important achievement of the World Intellectual Property Organization (WIPO), provides convenience for people with reading disabilities worldwide to access published works through limited copyright law modifications and exceptions. As a signatory of this treaty, China’s revision and implementation of its copyright law have a significant impact on the international intellectual property protection system. This article provides an overview of the background, core concepts, and limitations of the Marrakesh Treaty, and introduces the basic situation of China’s copyright law. By comparing the similarities and differences between the Marrakesh Treaty and China’s copyright law, this paper explores the provisions of both in protecting the rights and interests of people with reading disabilities, and proposes suggestions for improving China’s copyright law. These suggestions include clearly defining the scope of application of the treaty, expanding the definition of beneficiaries, adding cross-border transaction clauses for accessible works, reasonably avoiding technical protection measures, and strengthening the construction of implementation mechanisms and supervision systems. Although there are differences between the Marrakesh Treaty and China’s Copyright Law in protecting the rights and interests of people with reading disabilities, their common goal is to ensure that people with reading disabilities have equal access to cultural and educational materials through legal means, promote their social participation and cultural enjoyment. The revision process of China’s Copyright Law actively absorbs and transforms the provisions of the Marrakesh Treaty, demonstrating China’s efforts and determination in fulfilling international obligations, promoting social equity and inclusiveness.

Predicting Adolescent Arithmetic and Reading Dysfluency.

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (N = 87, 9.2%) or arithmetic (N = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.

Association Between Exposure to Heavy Metals and Dyslexic Risk Among Children: A Narrative Review

Context: Developmental dyslexia (DD) is a learning disorder characterized by difficulties in reading due to challenges in sound identification and letter-word association. This study aimed to evaluate the correlation between exposure to heavy metals (HMs) and the risk of dyslexia in children through a narrative review. Evidence Acquisition: The study adopted a narrative review approach, utilizing keywords to search reputable databases like Google Scholar, Scopus, PubMed, and Web of Science. Relevant research meeting specific criteria were selected for analysis. Results: In most studies, metals were measured in children's urine. The results indicated that children with DD had lower levels of essential metals such as zinc (Zn), selenium (Se), and cobalt (Co). In contrast, toxic metals like mercury (Hg), cadmium (Cd), silver (Ag), and lead (Pb) were significantly higher compared to the control group. Based on the results of previous studies, no significant variations were observed in other essential and toxic metals between the case and control groups. Conclusions: Essential metals like Zn, Se, and Co may protect against DD in children, whereas toxic metals such as Pb, Ag, Cd, and Hg could exacerbate the disorder. It is recommended to evaluate essential and toxic metal levels in parents before and during pregnancy and in infants to mitigate dyslexia risk in children.

A Ghanaian Approach to Disability Literature in Picture Books

In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issues of stigma related to learning and physical disabilities, while explaining disability to non-disabled readers and disabled readers, who identify with stories about children who are like them. The process of reading stories to and with children can act as a cultural-awareness indicator. This study of children’s literature, and others like it, serve as an educational support for the inclusion of students with disabilities in inclusive classroom settings. Picture books can help to increase disability awareness in young people.

Analisis Pola Kinerja Anak dalam Tes Membaca untuk Mengidentifikasi Anak yang Membutuhkan Pendampingan Dini Menggunakan Algoritma K-Means Clustering di PAUD Seroja

This research aims to analyze children's performance patterns in reading tests in order to identify children who need early assistance at PAUD (Early Childhood Education) Seroja. Early identification is very important to provide timely assistance to children who have reading difficulties, so as to improve their reading abilities from an early age. In this research, the K-Means Clustering algorithm was used to group children based on their reading test results. The data used in this research consisted of reading test results taken from a number of children at PAUD Seroja. K-Means Clustering algorithm is applied to Cluster children into groups based on their performance. The results of this grouping are then analyzed to identify significant performance patterns and to identify children who need early assistance.

Spelling abilities of Dutch children with developmental language disorder on words differing in complexity

AbstractChildren with developmental language disorder (DLD) often have spelling difficulties. Previous research has established that children with DLD, especially those with additional reading problems, perform below typically developing (TD) children on spelling, but it is unknown if they struggle with certain types of words. We compared the spelling dictation outcomes of 152 Dutch children with DLD attending special education in Grades 5/6, to that of 129 TD children in Grades 4/5, and 108 TD children in Grades 2/3. The dictation task included transparent words (spaarpot ‘piggy bank’), analogy-based words (maaien ‘to mow’), rule-based words (takken ‘branches’), and visual imprint words (cactus ‘cactus’). Within the group of children with DLD, we compared the performance of children with average-to-good reading abilities (n = 62) to that of children with poor reading abilities (n = 82). Children with DLD spelled significantly fewer words correctly than TD children in Grades 4/5, but performed similarly on mean spelling correct to TD children in Grades 2/3. When comparing word categories within groups, all three groups of children performed best on analogy-based words. A difference in spelling patterns on the complex word categories emerged between the groups: Children with DLD in Grades 5/6 and TD children in Grades 4/5 performed similarly on rule-based and visual imprint words, whereas TD children in Grades 2/3 performed better on rule-based than on visual imprint words. Finally, average-to-good readers with DLD outperformed poor readers with DLD on spelling. Children with DLD are delayed in their spelling development. Their spelling pattern on complex word categories is comparable to that of TD children slightly younger than them. A more substantial delay emerges for children with DLD with word reading difficulties compared to children with DLD-only, though their spelling patterns are similar. The results suggest that children with DLD still require continued intensive spelling instruction for all word categories at the end of elementary school.

