Reading Difficulties Research Articles

Training rapid automatized naming in children with developmental Dyslexia

ABSTRACT The recommended rehabilitation procedures for Developmental Dyslexia (DD) are not well defined, and there is currently a large debate on which therapeutic approaches are shown to be more useful and effective. Among the trainings focused on general dysfunctional cognitive processes associated with a reading disorder, recent studies suggested the efficacy of trainings on Rapid Automatized Naming (RAN) compared to others. The present study was aimed at confirming the effectiveness of RAN training (RANt) to improve the reading performances of children with DD (n = 32) compared to children on a waiting list (WL, n = 25) and to children in different treatment groups, one following a text reading training (RT, n = 26) and the other combining RAN and text reading exercises (RANt+RT, n = 20), through an online platform that allows intensive and self-adaptive activities. Results confirmed the efficacy of RANt in improving reading speed and accuracy compared to the WL group (r2 ranging from small (.16) to medium (.48)) and found the absence of differences with the other active control groups. The single-subject level analysis confirmed the results, a high inter-subject variability in treatment response and pre-post differences were found. Further studies could consider such variability in the functional profile of the DD subjects, but RANt was confirmed to be a valid tool for improving decoding skills.

Reading Retardation: The Reading Difficulties and it’s Solutions According to Rushdi Ahmed Tuaima

This study aims to understand the concept of reading difficulties especially reading retardation, and the solution to fix that problem, according to Rushdi Ahmed Tuaima. The researcher also used a book by Abdul Hamid Sulaiman to compare the data. This type of research is library research. The method used in this research is a descriptive method with a qualitative approach. The data collection technique used is documentation and observation to know the application for treating reading difficulty in the school. Meanwhile, the data analysis technique used in this research is content analysis. This research reveals that Retardation reading is a student's slowdown individual process in reading. This is measured not by comparing them with others but by their mental abilities. Rushdi Ahmed Tuaima suggested that the teacher should not force the students to achieve standards that other students have achieved. Teachers must motivate students to restore their self-confidence. Apart from this, exercise is also essential to do. The treatment of reading difficulties was successfully applied in the 9th grade of Ali Maksum Islamic Junior High School, which improved the student's academic and mental aspects. The researcher hopes this research can be a reference for all teachers to implement for learning reading skills.

Can playing video games enhance reading skills through more efficient serial visual search mechanisms? Insights from an eye tracking study

ABSTRACT Reading disorders are associated with atypical top-down visual attention (VA) processes like reduced VA span and slower serial visual search (SVS). In contrast, expert action video game (AVG) players, known for their efficient top-down VA, exhibit improved reading abilities. It is unclear whether these benefits stem solely from AVGs or apply to other gaming experiences. To explore this, AVG players (AVGPs), players of genres excluding AVGs (VGPs), and non-players were evaluated on their VA span, and behavioural and oculomotor performance in SVS. VGPs, but not AVGPs, demonstrated enhanced performance and oculomotor behaviour in SVS compared to non-players, while both player groups showed a trend towards better VA span skills. Notably, reading-related skills were enhanced in the two player groups, but particularly more so in VGPs. These findings support the existence of potential benefits of playing video games different from classical AVGs for the development of top-down VA and reading-related abilities.

Executive Functioning in Different Types of Reading Disabilities.

Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children.

Finnish children born very preterm have good reading comprehension but weak reading fluency at age 11 years – a longitudinal cohort study

ABSTRACT Children born very preterm (<32 gestational weeks and/or birth weight ≤1500 g) are at elevated risk for reading difficulties. This study aimed to investigate reading fluency and reading comprehension at 11 and to analyze the associations between literacy skills at 7 and reading skills at 11 in 134 Finnish-speaking very preterm children. At 11, reading fluency and reading comprehension were evaluated. At 7, pre-reading skills, decoding, and writing were assessed. Results showed that there were more preterm children with weak skills in reading fluency compared to a normative test population. Reading comprehension was age appropriate. Additionally, 62% to 68% of the children with weak literacy skills at 7 had weak reading fluency at 11, compared to those with more advanced skills (43% to 33%, p < 0.001 to 0.026). Respectively, 30% to 50% of the children with weak literacy at 7 had weak reading comprehension at 11 compared to those with more advanced skills (13% to 17%, p < 0.001 to 0.005). Findings highlight the importance of screening reading fluency until 11 years and providing support for the continuum between literacy skills in the beginning of schooling and reading outcome at later school age.

