Reading Difficulties Research Articles

Effectiveness of Brain Training Exercises on Visual and Auditory Memory in Students with Dyslexia

Background: Dyslexia, a learning disorder characterized by reading difficulties, can also impair memory function in students. Objectives: This study aimed to address the gap in knowledge regarding the effectiveness of brain training exercises in enhancing memory function in this population. We investigated whether such interventions could improve academic success for students with dyslexia. Methods: A quasi-experimental design was utilized, incorporating pre-test, post-test, and 45-day follow-up measurements, with a control group for comparison. The target population comprised elementary school students diagnosed with dyslexia at learning disability centers in Tehran, Iran, during the 2022 - 2023 academic year. Using convenience sampling, 30 participants were selected and then randomly assigned to either the experimental (brain training) or control group through simple random assignment. Visual memory and digit-letter sequencing abilities were assessed using validated tools: The Visual Memory Questionnaire and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Digit-Letter Sequencing subtest, respectively. The experimental group participated in eight brain training sessions, each lasting 60 minutes, while the control group received no intervention during the study period. Data analysis was performed using SPSS version 27.0. Repeated measures ANOVA with Bonferroni post-hoc tests were employed for data analysis. Results: Post-test visual memory scores were significantly higher in the brain training exercises group (M = 8.73, SD = 1.60) compared to the control group (M = 5.30, SD = 1.25). Auditory memory scores demonstrated a similar trend, with the brain training group outperforming the control group (M = 10.80, SD=1.78 vs. M = 6.86, SD = 1.99). The brain training program produced significant improvements in visual and auditory memory among students with dyslexia, as evidenced by post-test results (P < 0.001). Conclusions: This finding suggests a robust positive effect of the intervention on memory function. These results suggest that brain training exercises can be a promising intervention for enhancing memory function in students with dyslexia.

Comparing options for screening of reading difficulties in middle school: Do teacher ratings improve accuracy?

Reading problems may emerge beyond the primary grades when the linguistic and cognitive demands of reading comprehension increase in middle school. The accurate identification of students requiring supplemental reading instruction is critical to provide remediation and decrease the prevalence and likelihood of reading problems in secondary settings and beyond. Nevertheless, research guidance on middle school reading screening is scarce. This study analyzed data from 193 sixth-grade students across 12 classrooms to examine (a) how well various reading screeners predicted proficiency on the year-end state assessment, (b) what combinations of reading screeners were most accurate, (c) the extent to which a brief teacher rating improved classification accuracy, and (d) the agreement rates between the most accurate combinations of screeners. Screeners included the Sight Word Efficiency, oral reading fluency (ORF), maze, and a multiple-choice reading comprehension (MCRC) assessment. Results from logistic regressions and receiver operating characteristic curve analyses suggested that no single screener was appropriate for use and that combinations of two or three screeners assessing different reading skills improved classification accuracy (i.e., ORF + MCRC, ORF + maze + MCRC). Moreover, teacher ratings further improved classification accuracy but its predictive value depended on the combination of screeners. Finally, there was a high agreement regarding which students were identified as needing intervention between these combinations of screeners. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Top Dyslexia-Oriented Transcription & Study Methods

Dyslexia is a prevalent learning disorder characterized by difficulties in reading, spelling, and writing, affecting academic performance and self-esteem. This review paper explores top dyslexia-oriented transcription and study methods, emphasizing the need for specialized strategies tailored to dyslexic learners' unique needs. The paper delves into the challenges faced by dyslexic students, including slow reading ability, difficulties in decoding words, and associated anxiety. It discusses various assistive technologies such as speech-to-text software, text-to-speech applications, and digital scanning pens that aid in transcription and study. Additionally, it highlights the benefits and limitations of these tools. The review also examines effective study methods, including reading assistance techniques, word processing and writing tools, and multisensory learning approaches, which enhance comprehension and retention. Practical recommendations for educators, parents, and policymakers are provided to ensure successful implementation and integration of these methods. The paper concludes with insights into future directions, emphasizing the importance of emerging technologies and ongoing research in developing more targeted interventions. By adopting these methods, dyslexic students can achieve improved academic outcomes and greater self-confidence.

