Different speed of processing levels in childhood and their contribution to early literacy and reading abilities

Shaul, Shelley; Nevo, Einat

doi:10.1016/j.ecresq.2015.03.006

Cited by 11 publications

(7 citation statements)

References 40 publications

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“…Similarly, studies with children have found correlations between indicators of processing speed and performance in the Rapid Automatized Naming (RAN) task (e.g., Cutting & Denckla, 2001;Georgiou, Parrila, & Papadopoulos, 2016;Papadopoulos, Spanoudis, & Georgiou, 2016;Powell, Stainthorp, Stuart, Garwood, & Quinlan, 2007;Shaul & Nevo, 2015). In the RAN task, participants see a sheet of paper with, for instance, six rows of five objects, letters, or numbers, each.…”

Section: The Choice Of Linguistic and Nonlinguistic Tasksmentioning

confidence: 99%

Shared lexical access processes in speaking and listening? An individual differences study.

Hintz¹,

Jongman²,

Dijkhuis³

et al. 2020

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Lexical access is a core component of word processing. In order to produce or comprehend a word, language users must access word forms in their mental lexicon. However, despite its involvement in both tasks, previous research has often studied lexical access in either production or comprehension alone. Therefore, it is unknown to which extent lexical access processes are shared across both tasks. Picture naming and auditory lexical decision are considered good tools for studying lexical access. Both of them are speeded tasks. Given these commonalities, another open question concerns the involvement of general cognitive abilities (e.g., processing speed) in both linguistic tasks. In the present study, we addressed these questions. We tested a large group of young adults enrolled in academic and vocational courses. Participants completed picture-naming and auditory lexical-decision tasks as well as a battery of tests assessing nonverbal processing speed, vocabulary, and nonverbal intelligence. Our results suggest that the lexical access processes involved in picture naming and lexical decision are related but less closely than one might have thought. Moreover, reaction times in picture naming and lexical decision depended as least as much on general processing speed as on domain-specific linguistic processes (i.e., lexical access processes).

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Section: The Choice Of Linguistic and Nonlinguistic Tasksmentioning

confidence: 99%

Shared lexical access processes in speaking and listening? An individual differences study.

Hintz¹,

Jongman²,

Dijkhuis³

et al. 2020

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…For example, they cannot follow teacher's instruction, not focus on a work or not sit still (McClelland, Morrison, & Holmes, 2000;Rimm-Kaufman et al, 2000). Because reading is a complex cognitive process (Shaul & Nevo, 2015), there is a risk of early reading difficulties (Lee, Grigg, & Donahue, 2007), especially with encoding and retrieving information stored in long-term memory (Felton, 1993). Training in early reading skills can improve reading performance and prevent learning difficulties before children face such problems and they take root (Kirby, Desrochers, Roth, & Lai, 2008;Shaul & Nevo, 2015).…”

Section: Purposementioning

confidence: 99%

“…Because reading is a complex cognitive process (Shaul & Nevo, 2015), there is a risk of early reading difficulties (Lee, Grigg, & Donahue, 2007), especially with encoding and retrieving information stored in long-term memory (Felton, 1993). Training in early reading skills can improve reading performance and prevent learning difficulties before children face such problems and they take root (Kirby, Desrochers, Roth, & Lai, 2008;Shaul & Nevo, 2015). Computers are ideal tools for this training due to their high quality aural and visual capabilities (Mioduser et al, 2000;Plowman & Stephen, 2005).…”

Section: Purposementioning

confidence: 99%

Are augmented reality picture books magic or real for preschool children aged five to six?