Reading Difficulties of Grade 4 Learners in the Post-Pandemic

The post-pandemic era exacerbated the reading difficulties of learners due to disrupted learning, limited access to resources, and potential gaps in foundational skills. Along this premise, this study analyzed the level of reading difficulties of Grade 4 learners in the post-pandemic. Data needed for the descriptive study was collected from 155 respondents using a self–made 40–item questionnaire that passed the rigorous tests of validity and reliability. Across areas of concern, the level of reading difficulties of Grade 4 learners was found to be moderate. Further, a significant difference was found in respondents’ reading difficulties in word decoding, fluency, reading comprehension, and vocabulary when grouped according to parents’ educational attainment, family income, and number of siblings. However, no significant difference was found in groupings by fluency and sex. These findings call for technical assistance and workshops for teachers to equip them with techniques and strategies in teaching reading and creating a sustainable reading program that will capacitate and strengthen learners’ motivation towards reading, aiming to improve their skills in word decoding, fluency, reading comprehension, and vocabulary. Keywords: Language education, reading difficulties, word decoding and fluency, reading comprehension and vocabulary, Negros Occidental, Philippines

Reading Skills of Grade 6 Learners

The reading skills of Grade 6 learners typically vary depending on various factors such as their prior exposure to reading materials, the quality of education they’ve received, individual learning styles, and their home environment. In this context, this study aimed to determine learners’ reading skills in an elementary school under a medium-sized Division in Central Philippines during the School Year 2023-2024. Data needed for this descriptive study was collected from 176 students using a self-made questionnaire that has passed the stringent tests of validity and reliability. Overall, the results of the study showed that students’ reading skills in terms of comprehension and fluency were moderate. Subsequent analysis indicated no significant difference in students’ reading skills level in comprehension and fluency when grouped according to the number of siblings. Conversely, a significant difference was found in students’ reading skills in terms of parents’ education and family income. This result calls for various stakeholders in the education sector to improve student reading skills and create a more supportive learning environment. Keywords: Education, reading skills, reading difficulties, learners, Bacolod City, Negros Occidental

Children with Auditory Brainstem Implants: Language Proficiency and Reading Comprehension Process

Introduction: Auditory performance and language proficiency in young children who utilize auditory brainstem implants (ABIs) throughout the first 3 years of life are difficult to predict. ABI users have challenges as a result of delays in language proficiency and the acquisition of reading comprehension, even if ABI technology offers auditory experiences that enhance spoken language development. The aim of this study was to evaluate about the impact of language proficiency on reading comprehension skills in children with ABI. Method: In this study, 20 children with ABI were evaluated for their reading comprehension abilities and language proficiency using an Informal Reading Inventory, Test of Early Language Development-Third Edition (TELD-3), Categories of Auditory Performance-II (CAP-II), and Speech Intelligibility Rating (SIR). Three distinct aspects of reading comprehension were assessed and analyzed to provide a composite score for reading comprehension abilities. TELD-3, which measures receptive and expressive language proficiency, was presented through spoken language. Results: Studies have shown that there was a relationship between language proficiency and reading comprehension in children with ABI. In the present study, it was determined that the total scores of reading comprehension skills of the children who had poor language proficiency and enrolled in the school for the deaf were also low. The children use short, basic sentences, often repeat words and phrases, and have a restricted vocabulary. In addition, the children had difficulty reading characters and detailed paragraphs and could not remember events in a logical order. Conclusion: Children with ABI may potentially have complicated reading comprehension abilities due to lack of access to all the speech formants needed to develop spoken language. In addition, variables affecting the reading levels of children with ABI include factors such as age at implantation, duration of implant use, presence of additional disability, communication model, and access to auditory rehabilitation. The reading comprehension skills of ABI users were evaluated in this study for the first time in the literature and may constitute a starting point for the examination of variables affecting reading comprehension in this area.

