Learning Disabilities In Reading Research Articles

Functional connectivity is linked to working memory differences in children with reading learning disability

Reading learning disability (RLD) is characterized by a specific difficulty in learning to read that is not better explained by an intellectual disability, lack of instruction, psychosocial adversity, or a neurological disorder. According to the domain-general hypothesis, a working memory deficit is the primary problem. Working memory in this population has recently been linked to altered resting-state functional connectivity within the default mode network (DMN), salience network (SN), and frontoparietal network (FPN) compared to that in typically developing individuals. The main purpose of the present study was to compare the within-network functional connectivity of the DMN, SN, FPN, and reading network in two groups of children with RLD: a group with lower-than-average working memory (LWM) and a group with average working memory (AWM). All subjects underwent resting-state functional magnetic resonance imaging (fMRI), and data were analyzed from a network perspective using the network brain statistics framework. The results showed that the LWM group had significantly weaker connectivity in a network that involved brain regions in the DMN, SN, and FPN than the AWM group. Although there was no significant difference between groups in reading network in the present study, other studies have shown relationship of the connectivity of the angular gyrus, supramarginal gyrus, and inferior parietal lobe with the phonological process of reading. The results suggest that although there are significant differences in functional connectivity in the associated networks between children with LWM and AWM, the distinctive cognitive profile has no specific effect on the reading network.

A Comparative Study of Spoken Language Components of Students With Dyslexia and Normal Peers in the First and Second Grades of Primary School

Background and Aims The present study was conducted to investigate the change in the receptive language, intermediate language, expressive language, semantics, syntax, and phonology of dyslexic students and compare them with the norm group. Methods The statistical sample of the present study comprised 28 dyslexic students studying in the first and second grades of primary school and 29 normal students from the same grades. They were selected non-randomly based on the inclusion criteria. The third edition of the Persian version of the test of language development (TOLD-P3) was used to measure the components of receptive language, intermediate language, and expressive language. Tehran Stanford-Binet intelligence test (TSB-5) and reading and dyslexia test (NAMA) were used to diagnose dyslexia. Multivariate analysis of variance was used for data analysis. Results The findings indicate a significant difference in the evolution of the components of receptive language, intermediate language, expressive language, semantics, syntax, and phonology between dyslexic and normative students. Conclusion According to the results, dyslexic students are weaker in all components of spoken language than their non-dyslexic peers. Considering the dyslexic students’ problem in reading, they are profoundly different from their normal peers in lower levels of language, including spoken language. Thus, the growth and development of language skills must be considered in reading learning disability besides other rehabilitation skills.

A Comparison of Error Correction Methods Embedded in the Orton-Gillingham Approach to Spelling

The present study examined the effects of two error-correction procedures on the spelling performance of five students who were rising first through third grades. Each participant was diagnosed with a learning disability in reading and spelling. Using an Adapted Alternating Treatments Design, a teacher-led questioning procedure and a student-led visual comparison procedure were implemented in the unbranded Orton-Gillingham instructional model. Teacher- led questioning is the scaffolded model of error-correction described in Orton-Gillingham Simultaneous Oral Spelling instruction. Student-led visual comparison is a method which is well documented in the literature as highly effective for students with learning disabilities. The intervention results across participants showed little difference in students’ spelling accuracy under each condition. Responses to social validity questions indicated that student preference could be a determining factor in selecting which error correction method to implement in the Orton-Gillingham approach to spelling instruction.

Assistive technology and specific learning disability: a case report

ABSTRACT Specific Learning Disability is an educational category within special education that identifies an impairment area such as reading, writing, or math despite a student’s intelligence. Individualized Education Plan teams address learning disabilities with educational interventions and accommodations. One accommodation for students with a specific learning disability is assistive technology. Occupational therapists need evidence to inform decision-making regarding assistive technology tools to meet the individualized needs of students with learning disabilities. This case report describes how a school-based occupational therapist evaluated one student’s assistive technology needs to accommodate her specific learning disability in reading and writing. This evaluation resulted in student-specific and evidence-based recommendations pertinent to age, need, and preferences. Reported outcomes include increased independence with accessing educational materials, increased access to age-appropriate reading material, and increased pleasure reading participation.