Yılmaz

Küçük²,

Göktaş³

2016

Brit J Educational Tech

104

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The aim of this study is to determine preschool children's attitudes towards augmented reality picture books (ARPB), their story comprehension performance (SCP) and the relationships between these variables. The sample consisted of 92 five-and six-year-olds (49 boys, 43 girls). An attitude form, story comprehension test and interview form were used as data collection tools. Most of the children reported feeling "very happy" with the activity and enjoyed using the ARPB, which they found interesting and fun. The children also delivered strong story SCP. Their happiness was found to affect their SCP, while their enjoyment did not. ARPB are attractive and evocative for children, who perceive them as magic and more enjoyable than conventional books. This study demonstrates how they can be used as effective educational tools to improve preschool children's cognition and listening skills. IntroductionTechnology is developing at a rapid pace that has dramatically affected education. With one new technology used in education, augmented reality (AR), students interact with virtual and real worlds in real time (Azuma, 1997(Azuma, , 2004. As the educational potential of AR technology is beginning to be researched, numerous applications are being designed. One of the most wellknown AR educational applications is the MagicBook (Billinghurst, Kato, & Poupyrev, 2001). The MagicBook looks like a normal book, but AR markers are included in the interface. Users look at pictures, turn pages and read text without any external technology. With AR displays, however, users can view multimedia materials such as three-dimensional (3D) virtual models or videos and manipulate virtual objects using real physical markers and natural motions (Billinghurst et al., 2001). This interaction is an interesting way to bridge real and virtual worlds. Physical objects provide natural interactions compared with traditional computer input devices (Bujak et al., 2013). Further, the appearance of 3D objects on the pages creates a magical feeling that captures and keeps the attention of students during learning. The creation of these books is cost-effective and simple, requiring only proper AR software and a webcam-enabled PC

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“…Tüm bu araştırmalara paralel olarak okul öncesi dönem çocuklarda erken okuryazarlık becerilerindeki eksikliklerin, öğrenme güçlüğünün ön belirtisi olabileceği söylenebilir. Öğrenme güçlüğü riski erken belirtileri olan çocuklar okul öncesi dönemde tespit edilip uygun öğrenme ortamları hazırlanmadan ve yine uygun müdahale programları uygulanmadan ilkokula geçtikleri takdirde özellikle ilk okuma yazma sürecinde akranlarına göre oldukça zorlanmaktadır (Badian, 1995;Doak, 2021;Lyon, 1998;Shaul ve Nevo, 2015).…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Okul Öncesi Dönem Çocukların Öğrenme Güçlüğü Erken Belirtileri ile Erken Okuryazarlık ve Yürütücü İşlev Becerileri Arasındaki İlişkinin İncelenmesi

ŞENTÜRK GÜLHAN,

BURAK

2023

Ana Dili Eğitimi Dergisi

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Bu araştırmada okul öncesi dönem çocuklarının öğrenme güçlüğü erken belirtileri ile erken okuryazarlık ve yürütücü işlev becerileri arasındaki ilişkinin incelenmesi amaçlanmıştır. İlişkisel tarama modelinde tasarlanan araştırmanın örneklem grubunu İstanbul ili Başakşehir ve Küçükçekmece ilçesi Millî Eğitim Müdürlüğüne bağlı bağımsız anaokulu ve ilkokula bağlı anasınıflarında öğrenim gören 342 okul öncesi dönem çocuk oluşturmaktadır. Araştırmada veri toplama aracı olarak “Özgül Öğrenme Bozukluğu Tarama Ölçeği”, “Çocukluk Dönemi Yürütücü İşlevler Envanteri” ve “Erken Okuryazarlık Becerilerini Değerlendirme Öğretmen Anketi” kullanılmıştır. Verilerin analizinde Pearson korelasyon katsayısı ve hiyerarşik regresyon analizi kullanılmıştır. Araştırma bulgularından elde edilen sonuçlara göre okul öncesi dönem çocuklarda öğrenme güçlüğü riski erken belirtileri arttıkça, erken okuryazarlık ve yürütücü işlev becerilerinde yaşanan sorunların da arttığı görülmüştür. Aynı zamanda okul öncesi dönem çocuklarının öğrenme güçlüğü riskini, demografik değişkenlerin (yaş, cinsiyet, daha önce okul öncesi eğitim alma durumu, sosyo-ekonomik durum) %5, erken okuryazarlık becerilerinin %53, yürütücü işlev becerilerinin ise % 68 oranında açıkladığı tespit edilmiştir.

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Different speed of processing levels in childhood and their contribution to early literacy and reading abilities

Cited by 11 publications

References 40 publications

Shared lexical access processes in speaking and listening? An individual differences study.

Shared lexical access processes in speaking and listening? An individual differences study.

Are augmented reality picture books magic or real for preschool children aged five to six?

Okul Öncesi Dönem Çocukların Öğrenme Güçlüğü Erken Belirtileri ile Erken Okuryazarlık ve Yürütücü İşlev Becerileri Arasındaki İlişkinin İncelenmesi

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