“What's Unexpected?” Interventionist Explanations of Dyslexia

This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders should critically examine their identification practices of reading difficulties to ensure that all children receive reading support.

Effects of an adapted peer-assisted learning strategies reading programme on reading fluency and reading comprehension of secondary students with or at-risk for reading disabilities

ABSTRACT The acquisition of reading skills in a person’s native language is a key life component to functioning successfully within their society. Unfortunately, many German students have significant reading difficulties in their native language, German. Therefore, the purpose of this study is to translate into German and implement a promising U.S. reading programme that focuses on fluency and comprehension: Peer-Assisted Learning Strategies (PALS Reading 2–6). PALS has shown positive effects for English elementary and secondary students with or at risk for reading disabilities. Therefore, this project conducted a pilot Single Subject multiple baseline design study with eight 7th grade students with or at risk for reading disabilities, to explore the feasibility of implementing PALS in German. Results showed improvement in German reading comprehension and fluency for these students after five sessions along with stability at follow-up conducted after six weeks. Limitations of the study and areas for further research are discussed, as well as implications for practitioners.

Analysis of learning difficulties in reading, writing, and counting (Calistung) in upper elementary school: A case study

Analysis of learning difficulties in reading, writing, and counting (Calistung) in upper elementary school: A case study

Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

Literature Review of English Reading Strategies in Junior High School

Reading strategy, as one of the important branches of learning strategies, is a means adopted by learners for solving reading difficulties. In order to understand the basic situation of English reading strategy research, the author adopts a descriptive review method. By summarizing the research on English reading strategies by scholars at home and abroad, this paper elaborates on the current status of domestic research and foreign research separately. It is found that in the domestic research on English reading strategies, although both theoretical and empirical research are given equal importance, the research method is limited, the research content is too concentrated, and the theoretical research basis is insufficient. These areas require further improvement.

Diagnosing Dyslexia in Early School-Aged Children Using the LSTM Network and Eye Tracking Technology

Dyslexia, often referred to as a specific reading disability, affects many students around the world. It is a neurological disorder that affects the ability to recognise words, and it causes difficulties in writing and reading comprehension. Previous computer-based methods for the automatic detection of dyslexia in children have had low efficiency due to the complexity of the test administration process and the low measurement reliability of the attention measures used. This paper proposes the use of a student’s mobile device to record the spatio-temporal trajectory of attention, which is then analysed by deep neural network long short-term memory (LSTM). The study involved 145 participants (66 girls and 79 boys), all of whom were children aged 9 years. The input signal for the neural network consisted of recorded observation sessions, which were packets containing the child’s spatio-temporal attention trajectories generated during task performance. The training set was developed using stimuli from Benton tests and an expert opinion from a specialist in early childhood psychology. The coefficients of determination of R2∼0.992 were obtained for the proposed model, giving an accuracy of 97.7% for the test set. The ease of implementation of this approach in school settings and its non-stressful nature make it suitable for use with children of different ages and developmental stages, including those who have not yet learned to read. This enables early intervention, which is essential for effective educational and emotional support for children with dyslexia.

Pengaruh Penggunaan Kartu Kata Bergambar Terhadap Kemampuan Membaca Permulaan Siswa Sekolah Dasar

Based on the results of initial observations that have been carried out at SDN Pesanggrahan 01 Jakarta on August 29, 2023, it is stated that the reading ability of grade 1 students is still low, this is evidenced by the reading test conducted by the class 1A teacher at that time, namely there were 9 out of 23 students and class 1B there were 13 out of 23 students having difficulty in reading. Students find it difficult to understand the concept of letters and words, students also find it difficult to pronounce words and understand the content of reading. In its implementation, this study uses a type of experimental quantitative research through the provision of a special treatment / treatment in the experimental class. The type of True Experiment research was carried out with a Posttest only Group Design design. The sample in this study was taken using Probability sampling technique The results of the Normality Test using Kolmogorof-Smirnov showed that both data were normal. The results of the homogeneity test with a significance level of 0.05 or 5% after processing the data are significant. 0.471 <0.05 then the data is homogeneous. The results of the t-test in this study show that using an independent sample test with in the table it is known that the tcount value is 4.508, seen ttabel in the attached distribution is known ttabel = t0.5/2 (23+23-2) = t0.025 (44) = 1.1. then it is stated that tcount 4.508 > ttable 1.1 with a significance value of. 0.00 > 0.05. then ho is rejected ha is accepted so it can be concluded that there is an effect of picture word card media

Predictors of language and reading outcomes in 12-year-old children born very preterm.

To investigate predictors of language and reading outcomes in 12-year-old Swedish children born very preterm (<32 gestational weeks) in 2004-2007. Children born very preterm (n = 78, 43 girls), and term-born controls (n = 50, 32 girls), were examined on verbal IQ, semantic and phonemic fluency, sentence recall, reading fluency, word and phonological decoding at 12 years of age. The results were related to neonatal characteristics, language development, measured with Bayley-III, at 2.5 years corrected age, and concurrent non-verbal IQ. Preterm children showed language and reading difficulties that were not completely accounted for by level of concurrent non-verbal IQ. Extremely preterm born children (<28 gestational weeks) demonstrated specific linguistic weaknesses. Administration of antenatal steroids, retinopathy of prematurity and persistent ductus arteriosus explained unique variance in language and reading outcomes. Language assessments at 2.5 years had low predictive value for language and reading outcomes at age 12. Language and reading difficulties in 12-year-old children born preterm were not fully explained by concurrent non-verbal IQ, and were not reliably predicted by language assessments at 2.5 years. Renewed language assessments at school age are warranted for identifying children with persisting linguistic difficulties.