Derivation of the Psychometric Properties of "Rapid Automatized Naming and Rapid Alternating Stimulus (RAN/RAS) Tests" in Arabic

This study examined the psychometric proprieties of the Arabic version of the "Rapid Automatized Naming and Rapid Alternating Stimulus (RAN/RAS) Tests" for Jordanian students. A sample of 286 students (five to seventeen years old) was recruited from four public and four private schools in Jordan. Results indicated that the RAN/RAS Tests had high reliability and validity indicators. For example, RAN/RAS Tests had strong correlations with Letter Word Identification Test from the Arabic Woodcock Johnson Battery. In addition, there were significant relationships in all tests and the development of performance with the age or grade of the examinees. Furthermore, positive relationships among all RAN/RAS Tests confirm their consistency, strength, and reliability in measuring the required tasks. In general, results suggest that RAN/RAS Tests may be applicable to evaluating naming speed abilities and for distinguishing between students with and without reading disabilities in Arabic. Keywords: Rapid Automatized Naming, Special Education, Specific Learning Disabilities in Reading, Screening Tests, Arabic Language.

A special call from inclusive classroom teachers of Turkish students with specific learning disabilities (SLD): “I don’t want them to dissappear!”

Students with specific learning disabilities continue their education in an inclusive environment in Türkiye. Teachers play an important role in effectively teaching students in inclusive settings. Teachers' classroom practices in reading, the most difficult academic area for students with specific learning disabilities, are critical for achieving successful results. There is a limited number of studies on this subject. This study aims to analyse the requirements, problems, and opinions of inclusive primary school teachers who teach students with specific learning disabilities. A qualitative research method was used in this study. The data were collected via semi-structured interviews with 11 inclusive classroom teachers in a study group and analysed through the content analysis method. The results show that the resources required for teaching students with specific learning disabilities in reading are insufficient and that the students need reading improvement programs. In addition, the teachers stated that the additional resources to support the students’ reading skills should consist of short, fun, and interesting texts.

The effectiveness of family enrichment model for work on marital satisfaction, career and work-family conflict of married female managers

Aim: The purpose of this research was to determine the effectiveness of social-emotional skills training on motivational beliefs and self-regulation learning strategies of girls with learning disabilities. Methods: The present research method is practical in terms of purpose and in terms of field situation and in terms of semi-experimental method with the design of pre-test, post-test and follow-up was with the control group and random assignment. The statistical population of this research included all girls aged 10 to 13 with learning disabilities in reading, writing and math in Joybar city in the academic year of 2019-20. Sampling was purposeful and 30 girls were selected as a sample, and then 15 girls were randomly assigned to the social-emotional skills training group and 15 girls were assigned to the control group. The experimental group was trained in social-emotional skills based on the Squires model (2003) for 10 sessions; while the control group did not receive any intervention. Also, Harter's motivational beliefs questionnaire (1981) and Ryan and Connell's self-regulated learning questionnaire (1989) were used in the pre-test, post-test and follow-up stages. Finally, the data were analyzed using ANOVA with repeated measures and Bonferroni's post hoc test. Results: The results showed that social emotional skills training has an effect on girls' motivational beliefs (F=16.95; P=0.002) and self-regulation learning strategies (F=88.75; P=0.001). Conclusion: It can be concluded that social emotional skills training is effective on girls' motivational beliefs and self-regulation learning strategies.

Using the Technique of Interaction Design (IxD) and Augmented Reality (AR) as Assistive Technology for Students with Disabilities

This paper considers the implement of Kids Can Read Application to assist kids with learning disabilities to spell and read correctly. The researchers applied the advantage of Quick Response (QR) code technology into the interaction design. The Kids Can Read will install on smartphone or tablet and will be using with word card with QR code integrated, kids will scan the QR code, and the spelling instruction will appear with sound of each word. Kids will be able to open the application to reviewing the word afterward without the re-scan the QR code. The interface design of the Kids Can Read is easy to use and kids friendly. Most of the kids in this study prefer to use Kids Can Read to help them learn and practice of word reading and spelling. As a result, when the application was conducted into practice in schools, the sample in this study had a statistically significant increase in spelling ability at 0.05. This is in consistent with the hypothesis that the ability to read word spelling of the Grade 3 students with learning disability in reading is higher after using the Kids Can Read. Hence, we anticipate that all of students with learning disabilities who study in Grade 3 in the country will have chance to use the application by the end of next year.

