Reading disability: The role of language deficiencies.

Abstract

Learning to read presents a considerable obstacle for approximately 4-10% of normal elementary school children, despite what would appear to be a favorable background of intellectual abilities and classroom experience. Such "reading disability" hinders educational progress and, as a consequence, can effect $elf~esteem, social status, and occupational choice. Some important new discoveries are showing that many instances of reading disability are rooted in some problem in the language domain

The Effects of Colorful Worlds of Sounds Program on Phonological Awareness of Preschool Children

“…İlkokula düşük fonolojik farkındalık ile başlayan çocuklar, sözcüklerin sahip olduğu ses yapısının farkında olan ve sözcüklerdeki seslerle değişiklik yapabilen çocuklara göre okumada daha düşük performans göstermektedirler (Adams, 1990;Cullinan, 2000;Liberman ve Shankweiler, 1985;Mann ve Brady, 1988;Spector, 1995;Stanovich, 1988;Wagner, 1988). Okul öncesi dönem ve ilkokul dönemlerinde fonolojik farkındalığın belirlenmesi ile ilgili olarak yapılan pek çok araştırma; bu becerilerin orta ya da güçlü seviyede bir okuma hızı, okuma akıcılığı ve okuduğunu anlayabilme için yordayıcı olduğunu göstermektedir (Anthony ve Francis, 2005;Bryant, MacLean, Bradley ve Crossland, 1990;Catts, Gillispie, Leonard, Kail ve Miller, 2002;Erdoğan, 2012;Kirby, Parrila ve Pfeiffer, 2003;Oudeans, 2003;Share, Jorm, MacLean ve Mathews, 1984;Stahl ve Murray, 1994;Stanovich, Cunningham ve Cramer, 1984;Wagner ve Torgesen, 1987;Wagner, Torgesen ve Rashotte, 1994;Weiner, 1994) Erken çocukluk döneminde yapılan çalışmalar, fonolojik farkındalığı geliştirmek için hazırlanan programa katılan çocukların okuma performanslarını daha erken ortaya koyabildiklerini göstermektedir.…”

The evidence for a temporal processing deficit linked to dyslexia: A review

“…Normal readers show a reduction in phonemic confusability with increasing age, probably because of increased precision of phonemic discrimination (Olson, Davidson, Kliegl, & Davies, 1984). Finally, phoneme segmentation and awareness tasks, as well as rhyming skill, have been shown not only to differentiate good and poor readers (Bradley & Bryant, 1983;Mann, 1984;Share, Jorm, Maclean, & Matthews, 1984;Snowling et aI., 1986;Stanovich, 1988a;Wagner & Torgesen, 1987), but also to be good predictors of future reading ability (Adams, 1990;Goswami, 1990;Mann, 1993;Mann & Brady, 1988;Share et aI., 1984;Stanovich et aI., 1984).…”

Dyslexia: Oral and Written Language Disorder

“…It is difficult to give an exact incidence of dyslexia as criteria for inclusion differ from study to study. Riccio and Hynd [5] give an incidence of 2-8% of schoolaged children while an incidence of 4-10% is cited by Mann and Brady [6].…”