Coping Styles and Strategies: A Comparison of Adolescent Students With and Without Learning Disabilities. Dyslexia and the Life Course. The life stories of adults diagnosed with dyslexia as children were examined, with emphasis on the related emotional experiences. The life story method of narrative analysis was used to compare and analyze the accounts of 12 participants who were interviewed extensively. The findings indicated that self-esteem problems may emerge by early childhood as individuals contend with aspects of their learning disabilities that interfere with typical development. By school age, all participants noted self-esteem problems when they experienced struggles or failures in school, which could feel traumatic. Testing and diagnosis improved self-esteem when conducted in a relevant manner that led to adaptation.
How Teachers Would Spend Their Time Teaching Language Arts. The Mismatch Between Self-Reported and Best Practices Abstract As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy.
The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers’ implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia. Project DyAdd: Phonological Processing, Reading, Spelling, and Arithmetic in Adults With Dyslexia or ADHD.
Pekka Tani Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study, the authors investigated the domains of phonological processing, reading, spelling, and arithmetic in 110 adults (ages 18—55 years) in healthy control, dyslexia, and ADHD groups.The aim of the study was specifically to compare domain profiles of participants with ADHD to those in other groups.The results showed that participants with dyslexia had the most generalized difficulties.
Participants with ADHD were the least affected, and their difficulties reflected less accurate performance. . © Hammill Institute on Disabilities 2010. Sound-Symbol Learning in Children with Dyslexia. Linda S. Siegel This study evaluated the effect of sound-symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound-symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level-matched comparison groups. Deficits in visual and phonological memory and memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word and pseudoword reading scores and were significantly lower than those of the comparison groups.
The Role of Working Memory and Fluency Practice on the Reading Comprehension of Students Who Are Dysfluent Readers. The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension.
Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not on vocabulary, and (c) individual differences in WM better predicted posttest comprehension performance than word-attack skills. . © 2009 Hammill Institute on Disabilities. Tip-of-the-Tongue and Word Retrieval Deficits in Dyslexia. Toward a Research-Based Assessment of Dyslexia.
Using Cognitive Measures to Identify Reading Disabilities R. Steve McCallum Abstract One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills.
Working Memory, Strategy Knowledge, and Strategy Instruction in Children With Reading Disabilities. Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10—11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions.
Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. . © Hammill Institute on Disabilities 2010.