Reading Difficulties Research Articles

Profiling reading strategies used by Grade 10 English First Additional Language learners in two selected high schools in KwaZulu-Natal

In order to address learners’ reading difficulties, several researchers recommend the development of their reading profiles. To this end, South Africa is no exception. Many South African based researchers are of the view that designing and analysing learners’ reading profiles should be seen as a wise move towards fixing South African learners’ reading challenges. The study sought to profile the reading strategies that Grade 10 English First Additional Language (EFAL) learners used more and least frequently. The idea was to make teachers aware of their learners’ strengths and weaknesses with regard to reading. The study was quantitative in nature and a survey design was followed. A reading strategies questionnaire was administered to 60 Grade 10 EFAL learners who were purposively selected from two high schools. The mean and standard deviation (SD) were calculated in order to assess the frequency of strategy used by the Grade 10 EFAL learners. The results indicated that before-reading and during-reading strategies were least frequently used by the learners. Moreover, the results showed that learners appeared to be using after-reading strategies more frequently. Recommendations are made that learners need to be made aware of the wide range of before-reading and after-reading strategies, along with how to use them during the process of reading.Contribution: The contribution of the study resides in the conclusion that teachers’ knowledge on how to develop and monitor learners’ reading profiles has the potential to improve learners’ reading proficiency.

Analysis of reading-task-based brain connectivity in dyslexic children using EEG signals.

Developmental dyslexia, a neurodevelopment reading disorder, can impact even children with average intelligence. The present study examined the brain connectivity in dyslexic and control children during the reading task using graph theory. 19-channel electroencephalogram (EEG) signals were recorded from 15 dyslexic children and 15 control children. Functional connectivity was estimated by measuring the EEG coherence at 19 electrode locations, and graph measures were calculated using the graph theory method. Reading task results identified deprived task performance in dyslexic children against controls. Graph measures revealed longer path length, reduced clustering coefficient and reduced network efficiencies (in theta and alpha bands) of dyslexic group. At the nodal level, we found a significant increase in delta strength (T4 and T5 electrode locations) and reduced strength in theta (T6, P4, Fp1, F8 and F3) and alpha bands (T4, T3, P4 and F3) during the reading task in dyslexic group. In conclusion, the present study identified distinct graph measures between groups when performing a reading task and showed possible evidence for compromised brain networks in dyslexic group.

DEALING WITH THE LEARNING GAPS DURING THE IN-PERSON CLASSES: PERSPECTIVES OF PUBLIC ELEMENTARY SCHOOL HEADS

This phenomenological study aims to delve into the experiences, opinions, and perspectives of the school heads in the Banaybanay district of the Department of Education, Division of Davao Oriental. In addressing the learning gaps during in-person classes, this qualitative study used a phenomenological approach to collect and analyze data. In order to close learning gaps, particularly after two years of distance learning, school heads experiences and perspectives on the gaps in learning during in-person sessions are crucial. These viewpoints focused on closing the gaps, especially in reading and numeracy abilities. A sample of fourteen (14) participants was selected using a purposive sampling technique. Seven participants underwent focus group discussions, and the other seven underwent in-depth interviews, highlighting the experiences, coping mechanisms, and insights of the school heads in the research locale. As to the participants experiences, two major themes emerged: encountered problems with unpreparedness for the in-person classes; and b) observed students with reading difficulties. With regard to their responses to coping mechanisms, six major themes emerged: implemented reading intervention activities, established open communication, extended technical assistance to teachers, collaboration with stakeholders, provided additional learning and reading materials, and implemented a literacy and numeracy program. Lastly, their insights revealed five major themes: reduction of teacher workloads, provision of learning materials, strengthened programs in teaching fundamental skills, intensification of feedback mechanisms, and assignment of remediation teachers. The study revealed that the school heads in Banaybanay district collaborated with stakeholders, including teachers and parents to solve difficulties and prepare students for academic success during in-person classes. It emphasizes open communication, providing reading materials, technical assistance, and implementing numeracy and literacy programs, which were very significant to the participants. Public elementary school heads as well as the Department of Education implementers need to intensify feedbacking to assess the real situation of students in the field so that they can perform their duty as leaders in addressing gaps based on the situation in the field. KEYWORDS: education, school heads, learning gaps, in-person classes, and coping mechanisms and strategies, phenomenological research, thematic analysis, Division of Davao Oriental

Intelligent Deep Adaptive Intuitionistic Fuzzy Classifier Based Dyslexia Prediction Among Children at its Early Stage