Comparing the effectiveness of brain-based learning training and self-regulation training on the executive functions of students with learning disabilities in reading

Background and Aim: Considering the fundamental role of education and development of executive functions in enhancing academic, educational, and social capabilities, and the challenges faced by students with learning disorders due to weaknesses in executive function components, the current research aimed to compare the effectiveness of brain-based learning and self-regulatory training on the executive functions of students. Methods: This study, in line with its objectives, was an applied research employing a quasi-experimental design, using a pre-test, immediate post-test, and delayed post-test (follow-up) with a control group. The population consisted of all female students in district two of Kerman city, totaling 6,515 individuals. The sample included 60 ten-year-old female students selected through multi-stage cluster sampling. Within each cluster, individuals were chosen using simple random sampling. Each group - the control group, the brain-based learning group, and the self-regulatory training group - consisted of 20 students and received 16 sessions of 45 minutes each, focusing on executive functions. At the end of the training, an immediate test and a follow-up test two months later were conducted to assess the sustainability of the intervention. The measurement tools of this research included the fourth-grade reading book, Stroop Test (2006), Wisconsin Card Sorting Test (1948), Continuous Performance Test (1956), and N-Back Test. The data were analyzed using repeated measures test within the framework of multivariate analysis of covariance (MANCOVA) using SPSS-V.24 software. Results: The results indicated a difference in the effectiveness of brain-based learning and self-regulatory training on executive functions of students with reading learning disorders. Specifically, the improvement in the brain-based learning group was more significant than that in the self-regulatory training group (P < 0.05). Conclusion: Therefore, it can be concluded that educational interventions, especially brain-based learning, can be effective and efficient strategies to enhance the performance and skills of students, particularly those with reading disorders.

Effectiveness of Intervention Based on Academic Buoyancy on Academic Burnout and Academic Engagement of Students with Reading Learning Disorder

The present study was conducted with the aim of investigating the effectiveness of intervention based on academic buoyancy on academic burnout and academic engagement of students with reading learning disorder. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all female students with reading learning disabilities in the fifth and sixth grades of elementary school in the academic year of 2022 in the city of Isfahan. The sample of the study was 30 people who were selected by available sampling method and were randomly divided into two experimental (n=15) and control (n=15) groups. The experimental group received 12 70-minute sessions of intervention based on academic buoyancy (Fooladi et al, 2017). The research tools were the reading and under-reading test (Karami Nouri and Moradi, 2014), academic burnout questionnaire (Breso et al, 1977) and academic engagement (Archambault et al., 2009). Multivariate covariance analysis was used to analyze the data. The findings showed that the intervention based on academic vitality has a significant effect on reducing academic burnout (F=32.64) and increasing academic engagement (F=43.53) of students with reading learning disorder (P< 0/001). According to the findings, it is recommended to use the intervention based on academic vitality as a preventive educational program to reduce the educational problems of students with learning disabilities.

Contributions of linguistic, quantitative, and spatial attention skills to young children's math versus reading: Same, different, or both?

AbstractThe study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non‐symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math.

Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk

The contribution of self-regulation to academic achievement is supported by robust research evidence. Incorporating practices to enhance self-regulation during small-group reading instruction is associated with improved outcomes for upper-elementary students with learning disabilities in reading. Two evidence-based self-regulation practices are (a) recognizing negative thoughts and (b) using positive self-talk. However, there are challenges with effectively teaching these self-regulation strategies during reading instruction. In particular, special education or reading intervention teachers may find it difficult to incorporate this kind of self-regulation instruction during reading lessons in a way that does not overburden student working memory or take too much time from explicit, systematic instruction in reading skills. This article defines self-regulation, describes how to support students in recognizing negative thoughts and using positive self-talk, and provides guidance to enable teachers to implement self-regulation strategy instruction in a way that complements reading instruction.