Textual form features for text readability assessment

Abstract Text readability assessment aims to automatically evaluate the degree of reading difficulty of a given text for a specific group of readers. Most of the previous studies considered it as a classification task and explored a wide range of linguistic features to express the readability of a text from different aspects, such as semantic-based and syntactic-based features. Intuitively, when the external form of a text becomes more complex, individuals will experience more reading difficulties. Based on this motivation, our research attempts to separate the textual external form from the text and investigate its efficiency in determining readability. Specifically, in this paper, we introduce a new concept, namely textual form complexity, to provide a novel insight into text readability. The main idea is that the readability of a text can be measured by the degree to which it is challenging for readers to overcome the distractions of external textual form and obtain the text’s core semantics. To this end, we propose a set of textual form features to express the complexity of the outer form of a text and characterize its readability. Findings show that the proposed external textual form features can be used as effective evaluation indexes to indicate the readability of text. It brings a new perspective to the existing research and provides a new complement to the existing rich features.

“She feels and thinks”: Mother's emotion and mental state talk on book reading activities

Mother's emotion and mental state talk (EMST) in storybook reading context has been reported to be positively correlated with children's social understanding. Previous findings postulate that cultural context and book formats could affect the emergence of EMST. On the contrary, research about the EMST in the Indonesian cultural context and in various book formats is limited. Hence, further research needs to be conducted to explore the characteristics of EMST in Indonesian families. The current study aims to analyze which type of EMST is preferred by mothers in Indonesia, the frequency of EMST usage across various levels of reading difficulty, and the functions of EMST among Indonesian mothers. Secondary data were analyzed qualitatively from parents' video recordings of reading book activities. The main findings of this research suggest that, while most participants reported utilizing desire talk as a means of EMST, they were more likely to emphasize character descriptions, storylines, or general knowledge compared to EMST in shared book reading sessions. The lack of spontaneous EMST in Indonesian mothers may reflect the cultural influence on the expression of emotions and mental states in everyday life.

Efficacy of Small Group Reading Intervention for Grade 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial.

We examined whether Phonics + Set for Variability (SfV) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. The participants were 273 Grade 2 and 3 students with reading difficulties (139 in the Phonics + SfV and 134 in the Phonics + Morphology) who received intervention in small groups (2-4 children), 4 times a week, 30 minutes each time, for 15 weeks. Results of hierarchical linear modeling showed that there was a significant effect of intervention on all reading outcomes (e.g., from pre- to posttest the effect sizes for Phonics + SfV ranged from g = 0.74 to 1.54 and for Phonics + Morphology from g = 0.75 to 1.49). Unexpectedly, there were no differences between the intervention conditions in any of the outcome variables, including irregular word reading and morphological awareness that the interventions partly focused on.

Overcoming Reading Difficulties with Reading Fluency Strategies in the Turkish Language: Evidence from a Transparent Orthography

This study employed a single-case design with an AB structure to examine the effect of implementing a Response to Intervention (RTI) model on a fourth-grade elementary school student with reading difficulties. The participant in the study was Deniz, a fourth-grade elementary school student. The pretest measures revealed that Deniz was at the frustration level in both word recognition and reading comprehension skills. Consequently, an eight-week reading intervention program was designed to address and remediate Deniz’s reading difficulties. Through the intervention program, Deniz’s word recognition improved from the frustration level to the instructional level, and her reading comprehension progressed from the frustration level to the independent level, accompanied by a significant decrease in reading miscues.