The inability of standard linear research to clearly define the role of cognitive abilities in reading difficulties is most likely due to the fact that reading and the components that are related to reading are both part of a system of factors.  There are numerous interrelated and mitigating elements that conventional statistical models are unable to deal effectively. This work aims to increase dyslexia prediction accuracy by introducing two stage non-linear methodology which incorporate both deep learning and uncertainty theory. In the first stage, the pattern of dyslexic symptoms is learned by introducing deep adaptive neural network. During the training phase, the hyperparameters weight and learning rate are optimized using a metaheuristic algorithm called the fruit fly optimization algorithm. This algorithm imitates the behavior of fruit flies to search for the best set of values. The acquired knowledge is infused in the uncertainty inference model known as intuitionistic inference classifier. Each characteristic that defines an instance as dyslexic or non-dyslexic is represented in tristate degrees to precisely address the inconsistent or vague instance which neither or nor exhibit dyslexic symptoms by introducing the hesitancy factor. The simulation results support the proposed intuitionistic fuzzy rules prominently improves the accuracy rate of dyslexia prediction compared to the other existing state of arts.

Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study.

This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.

Latent profiles as predictors of response to instruction for students with reading difficulties.

Latent profiles as predictors of response to instruction for students with reading difficulties.

355 Connecting computational models of reading to the brain in post-stroke alexia

OBJECTIVES/GOALS: Many left hemisphere stroke survivors have a reading disorder (alexia), which is experienced as decreasing well-being. Therapies produce inconsistent results, demonstrating a need for treatment response predictors. We are investigating neural correlates of reading computational models to identify biomarkers to improve therapeutic outcomes. METHODS/STUDY POPULATION: Artificial neural network models of reading, mapping between orthography (visual word form), phonology (auditory word form), and semantics (word meaning), are trained to read single words at a healthy, adult capacity. The models are independently damaged to reflect the individual orthography-to-semantics, semantics-to-phonology, and orthography-to-phonology deficits of a sample of left hemisphere stroke survivors (n = 85). These deficits are measured with cognitive tests assessing the intactness of mappings between representations. Model damage is enacted by removing percentages of the connections between representations. For each type of deficit, the percentages of links removed are entered into a voxel-based lesion symptom mapping analysis to identify areas of cortex associated with that mapping. RESULTS/ANTICIPATED RESULTS: We anticipate that the neural correlates of model layers will be localized to a mostly left-lateralized network. Increased damage to the links between semantics and phonology in the model will likely be related to lesions involving the left posterior superior temporal sulcus and inferior frontal gyrus (IFG). Damaged orthography-to-semantic links will be related to the left fusiform gyrus (FG) and IFG. Finally, damage to the orthography-to-phonology links will be related to the left FG and superior temporal gyrus. DISCUSSION/SIGNIFICANCE: Mapping components of language models onto the brain will improve our understanding of the neural networks supporting language processing. Identifying these neural correlates may also produce biomarkers that can be used in predicting reading impairment at the acute stage or optimizing therapy in the chronic stage of stroke.

Leveraging brain science for impactful advocacy and policymaking: The synergistic partnership between developmental cognitive neuroscientists and a parent-led grassroots movement to drive dyslexia prevention policy and legislation

Reading proficiency is crucial for academic, vocational, and economic success and has been closely linked to health outcomes. Unfortunately, in the United States, a concerning 63% of fourth-grade children are reading below grade level, with approximately 7%–10% exhibiting a disability in word reading, developmental dyslexia. Research in developmental cognitive neuroscience indicates that individuals with dyslexia show functional and structural brain alterations in regions processing reading and reading-related information, with some of these differences emerging as early as preschool and even infancy. This suggests that some children start schooling with less optimal brain architecture for learning to read, emphasizing the need for preventative education practices. This article reviews educational policies impacting children with dyslexia and highlights a decentralized parent-led grassroots movement, Decoding Dyslexia, which centers the voices of those directly impacted by dyslexia. It utilizes civic engagement practices, advocacy and lobbying on local, federal, and social media platforms, and strong partnerships with scientists to drive systems-level change in educational practices, leading to dyslexia prevention legislation across the U.S. The ongoing partnership continues to address the profound gaps between scientific findings and policymaking to drive systems-level change for contemporary challenges in educational practices within a learning disabilities framework.

Closing the Gap: A Conceptual Replication of an Early Reading Intervention

This study presents results from a conceptual replication of a promising early reading intervention. The On Track program, previously found to be effective in a researcher-driven and tightly controlled setting, was implemented in a larger sample of schools. To investigate the robustness of the original findings, specific aspects of the implementation were deliberately altered from the original study. Specifically, (i) local school authorities were in charge of the practical implementation and (ii) schools and teachers had greater autonomy in decisions regarding which student received the intervention and for how long. All schools (n = 42) in two Norwegian school districts were randomly assigned, for the first grade, either to a condition involving implementation of the On Track program for students at risk of reading difficulties or to a control condition. Results indicated that the intervention significantly reduced the number of at-risk students by the end of first grade. However, effect sizes in the replication study were reduced compared to the original try-out.