Effect of Colour Usage and Dialogue Reading Practices in Solving the Visual and Auditory Perception Problems of Students with Dyslexia

Dyslexia is a specific learning disability in reading. It is the most prevalent learning disability. This study aims to reveal the effect of the use of colours, peer assessment and reading dialogues on the education of students with dyslexia. The study uses a technical collaborative action research method. Two male students diagnosed with dyslexia and studying in the second year of primary school were participants in the study. The study lasted for 12 weeks following the research plan. The students were required to read the chosen tales in Aesop’s Tales aloud. After reading the stories, the students also read selected dialogues in the elementary school course books determined by the Ministry of National Education. Two letters by which the students got confused were marked in two different colours in the first text. The colouring gradually reduced in the new text. There was no colouring in the last text. Results show that the use of colours was effective in reducing the confusion of letters. The students corrected their mistakes mutually through the peer assessment method. The students liked the reading activity and made fewer reading errors compared to other texts.

Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample

We examined the role of phonemic awareness [PA], rapid naming [RAN], and verbal short-term memory [VSTM], phonological verbal fluency (PVF) along with literacy related skills (letter naming and orthographic knowledge) in reading, spelling, and numeracy performances. The study was carried out on a sample that consists of 245 native Arabic children of grade 1 and 2. The results showed a significant effect of Group on PA, RAN, VSTM, PVF, and letter naming and orthographic knowledge. There is also a comorbidity effect on PA and orthographic knowledge. The regression analysis indicated that PA and orthographic knowledge are the strongest predictors of the three academic outcomes, whereas VSTM, PVF and RAN displayed less predictive relationships with reading, spelling and numeracy. The results suggest that there are a number of underpinning factors that are linked to PA and orthographic knowledge, which are also accounted for a comorbidity condition between literacy and numeracy.

Effects of a virtual reality training program on visual attention and motor performance in children with reading learning disability

Reading is a complex cognitive process that requires multisensory processing, graphical phonological codification, short- and long-term memory, executive functions, and motor and cognitive responses. Children with reading learning disability (RLD) show a specific deficit in learning to read, along with motor, rhythmic and visual difficulties. The present exploratory research aims to observe the effects of a virtual reality game training program on reading performance (accuracy, speed, and comprehension), visual attention, motor balance, and coordination in children with RLD in an experimental study by comparing two groups (experimental and control) of children. The game was developed by the authors and incorporates a commercial game “BeatSaber” and a specific design game “GrafoTami”. The results showed that the training program induced a significant effect on visual attention task scores and movement speed in two balance tasks for participants in the experimental group, while participants in the control group did not show any changes. Although no significant changes in reading performance were observed, the high magnitude effect size suggested that changes in reading performance would likely become significant with a larger number of participants, and the same was true for physical self-perception and happiness self-perception, which are areas of self-perception.

Visual processing difficulties in children with NF1. A common but not widely recognized underlying cause of reading difficulties