초등학교 5학년 일반 학생과 발달성 난독 학생의 영어 수행력 프로파일링

Objectives Most Korean students learn English as a second language from 3rd grade in public school curriculum. Despite receiving the same instruction in schools, there are concerns about the individual differences in English abilities among Korean students. Students with developmental dyslexia, who have difficulties in reading and writ-ing in their native language, also struggle with reading and writing in English. This study aimed to confirm the strengths and weaknesses of students through individual profiling of English abilties. Methods This study focused on two typical development students(TD who are A and B) and two developmental dyslexic students(DD who are C and D) in 5th grade. We developed the tests to profile English abilities, focusing on word reading, word writing, vocabulary, and meta-linguistic awareness abilities. Results In word reading and word writing, the TD showed higher performance than DD. In vocabulary, A, B, and C showed similar high performance, while D showed lower performance. In meta-linguistic awareness abilities, including phonological awareness(PA), syntactic awareness(SA), and orthographical awareness(OA), TD showed high performance in all abilities. Among the DD, C had weaknesses in SA compared to PA and OA, while D showed weaknesses in all abilities. Conclusions This study highlights the profiling of diverse English abilities among four 5th grade students. While DD showed different profiles in this study, they commonly demonstrated lower performance in reading and writing compared to TD, as well as lower metalinguistic awareness. It suggests that DD may require individualized educa-tion plan(IEP) based on their strengths and weaknesses.

Penanganan Gangguan Belajar Anak Disleksia Melalui Spelling Method

Everyone has different abilities and levels of intelligence, including children with learning difficulties such as dyslexia. Dyslexia is a neurological brain disorder that affects reading and writing skills, rather than being the result of poor learning. It involves challenges in information processing in the brain, so dyslexic children often have difficulty reading words quickly and accurately. This research aims to analyze the treatment of learning disorders of dyslexic children through the spelling method. The methodology used in this research involves a qualitative approach using case studies. The data collection techniques used were observation, interview and documentation. The observation and interview techniques used question guidelines that had been prepared, while documentation was carried out with data analysis techniques which included data reduction, data presentation, and conclusion drawing. The results of this study show that the spelling method is an effective teaching technique for children with dyslexia. This method involves phonetic understanding, phonological awareness, as well as a consistent and collaborative multi-sensory approach between schools and parents. The studied child showed significant improvement in reading ability after the application of this method, through repeated practice and periodic evaluation that ensures effectiveness and supports the achievement of the child's academic potential.

A brief research report on the efficacy of a RAN training in elementary school age children

Numerous studies could prove that children with reading disorders show RAN deficits and that RAN is especially strongly connected to the automatization of word recognition. In contrast intervention studies so far have provided little convincing evidence for the trainability of RAN or even a transfer effect on reading competence. The aim of this study is therefore to evaluate the efficacy of an adaptive, software-based RAN-training in a group of 57 children aged 9.3 years (SD 1.10 years) with a RAN-Deficit and/or difficulties with word-reading-speed and to determine if there is a transfer effect to reading speed of words and pseudowords as well as to reading comprehension on the word-, sentence and text level. The software-based training of RAN letters, numbers and colors is an intervention over 18 training days. Children were encouraged to name visually presented items in a serial format as fast as a red rectangle jumping from item to item. The speed of the red rectangle was successively increased with each successful training session. Univariate ANOVAs with repeated measures showed that children had a significantly higher naming speed for letters and numbers both immediately after completion of the intervention and in the follow-up measures. A transfer of the training effect to reading speed for words, reading comprehension on the word- and sentence-level, but not to reading speed for pseudowords and text comprehension, could be demonstrated. Due to the missing of a control-group comparison, it remains to be proven in subsequent research whether this effect is a maturation-related change or a training effect.

Penggunaan Media Gambar dalam Mengatasi Kesulitan Membaca Siswa Kelas II di SD Swasta Islam Nursyamsiani Desa Bintang Meriah Kecamatan Batang Kuis

This research is entitled "The Use of Image Media in Overcoming Reading Difficulties for Grade II Students at Nursyamsiani Islamic Private Elementary School, Bintang Meriah Village, Batang Kuis District." The objectives are to: 1) Identify the forms of reading difficulties of grade II students; 2) Knowing the effectiveness of image media in overcoming these difficulties; 3) Identify obstacles in the use of image media; and 4) Reveal teachers' efforts in overcoming these obstacles. This research is qualitative-descriptive, involving the principal and homeroom teacher as subjects. Data collection is carried out through observation, interviews, and data analysis. The results of the study showed: 1) Reading difficulties include recognition of similar letters and difficulty in prociting a combination of letters; 2) Image media helps overcome reading difficulties; 3) Constraints include image size, limited facilities, and funds; 4) Teachers' efforts include providing opportunities to see pictures in turns and re-explain the material. This result is expected to encourage an increase in teachers' creativity in the use of learning media to increase interest and effectiveness in learning.

Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills

This study investigated the role of domain-specific and domain-general factors in predicting early literacy skills in Italian children. A sample of 239 first-grade students was evaluated using a broad neuropsychological battery to assess their cognitive skills. The results showed that phonological awareness, rapid automatized naming, speed of processing, and attentional control all played a role in predicting reading and writing abilities. These findings support the importance of considering not just domain-specific language skills, but also domain-general cognitive skills when identifying children at risk of difficulties in reading and writing. The study supports the adoption of a multifactorial-probabilistic model to accurately diagnose specific learning disorders.

Lived experiences of senior high school learners with reading difficulties: A case in the Philippines

This phenomenological study delves into the lived experiences of learners struggling with frustration levels in reading. Recognizing the significance of aiding such individuals, and comprehending the multifaceted impacts of their difficulties on emotional, social, cultural. and academic domains becomes imperative, thereby necessitating a tailored reading intervention program. Employing a mixed-methods approach integrating qualitative and quantitative methodologies, data were collected through questionnaires and guided interviews, and then analyzed through a comprehensive six-phase method. The study encompassed 15 learner- participants and 10 teacher-participants. Results highlighted the diverse challenges encountered by these learners in reading-related tasks, with consequential results across aspects. Furthermore, the findings emphasized the adoption of coping mechanisms by learners and highlighted the indispensable support systems from parents, peers, teachers, and the educational institution. In conclusion, the implementation of a reading intervention program emerged as pivotal in empowering learners with a frustration level of reading and fostering their holistic development.

Reading Disability in Children: Exploring the N400 and its Associations with Set-For-Variability

ABSTRACT The N400 event-related potential (ERP), a marker of lexical-semantic processing, can assess the neural basis of reading difficulties. This study examines 1) semantic processes in typically developing (TD) children and children with reading disabilities (RD) using N400 and Set-for-Variability (SfV) profiles and 2) correlations between N400 and SfV. Fifty-one children read congruent and incongruent sentences during EEG. Results showed RD children lacked an N400 effect and had delayed SfV. A negative correlation between SfV and N400 latency in the RD group indicated distinct semantic processing delays in these children.

PENGGUNAAN MEDIA APEL HURUF DALAM MENGATASI KESULITAN MEMBACA TERHADAP SISWA KELAS RENDAH SEKOLAH DASAR

This research was motivated by several elementary school students who had difficulty reading and that learning media could act as a tool to aid these learning delays. The aim of this research is to describe the importance of effective learning media on apple letters to improve reading fluency in lowed class elementary school student. This method used qualitative research metods. The type of qualitative research used in this research is a case study type of research by means of observation, interviews, and documentation to obtain accurate research final data. The final data can be ascertained to be accurate because it has been proven by face to face observation activities on lower grade elementary school students who have difficulty reading, apart from that, observations were also made on teachers who used the letter apple teaching media as a teaching aid supported by documentation. The teacher’s importance to improving the reading fluency of lowed class student is by using learning media in the form of letters as a tool to convey the material. Form of student reading difficulties include difficulty distinguishing letter shapes and difficulty spelling letters and words. This research obtained results thar the apple letter media is very important to help teachers improve the reading fluency of lowed class elementary school students. Apple letter media can also improve student achievement, train critical thinking, and can increase student activity in learning because when students have difficulty reaing it will disrupt their learning activities. The impact or consequence of using letter apple media or other learning media in helping overcoming reading difficulties for lowed grade elementary school students is the creation of more advance education because using teaching media aims to help students achieve their learning goals so that students will get better achievement result good.