Investigating Dyslexia through Diffusion Tensor Imaging across Ages: A Systematic Review

Dyslexia is a neurodevelopmental disorder that presents a deficit in accuracy and/or fluency while reading or spelling that is not expected given the level of cognitive functioning. Research indicates brain structural changes mainly in the left hemisphere, comprising arcuate fasciculus (AF) and corona radiata (CR). The purpose of this systematic review is to better understand the possible methods for analyzing Diffusion Tensor Imaging (DTI) data while accounting for the characteristics of dyslexia in the last decade of the literature. Among 124 articles screened from PubMed and Scopus, 49 met inclusion criteria, focusing on dyslexia without neurological or psychiatric comorbidities. Article selection involved paired evaluation, with a third reviewer resolving discrepancies. The selected articles were analyzed using two topics: (1) a demographic and cognitive assessment of the sample and (2) DTI acquisition and analysis. Predominantly, studies centered on English-speaking children with reading difficulties, with preserved non-verbal intelligence, attention, and memory, and deficits in reading tests, rapid automatic naming, and phonological awareness. Structural differences were found mainly in the left AF in all ages and in the bilateral superior longitudinal fasciculus for readers-children and adults. A better understanding of structural brain changes of dyslexia and neuroadaptations can be a guide for future interventions.

English as Second Language Challenge Faced by Students: Comparative View of Public and Private Sector Students

The present study diagnosed English reading difficulties faced by students among primary school learners in public and private sector schools. To investigate the problem, teachers' perceptions were taken to find out the prevailing situation. A survey study was conducted using a rating scale instrument. Data analysis highlighted significant differences in pronunciation problems, with public school learners encountering more problems. On the other hand, public school learners also experience more problems regarding speed, but the difference between both sectors was not significant. Comprehension problems are comparable between the two groups. Gender-based disparities show that male students in public schools encounter more pronunciation challenges, though overall reading problems are significant for both genders in public schools. Recommendations include targeted programs for pronunciation improvement and enhanced comprehension instruction. This study contributes valuable insights for educators, policymakers, and curriculum developers aiming to address English reading challenges in diverse school settings.

Top-down Chinese as a second language reading strategies

Abstract This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively. They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.

Decision tree based prediction system for word difficulty classification

In the era of information technology in education, personalised learning is becoming increasingly important, especially in the English learning process. An important aspect of facilitating personalised learning in English reading is the use of a reliable objective word difficulty classification system to quickly capture and understand reading difficulties and core concepts. The aim of this study was to use decision tree modelling to predict the general proficiency of the public in words with different attributes. In addition, a K-Means clustering algorithm was used to categorise words into five classes based on their level of difficulty. By adopting this approach, the prediction of word difficulty becomes both fast and objective, and by testing the accuracy of the model, it was found that our model achieved an accuracy of 0.95. Accurate classification of word difficulty will play an important role in facilitating personalised learning in English reading and improve the efficiency of English reading.

Teleneuropsychology intervention in phonological awareness for children with specific learning disorder with reading and mathematical difficulties

Specific learning disorder (SLD) is a neurodevelopmental disorder that affects 5–15% of school-aged children worldwide. Often, difficulties in reading (SLD-RD) and mathematics (SLD-MD) occur together. Deficits in phonological awareness (PA) have been identified as the common factor between the two difficulties. Intervention in PA has been shown to be effective in SLD-RD; however, it is not clear whether it is also effective in SLD-MD. Neuropsychological intervention is usually conducted face-to-face, but when the patient is in a remote location or during extraordinary situations such as the COVID-19 pandemic, tele neuropsychology (TeleNP) may be a suitable alternative. The objective of this study was to evaluate the efficacy of a telerehabilitation program for PA to improve math skills in children with SLD-RD/SLD-MD. The study had an N-of-1 SCED design, and included six children aged 10–12 years with SLD-RD/SLD-MD. After four baseline measurements with an arithmetic verification paradigm, they were treated with TeleNP-PA. The effect on each participant was evaluated using visual analysis and the reliable change index. After the intervention, all participants showed improvement in arithmetic tasks, suggesting that the PA intervention had a positive influence on these skills.

Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument.