The Efficacy Potential of Cyber Security Advice as Presented in News Articles

Abstract Cyber security advice is a broad church: it is thematically expansive, comprising expert texts, user-generated data consumed by individual users via informal learning and much in-between. While there is evidence that cyber security news articles play a role in disseminating cyber security advice, the nature and extent of that role are not clear. We present a corpus of cyber security advice generated from mainstream news articles. The work was driven by two research objectives. The first objective was to ascertain what kind of actionable advice is being disseminated; the second was to explore ways of determining the efficacy potential of news-mediated security advice. The results show an increase in the generation of cyber security news articles, together with increases in vocabulary complexity and reading difficulty. We argue that these could present challenges for vulnerable users. We believe that this corpus and the accompanying analysis have the potential to inform future efforts to quantify and improve the efficacy potential of security advice dissemination.

Contrasting Deficits in the Function of the Phonological Loop Between Children With Attention Deficit Hyperactivity Disorder and Reading Disability.

Attention Deficit Hyperactivity Disorder (ADHD) and reading disability (RD) often co-occur. Impairments in the phonological loop of working memory are central to RD, but it is unclear whether this is linked to ADHD, especially in Chinese reading. Two experiments were conducted with Chinese children aged 7 to 12 (Experiment 1, n = 65; Experiment 2, n = 60). Immediate and delayed recognition paradigms were used to assess phonological encoding and rehearsal. Both the RD-only and comorbid (ADHD + RD) groups performed worse than the control and ADHD-only groups in response time and accuracy. Notably, the comorbid group performed similarly to the RD-only group, indicating that phonological loop deficits in comorbid children are likely due to RD, not ADHD. This highlights phonological loop function as the key to distinguishing between ADHD and RD.

Analysis of Reading Difficulties of High-Class Students at State Elementary School 01 Sumi

Analysis of Reading Difficulties of High-Class Students at State Elementary School 01 Sumi

The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis.

In the current study, we tested a network model of reading difficulty by using state-of-the-art psychological network analysis. Four hundred and fifty-three Chinese first-grade children (about 38% female, mean age = 7.00, SD = 0.41) were divided into good (n = 154), competent (n = 147), and struggling readers (n = 152) based on their scores of Chinese character reading. The Extended Bayesian Information Criterion graphical lasso (EBICglasso) method was applied to estimate cross-sectional networks for the three groups. Each network included four cognitive nodes (homophone awareness, morphological structure awareness, phonological awareness, and vocabulary) and two ecological nodes (family socioeconomic status and the number of books at home). Chronological age and nonverbal intelligence were also included in the estimated networks. The global (i.e., global structure and global connectivity) and local patterns (i.e., the most important edges and nodes) in each network were reported. The network comparison results showed that global connectivity was significantly lower among struggling readers than for good readers, implying that a holistic impairment of bidirectional connections among multiple variables relates to the difficulty in learning to read. The theoretical and empirical implications and the significance of applying the network approach to reading research are discussed.

Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions

ABSTRACT Globalisation has increased cultural diversity in Chinese higher education, highlighting needs for intercultural competence development. However, suitable China-centric resources are lacking. This study evaluates intercultural learning materials developed by the RICH-Ed project, an intercultural communication textbook grounded in critical social constructionism and non-essentialist principles. The study employed a two-phase qualitative design, collecting data through questionnaires and interviews to understand students’ and instructors’ perceptions of the materials. The results indicate the RICH-Ed intercultural learning materials expanded students’ intercultural understanding. The interactive experiential learning activities enabled transformational self-reflection, challenging previous assumptions and developing appreciation for diverse perspectives. Similarly, the materials shaped instructors’ beliefs about intercultural communication. Instructors also experienced significant pedagogical shifts from essentialist to contemporary critical constructionist approaches. The collaborative lesson planning, observation, and reflection cycles built instructors’ confidence and competence in student-centred, dialogue-based methods aimed at intercultural learning goals. However, academic reading difficulties and the need for supplementary teacher training were issues identified. Recommendations include scaffolding comprehension through glossaries, discussions, and levelled reading; tailoring examples and roleplays for Chinese contexts; adding interactive multimedia; and expanding lesson studies. This utilisation-focused evaluation provides insights to strengthen emergent intercultural resources and training programmes in Chinese higher education.