Neurofibromatosis type 1 (NF1) is one of the most frequent multi-systemic autosomal dominant rare genetic disorder with an incidence as high as 1/2000 and prevalence of 1/3000 births. NF1 is caused by pathogenic variants of the NF1 gene located on chromosome 17q11.2 [ [1] Ottenhoff M.J. Rietman A.B. Mous S.E. Plasschaert E. Gawehns D. Brems H. Oostenbrink R. Van Minkelen R. Nellist M. Schorry E. Legius E. Moll H.A. Elgersma Y. Examination of the genetic factors underlying the cognitive variability associated with neurofibromatosis type 1. Genet. Med. 2020; 22: 889-897https://doi.org/10.1038/s41436-020-0752-2 Abstract Full Text Full Text PDF PubMed Scopus (16) Google Scholar ]. Of the affected individuals, 50% have a sporadic disease which causes challenges for early diagnosis. Up to 80% of children aged 6–18 years with NF1 present with moderate to severe impairment in one or more areas of cognitive functioning, and they are among the most important NF1 manifestations during school age [ [2] Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar , [3] Van der Vaart T. Plasschaert E. Rietman A.B. Renard M. Oostenbrink R. Vogels A. de Wit M.C.Y. Descheemaeker M. Vergouwe Y. Catsman-Berrevoets C.E. Legius E. Elgersma Y. Moll H.A. Simvastatin for cognitive deficits and behavioural problems in patients with neurofibromatosis type 1 (NF1-SIMCODA): a randomised, placebo-controlled trial. Lancet Neurol. 2013; 12: 1076-1083 Abstract Full Text Full Text PDF PubMed Scopus (90) Google Scholar ]. The average intelligence quotient (IQ) is 10–15 points lower in these children than in population or sibling control groups. Learning disabilities in reading, writing and mathematics have been reported in about 50% of children [ [2] Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar ]. Furthermore, achievements may be undermined by attention-deficit–hyperactivity disorder (ADHD), difficulties in social functioning associated with autism spectrum disorder (ASD) and motor difficulties [ 2 Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar , 3 Van der Vaart T. Plasschaert E. Rietman A.B. Renard M. Oostenbrink R. Vogels A. de Wit M.C.Y. Descheemaeker M. Vergouwe Y. Catsman-Berrevoets C.E. Legius E. Elgersma Y. Moll H.A. Simvastatin for cognitive deficits and behavioural problems in patients with neurofibromatosis type 1 (NF1-SIMCODA): a randomised, placebo-controlled trial. Lancet Neurol. 2013; 12: 1076-1083 Abstract Full Text Full Text PDF PubMed Scopus (90) Google Scholar , 4 Krab L.C. Aarsen F.K. de Goede-Bolder A. Catsman-Berrevoets C.E. Arts W.F.A. Moll H.A. Elgersma Y. Impact of neurofibromatosis type 1 on school performance. J. Child Neurol. 2008; 23: 1002-1010 Crossref PubMed Scopus (93) Google Scholar ]. Cognitive and behavioural deficits lead to lower academic achievement and loss of quality of life, persisting into adulthood [ [2] Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar ]. 40% of children with NF1 need special education and only approximately 10% of children with NF1 do not have any problems with school performance and also do not need remedial teaching [ [4] Krab L.C. Aarsen F.K. de Goede-Bolder A. Catsman-Berrevoets C.E. Arts W.F.A. Moll H.A. Elgersma Y. Impact of neurofibromatosis type 1 on school performance. J. Child Neurol. 2008; 23: 1002-1010 Crossref PubMed Scopus (93) Google Scholar ].

Vocabulary depth as preliteracy skill

The aim of this study is to explore the predictive value of vocabulary breadth and depth together with the classical variables of phonological awareness, naming speed and alphabetic knowledge in explaining progress in the initial learning of reading and writing in a sample of 162 students in the 3rd year of kindergarten. Early detection of risks in learning to read is essential to be able to intervene proactively if signs of dyslexia are found. The study of skills that predict successful literacy acquisition may be useful to identify risk indicators of learning disabilities in reading and writing in early childhood education. The results found confirm the contribution of classical variables and reveal that especially vocabulary depth seems to be a good predictor of success in early literacy performance. The educational implications of these findings are discussed.

Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading

Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special education teachers, speech-language pathologists, and other practitioners (e.g., school psychologists) can utilize each other’s expertise to accurately assess language and literacy skills of multilingual learners. Five key lessons learned from research on identification of language disorders are presented, along with discussion of why these are important when screening multilingual children for learning disabilities in reading. Specifically, there is a focus on considering children’s language background, regardless of English learner status, the importance of language ability for reading achievement, common pitfalls in using standardized assessments with multilingual learners, and linguistically sensitive assessment and scoring practices to be used with multilingual students.

Preteaching Words to Facilitate an Instructional Level in Reading with a Student with a Specific Learning Disability in Reading

An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included.

A Comparative Study on Visual Memory and Reaction Time in Students With Specific Learning Disability (SLD) and Normal Children

Objective: This study aimed to compare the reaction time and visual memory in students with SLD and normal students. Methods: This research was conducted using a causal-comparative method. Using causal-comparative method, the samples were selected through cluster sampling i.e. 15 students with reading learning disability, and 15 students with learning disability in mathematics and 15 normal students. The instruments were Kim-Carrad visual memory test and reaction time tester system. The obtained data were analyzed using MANOVA and SPSS software. Results: Results showed that there was a significant relationship between SLD students with the rate of error in visual memory test and duration of reaction to stimuli (P<0.05); the results of this study showed that the performance of SLD students’ memory is lower than that of normal children. Conclusion: Also, there was a significant difference between the reading of students with reading learning disability, and students with learning disability in mathematics and normal students.