Both actual motor competencies (AMC) and perceived motor competencies (PMC) play an important role in motor development research and children's physical and psychological development. PMC refer to children's perceptions of their motor competencies. To assess the PMC of first and second grade children (aged 6-9 years), the SEMOK-1-2 instrument was developed. The instrument is aligned to the validated MOBAK-1-2 instrument which assesses AMC in the competence areas "object movement" and "self-movement" Accounting for possible reading difficulties in younger children, the motor tasks and answer options were illustrated and explained verbally. The purpose of this study was to test and validate the SEMOK-1-2 instrument and investigate the associations between the constructs AMC, PMC and physical activity (PA), whereby PA was measured by the participation in team and individual sports. Data from N = 404 pupils in the German-speaking part of Switzerland from first and second grades (M = 7.8 years, SD = 0.69, 49% boys) were analyzed. Confirmatory factor analyses were conducted to test the factorial validity of the SEMOK-1-2 instrument. Structural equation models were used to investigate the association between the constructs. The analyses confirmed a two-factor structure with the factors PMC "object movement" and PMC "self-movement", corresponding to the factors existing in the MOBAK-1-2 instrument. Latent correlations between AMC factors and the corresponding PMC factors were r = 0.79 for "object movement" and r = 0.76 for "self-movement". Associations with external criteria and covariates, such as sex, were associated with both AMC and PMC. Analyses also revealed that children who participated more often in individual and team sports showed higher levels in both AMC and PMC. The confirmation of the two-factorial structure of the SEMOK-1-2 instrument and the associations between AMC and PMC as well as external criteria indicate construct and criterion validity. The SEMOK-1-2 instrument can be economically utilized for assessing PMC and is also suitable for the monitoring of PMC in the context of Physical Education.

Children's experiences of mask-wearing: a systemic review and narrative synthesis.

Masks have been widely used as a preventative tool during the COVID-19 pandemic. However, the use of masks by children has been controversial, with international guidelines recommending a risk-based approach to national policymakers. We aimed to conduct a systematic review that explores children's experiences of mask-wearing, drawing on an evidence base that describes mask-wearing in different contexts including air pollution, and to prevent the spread of infectious disease. We searched MEDLINE, Embase and PsycINFO in June 2021, with repeat searches in August 2022 and January 2024, for primary research studies exploring children's experiences of masks. Included studies reported on participants between 4 and 14 years (inclusive), with no restrictions on language where an English translation was available. Two reviewers independently screened titles and abstracts and reviewed full texts, with discrepancies resolved by a third reviewer. We used the Mixed Methods Appraisal Tool for quality appraisal and narrative synthesis to identify key findings. We also conducted stakeholder consultation (Patient and Public Involvement (PPI)) with nine children, where they submitted annotated drawings of their preferred masks to complement our review findings. We screened 982 titles and abstracts and reviewed 94 full texts. 45 studies were included in the synthesis. Children's experiences of mask-wearing were influenced by their perceived necessity, social norms around their use and parental attitudes. Challenges related to mask-wearing were described, including difficulty reading facial expressions and physical discomfort. Children found it easier to wear masks when sitting and in cooler environments, and they benefited from unmasking during outdoor break time at school. As part of the PPI consultation, children highlighted the importance of mask design and the environmental impact of masks. Children's experiences of mask-wearing were varied and context-dependent, with several mask-design challenges raised. Future policy on mask-wearing needs to consider the context in which mask-wearing would be most beneficial, and how local adaptations to policy can respond to children's needs.

Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.

Do we really need a new definition of dyslexia? A commentary.

We provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when considering the provision of educational services discrepancy definitions are not useful since all children with reading difficulties require reading intervention regardless of their level of IQ.

Effect of a Reading Intervention on Reading Ability among Children with Specific Reading Disorder

The present study examined the effect of a reading intervention on the reading ability of children with specific reading disorders Ten participants between 7 to 10 years of age who met ICD-10 criteria for specific reading disorder were randomly assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre-test and post-test assessment was conducting using the NIMHANS Index for SLD. The intervention group received an 8–9-week reading intervention, 30 minutes per day, on every alternative day of the week. The control group received no intervention. Participants who had received the intervention showed more improvement in reading than controls, and these gains were maintained in a follow up assessment. The majority of the participants in the experimental group performed at their expected grade level on the reading test of NIMHANS SLD post-intervention.

Improving Critical Thinking by Using the Right Strategies and Techniques

Teaching is is a concept that in different disciplines can be conveyed in different forms and with different techniques. English is important because in addition to the fact that it acquires knowledge, the fact that it is a subject that also requires vocabulary study. One of the rubrics of thinking about a foreign language is reading. Reading is an activity with benefits. Reading is part of critical thinking, on the other hand, it includes a multitude of complex skills. The purpose of this study is to encourage guided reading by stimulating critical thinking and to determine some teaching methods and techniques focused on guided reading and the stimulation of critical thinking in comprehension and writing that affects intellectual development of students forming social and cooperative individuals. The research method that was used is the quantitative and qualitative research method such as interview and observation. The questionnaires were taken from students and teachers from different schools with different achievements. A contribution in this study are the suggestions regarding the methods and techniques that encourage critical thinking and, in particular, guided reading will have a result and the various recommendations from teachers who succeeded in teaching in classes with difficulties in reading.
  
 Received: 25 February 2024 / Accepted: 18 March 2024 / Published: 23 March 2024