UPAYA GURU DALAM MENGATASI KESULITAN MEMBACA SISWA SEKOLAH DASAR

In facing the challenges students face in reading, teachers need to be proactive in providing guidance to help them overcome obstacles that hinder the learning process. This research aims to explain the reading problems faced by students and the teachers' efforts to solve them in class II of SDN 002 Bagan Besar, Dumai City. The method applied in this research is a qualitative approach. Researchers used various data collection techniques including observation, interviews and document analysis involving research subjects consisting of class II B homeroom teachers and class II B students at SDN 002 Bagan Besar, Dumai City. The research results showed that there were class II B students who experienced difficulties in reading, such as lack of reading fluency, frequent mistakes, difficulty in distinguishing similar letters, and errors in pronouncing words or sound symbols. The efforts taken by teachers to overcome the reading difficulties of class II students at SDN 002 Bagan Besar, Dumai City, have been quite effective. Teachers use interesting and interactive learning methods, such as picture letter books, and strengthen students' self-confidence and motivation through praise. In addition, teachers do not blame students and provide special remedial programs to improve their reading skills

Text difficulty and oral reading prosody in Taiwanese children

Text difficulty and oral reading prosody in Taiwanese children

The brain’s structural connectivity and pre-reading abilities in young children with prenatal alcohol exposure

Children with prenatal alcohol exposure (PAE) may develop a range of neurological and behavioral deficits, including reading and language disorders. Studying the brain’s structural connectivity and its relationship to pre-reading/reading skills in young children with PAE can help understand the roots of reading deficits associated with PAE. 363 diffusion MRI scans from 135 children (114 scans from 53 children with PAE) were collected between ages 3–7 years. Children completed NEPSY-II Phonological Processing and Speeded Naming to assess pre-reading skills at each scan. Structural brain network properties were assessed in 16 regions from both hemispheres using graph theory. Linear mixed models were used to account for repeated measures within participants. Children with PAE had significantly lower pre-reading scores than unexposed children, and significantly lower graph theory metrics across bilateral reading networks. Moreover, PAE significantly moderated the associations between Phonological Processing and global efficiency and nodal degree in the bilateral and left hemisphere reading networks, such that children with PAE had stronger associations than unexposed controls. No significant associations were found for Speeded Naming. Our results suggest that brain alterations may underlie early pre-reading difficulties in children with PAE.

Pendampingan One Day One Surah Sebelum Belajar Siswa SMAN 3 Palangka Raya

The Qur'an serves as the primary guide for Muslims, providing guidance and values that need to be internalized in daily life. Reading skills of the Qur'an are very important; however, many students at SMAN 3 Palangka Raya still face difficulties in reading fluently. The aim of this community service is to enhance the students' ability to read the Qur'an through memorizing surahs that are recited before starting lessons via the One Day One Surah program. This program encourages students to read one surah every day, allowing them to master 30 surahs in a month. The method used in this service is Service Learning (SL), which is an approach based on direct experience. The results of this service indicate a significant improvement in students' Qur'an reading abilities after the One Day One Surah assistance was implemented. This is evidenced by the post-test data from class XI-9 obtained after the program was conducted, which shows that the number of students able to recite 22 surahs increased from 15 students, while those who could only recite 15 surahs decreased to 5 students. Furthermore, there was an increase in surah memorization in class XI-10, with data showing that the number of students able to recite 22 surahs rose to 16 students, while those who could only recite 15 surahs decreased to 3 students.

Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training

BackgroundPrior research has found that children with attention-deficit hyperactivity disorder (ADHD) and reading difficulties (RD) are at an elevated risk of developing further cognitive deficits and developmental challenges [1]. ADHD and RD are characterized by a deficit in working memory, which negatively affects learning and behavior. The main aims of this study were to design a working memory training app and examine its effectiveness through a 5-week training program in Chinese children with ADHD and/or RD.MethodsThere were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD + RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance.ResultsThe findings indicate that the experimental groups improved performance in verbal and visual-spatial working memory as well as Chinese word reading. There was an overall reduction in functional impairment following the training, in contrast to the TD group.ConclusionThis study showed that working memory can be improved through computerized training in children with ADHD and/or RD. The implications of future research in working memory are discussed.Trial registrationClinical Trials Identifier: NCT06567444 (retrospectively registered) on 20 August 2024.