Reading Difficulties Research Articles

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

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

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

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

“What's Unexpected?” Interventionist Explanations of Dyslexia

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

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

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

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

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

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

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

Literature Review of English Reading Strategies in Junior High School

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

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

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

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

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

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

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

Deep learning approaches to lexical simplification: A survey

AbstractLexical Simplification (LS) is the task of substituting complex words within a sentence for simpler alternatives while maintaining the sentence’s original meaning. LS is the lexical component of Text Simplification (TS) systems with the aim of improving accessibility to various target populations such as individuals with low literacy or reading disabilities. Prior surveys have been published several years before the introduction of transformers, transformer-based large language models (LLMs), and prompt learning that have drastically changed the field of NLP. The high performance of these models has sparked renewed interest in LS. To reflect these recent advances, we present a comprehensive survey of papers published since 2017 on LS and its sub-tasks focusing on deep learning. Finally, we describe available benchmark datasets for the future development of LS systems.

Understanding the Role of Eye Movement Pattern and Consistency in Isolated English Word Reading Through Hidden Markov Modeling.

In isolated English word reading, readers have the optimal performance when their initial eye fixation is directed to the area between the beginning and word center, that is, the optimal viewing position (OVP). Thus, how well readers voluntarily direct eye gaze to this OVP during isolated word reading may be associated with reading performance. Using Eye Movement analysis with Hidden Markov Models, we discovered two representative eye movement patterns during lexical decisions through clustering, which focused at the OVP and the word center, respectively. Higher eye movement similarity to the OVP-focusing pattern predicted faster lexical decision time in addition to cognitive abilities and lexical knowledge. However, the OVP-focusing pattern was associated with longer isolated single letter naming time, suggesting conflicting visual abilities required for identifying isolated letters and multi-letter words. In contrast, in both word and pseudoword naming, although clustering did not reveal an OVP-focused pattern, higher consistency of the first fixation as measured in entropy predicted faster naming time in addition to cognitive abilities and lexical knowledge. Thus, developing a consistent eye movement pattern focusing on the OVP is essential for word orthographic processing and reading fluency. This finding has important implications for interventions for reading difficulties.

An ensemble features aware machine learning model for detection and staging of dyslexia

&lt;p&gt;Dyslexia is a specific learning disorder (SLD) which may affect young child's cognitive skills, text comprehension, reading-writing and also problemsolving abilities. To diagnose and identify dyslexia, the testing scale tool has been proposed using artificial intelligence technique. The proposed tool allows the student who is suspected to have dyslexia to take up quiz and perform certain task based on the type of learning impairments. After completion of the test, resultant data is provided as input to the proposed ensemble feature aware machine-learning (EFAM) XGBoost (XGB) model. Based on the student assessment score and time taken by children, the EFAMXGB algorithm predicts dyslexia. The proposed EFAM-XGB is used to develop an integrated and user-friendly tool that is highly accurate in identifying reading disorders even with presence of realistic imbalanced dataset and suggest the most appropriate instructional activities to parents and teachers. The EFAM-XGB-based dyslexia detection method achieves very good accuracy of 98.7% for dyslexia dataset; thus, attain better performance in comparison with existing machine learning (ML)-based methodologies.&lt;/p&gt;

Identifying students with dyslexia: exploration of current assessment methods.

Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologists and dyslexia specialists, to investigate the types of assessments they employ, their approach to utilizing assessment data, their decision-making processes, and their conceptualization of dyslexia. Additionally, the study examined whether these professionals held any misconceptions or myths associated with dyslexia. Analysis of the survey data revealed substantial variability in how professionals conceptualize dyslexia, as well as variations in assessment methods. Furthermore, a significant proportion of the survey respondents subscribed to one or more misconceptions regarding dyslexia; the most common misconception identified among professionals was the belief that children with dyslexia read letters in reverse order. The findings highlight the need for standardized approaches to dyslexia identification and debunking prevailing misconceptions. The implications of these findings are discussed, emphasizing the importance of informed policy and practice in supporting students with dyslexia. Recommendations are provided to enhance consistency and accuracy in dyslexia identification, with the aim of facilitating early intervention and support for affected students.