Exploring digital literacy challenges: a comparative study of online inquiry skills among college students with reading difficulties

ABSTRACT Technology has revolutionised how we interact, work, and learn, with digital literacy offering lifelong learning opportunities. College students heavily rely on the Internet for education. As more students with developmental difficulties enter higher education, it is vital to understand how disparities impact classroom learning. This study assesses online inquiry and research skills in college students with reading difficulties compared to those with typical reading skills. We recruited 67 college students, including those with reading difficulties, in online research about the ketogenic diet, responding to open-ended questions. Findings reveal that students with reading difficulties could access basic information online like their peers but encountered challenges in identifying critical data, explaining concepts, describing processes, and constructing resource-based arguments. This study underscores the importance of educational assessments to enhance digital literacy among college students with reading difficulties, with implications for instruction and future research.

Evaluation of primary markers of inflammation and the systemic inflammation index in specific learning disabilities.

Aim: Specific learning disorder (SLD) is a term that refers to reading, writing and arithmetic difficulties. The neutrophil/lymphocyte ratio (NLR), platelet/lymphocyte ratio (PLR) and systemic inflammation index (SII) are affordable and accessible inflammatory biomarkers. This research aims to evaluate the relationship between NLR, PLR, SII and SLD to determine whether inflammation contributes to pathogenesis.Methods: This study included 90 SLD-diagnosed patients and 90 age-, sex- and ethnicity-matched healthy controls. Blood cell counts and NLR, PLR and SII values were obtained from medical records and compared between the two groups.Results: The NLR, PLR and SII were significantly higher (p=0.029, p=0.033 and p=0.018 respectively) and lymphocyte counts were significantly lower (p=0.041) in the SLD group. WISC-R total scores decreased with age in the SLD group (-1.988 coefficient, Beta=-0.247ß, p=0.041). Multivariate logistic regression analysis revealed that the SII was the only parameter independently associated with the diagnosis of SLD (Beta=0.003, p=0.023).Conclusion: Inflammation might play a role in SLD etiopathogenesis. NLR, PLR and SII may be potential biomarkers for SLD in children. Further research may lead to early diagnosis and additional anti-inflammatory pharmacological therapies for SLDs.

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.

Isolated reading difficulties in stroke

Pure alexia is a rare neuropsychological condition in which a structural lesion in the occipital lobe renders the patient unable to read without affecting writing or the sensorimotor function. We present two cases in which alexia was the sole symptom of stroke: a 72-year-old previously healthy female and an 80-year-old male with diabetes, ischaemic heart disease and renal insufficiency. Each patient presented with difficulty reading without coinciding with aphasia or sensorimotor deficits. In both cases, MRI scans revealed lesions in the left occipital lobe and adjoining structures.

Analysis of the Work of Foreign Researchers on the Prevention of Typical Errors made by Students

The article reviews the theoretical literature on the issue of the occurrence and causes of errors in learning, identifies the types of errors. The author analyzes studies on typical errors made by students when mastering geometric problems. This article investigates how foreign researchers, including Schleppenbach and others, examine student errors in classroom settings. A key comparison is made between Chinese and American teachers, revealing different approaches: American teachers often hide or avoid discussing student mistakes, while Chinese teachers encourage students to reflect on their errors conceptually. This reflective process is essential for students to develop a deeper understanding of the material. Ball emphasizes that teachers should use mistakes as a learning tool, delving beyond simple "right or wrong" analyses. Newman's error analysis also plays a crucial role, highlighting stages where students encounter difficulties—reading, comprehension, transformation, and processing. The study also emphasizes spatial intelligence, including skills like spatial perception, mental rotation, and visualization, to assess how students solve geometric problems. Understanding the types of errors, such as procedural or encoding mistakes, is essential for improving teaching methods. Furthermore, researchers like Jacobs and Ambrose suggest that teachers can guide students to think critically about their mistakes, allowing them to correct misconceptions.

Construction of New Female Image in Early Modern China - Review of &amp;lt;i&amp;gt;Performing China: Female Stars, Performance Culture, Visual Politics, 1910-1945 &amp;lt;/i&amp;gt;by Huiling Zhou

The author of the book &amp;lt;i&amp;gt;Performing China: Female Stars, Performance Culture, Visual Politics, 1910-1945&amp;lt;/i&amp;gt;, 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.