Modeling the Successes and Failures of Interventions for Disabled Readers

Harm, Michael W.; McCandliss, Bruce D.; Seidenberg, Mark S.

doi:10.1207/s1532799xssr0702_3

Cited by 109 publications

(109 citation statements)

References 48 publications

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“…For example, children with low reading ability may read words and pseudowords by analyzing and remembering their spelling as distinct letter-based forms bounded fully to their pronunciation. However, children with high reading ability may read a word or pseudoword by analyzing and remembering chunks of letters or orthographic units that symbolize blends of sounds (Lindberg et al, 2011;Farrington-Flint, Coyne, Stiller, & Heath, 2008;Harm, McCandliss, & Seidenberg, 2003). This idea was consistent with results in a recent study, which suggest that orthographic spelling training can enhance reading and spelling ability in spelling-disabled children learning to read German (Ise & Schulte-Körne, 2010).…”

Section: Fine N170 Tuning For Wordssupporting

confidence: 87%

Fine Neural Tuning for Orthographic Properties of Words Emerges Early in Children Reading Alphabetic Script

Zhao

Kipp

Gaspar

et al. 2014

Journal of Cognitive Neuroscience

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The left-lateralized N170 component of ERPs for words compared with various control stimuli is considered as an electrophysiological manifestation of visual expertise for written words. To understand the information sensitivity of the effect, researchers distinguish between coarse tuning for words (the N170 amplitude difference between words and symbol strings) and fine tuning for words (the N170 amplitude difference between words and consonant strings). Earlier developmental ERP studies demonstrated that the coarse tuning for words occurred early in children (8 years old), whereas the fine tuning for words emerged much later (10 years old). Given that there are large individual differences in reading ability in young children, these tuning effects may emerge earlier than expected in some children. This study measured N170 responses to words and control stimuli in a large group of 7-year-olds that varied widely in reading ability. In both low and high reading ability groups, we observed the coarse neural tuning for words. More interestingly, we found that a stronger N170 for words than consonant strings emerged in children with high but not low reading ability. Our study demonstrates for the first time that fine neural tuning for orthographic properties of words can be observed in young children with high reading ability, suggesting that the emergent age of this effect is much earlier than previously assumed. The modulation of this effect by reading ability suggests that fine tuning is flexible and highly related to experience. Moreover, we found a correlation between this tuning effect at left occipitotemporal electrodes and children's reading ability, suggesting that the fine tuning might be a biomarker of reading skills at the very beginning of learning to read. To understand the information sensitivity of the effect, researchers distinguish between coarse tuning for words (the N170 amplitude difference between words and symbol strings) and fine tuning for words (the N170 amplitude difference between words and consonant strings). Earlier developmental ERP studies demonstrated that the coarse tuning for words occurred early in children (8 years old), whereas the fine tuning for words emerged much later (10 years old). Given that there are large individual differences in reading ability in young children, these tuning effects may emerge earlier than expected in some children. This study measured N170 responses to words and control stimuli in a large group of 7-year-olds that varied widely in reading ability. In both low and high reading ability groups, we observed the coarse neural tuning for words. More interestingly, we found that a stronger N170 for words than consonant strings emerged in children with high but not low reading ability. Our study demonstrates for the first time that fine neural tuning for orthographic properties of words can be observed in young children with high reading ability, suggesting that the emergent age of this effect is much earlier than previously assumed. The modulatio...

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Section: Fine N170 Tuning For Wordssupporting

confidence: 87%

Fine Neural Tuning for Orthographic Properties of Words Emerges Early in Children Reading Alphabetic Script

Zhao

Kipp

Gaspar

et al. 2014

Journal of Cognitive Neuroscience

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“…The discovery of the relationship between phonological awareness and the process of learning to read is one of the most important contributions of the last 30 years of research in Different authors concluded that there is a potentially causal link between phonological awareness skill and early literacy acquisition (Badian, 1998;Aro et al, 1999;Harm, McCandliss, & Seidenberg, 2003;Pullen & Justice, 2003;Wendy, 2007;Figen & Gozde, 2008). Poor readers have impaired phonological abilities prior to learning to read (McNeil, 2001).…”

Section: Introductionmentioning

confidence: 99%

Development of Phonological Awareness and Letter Knowledge in Bosnian Preschool Children

Duranovic¹,

Huseinbasic²,

Tinjak³

2012

IJL

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A study was carried out on a group of 505 preschool children. The children were given tests measuring their phonological discrimination, rhyme, initial phoneme detection and letter knowledge. In general, phonological discrimination and initial phoneme tasks are easier than the rhyme task. As children increased in age, phonological awareness and letter knowledge both increased. There are differences in phonological awareness between children according to their number of letter known. Letter knowledge is associated with all phonological measures and all variables of phonological awareness were good predictors of letter knowledge.

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“…contain. The notion of ensuring literacy through didactic arranging fits well into other research about teachers support to students' literacy development (Harm, McCandliss & Seidenberg, 2003;Block, Gambrell & Pressley, 2002). Classroom collaboration between teachers and their students enables students to use meta-cognitive thinking and to reach awareness about their learning process.…”

Section: Resultsmentioning

confidence: 58%

Improve students’ self-esteem through Re-learning in Reading and Writing

Swärd¹

2012

EJSBS

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When students' fail in their reading and writing development it also affects their self-esteem and self-confidence. Too many students in Sweden fail in literacy development and therefore don't reach the goal stated in the curriculum. Their future education will not be what students had wished, instead they are more or less forced to enter an individual program at high school or quit after nine year in compulsory school. Many of these students have low self-esteem and self-confidence and their self-efficacy are also low when entering high school. The aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what four teachers and their students in high school actually do when working with reading and writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show how teacher and students strive to increase and ensure every student in their reading and writing skills through what is labelled didactic arranging. Teachers' systematic work with reading and writing, their self-efficacy and beliefs in every student's possibilities helps students to increase their self-esteem and self-confidence.

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Modeling the Successes and Failures of Interventions for Disabled Readers

Cited by 109 publications

References 48 publications

Fine Neural Tuning for Orthographic Properties of Words Emerges Early in Children Reading Alphabetic Script

Fine Neural Tuning for Orthographic Properties of Words Emerges Early in Children Reading Alphabetic Script

Development of Phonological Awareness and Letter Knowledge in Bosnian Preschool Children

Improve students’ self-esteem through Re-learning in Reading and Writing

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