Inference Instruction for Students With Reading Disabilities

National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.

Patterns of the left thalamus embedding into the connectome associated with reading skills in children with reading disabilities

Abstract We examined how the connectivity structure of left thalamus, especially thalamo-cortical connections, are reflected in children’s reading performance. Diffusion-weighted MRI at 3T and a series of reading measures were collected from 64 children ages from 8 to 14 years, 33 girls and 31 boys. The topological properties of the left thalamus were computed based on the whole-brain white matter network and a hub-attached reading network, and correlated with reading scores. Significant correlations between topological metrics of the left thalamus and reading scores were observed only in the hub-attached reading network. Two efficiency measures were negatively correlated with rapid automatized naming. Transmission cost was positively correlated with phonemic decoding, and this correlation was independent of efficiency scores. A validation analysis using an independent dataset replicated most of the findings, except for the correlation between local efficiency of the thalamus and rapid automatized naming. Our result highlights the role of the left thalamus and thalamo-cortical network in understanding the neurocognitive bases of skilled reading and dyslexia in children.

Caregivers’ reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic

Purpose Children with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic. Method We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points. Result Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child’s word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child’s interest in literacy was positively associated with the home literacy environment. Conclusion These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors.

ORASIS-MAE Harnesses the Potential of Self-Learning from Partially Annotated Clinical Eye Movement Records

Self-supervised learning (SSL) has gained significant attention in the past decade for its capacity to utilize non-annotated datasets to learn meaningful data representations. In the medical domain, the challenge of constructing large annotated datasets presents a significant limitation, rendering SSL an ideal approach to address this constraint. In this study, we introduce a novel pretext task tailored to stimulus-driven eye movement data, along with a denoising task to improve the robustness against simulated eye tracking failures. Our proposed task aims to capture both the characteristics of the pilot (brain) and the motor (eye) by learning to reconstruct the eye movement position signal using up to 12.5% of the unmasked eye movement signal patches, along with the entire REMOBI target signal. Thus, the encoder learns a high-dimensional representation using a multivariate time series of length 8192 points, corresponding to approximately 40 s. We evaluate the learned representation on screening eight distinct groups of pathologies, including dyslexia, reading disorder, and attention deficit disorder, across four datasets of varying complexity and size. Furthermore, we explore various head architecture designs along with different transfer learning methods, demonstrating promising results with improvements of up to approximately 15%, leading to an overall macro F1 score of 61% and 61.5% on the Saccade and the Vergence datasets, respectively. Notably, our method achieves macro F1 scores of 64.7%, 66.1%, and 61.1% for screening dyslexia, reading disorder, and attention deficit disorder, respectively, on clinical data. These findings underscore the potential of self-learning algorithms in pathology screening, particularly in domains involving complex data such as stimulus-driven eye movement analysis.

Abnormal brain activation during speech perception and production in children and adults with reading difficulty

Reading difficulty (RD) is associated with phonological deficits; however, it remains unknown whether the phonological deficits are different in children and adults with RD as reflected in foreign speech perception and production. In the current study, using functional Near-infrared spectroscopy (fNIRS), we found less difference between Chinese adults and Chinese children in the RD groups than the control groups in the activation of the right inferior frontal gyrus (IFG) and the dorsolateral prefrontal cortex (DLPFC) during Spanish speech perception, suggesting slowed development in these regions associated with RD. Furthermore, using multivariate pattern analysis (MVPA), we found that activation patterns in the left middle temporal gyrus (MTG), premotor, supplementary motor area (SMA), and IFG could serve as reliable markers of RD. We provide both behavioral and neurological evidence for impaired speech perception and production in RD readers which can serve as markers of RD.

Teacher’s Perception of Driving Factors to EFL Students’ Reading Difficulties and Coping Strategies

Teacher’s Perception of Driving Factors to EFL Students’ Reading Difficulties and Coping Strategies