Reading fluency: The whole is more than the parts

Katzir, Tami; Kim, Young-Suk; Wolf, Markus; O’Brien, Beth A.; Kennedy, Becky; Lovett, Maureen W.; Morris, Robin D.

doi:10.1007/s11881-006-0003-5

Cited by 143 publications

(102 citation statements)

References 47 publications

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“…Methods: Seven individuals who have undergone left cerebral hemispherectomy to control intractable seizures associated with perinatal infarct have been recruited for this study. We examined if components of phonological processing that are shown to reliably separate average readers from struggling readers, i.e., phonological awareness, verbal memory, speed of retrieval, and size of vocabulary, show the same relationship to reading levels when they are mediated by the right hemisphere [2]. Results: We found that about 60% of our group developed both word reading and paragraph reading in the average range.…”

mentioning

confidence: 88%

“…1 The PM part assesses the size of short-term verbal storage and included memory for digits and nonword repetition. 2 The RN portion estimates the ability to quickly retrieve phonological forms (names) associated with graphic stimuli and included naming digits and letters. 3 …”

Section: Phonological Processing Measuresmentioning

confidence: 99%

“…Reading, the ability to utilize visual representations of letters to access the phonological and semantic representations of words, is traditionally considered a brain function strongly lateralized to the left cerebral hemisphere, LH [1][2][3]. Vigneau and colleagues in their 2011 meta-review of 128 articles reporting brain activations associated with reading in healthy right-handed adults confirmed that the right hemisphere, RH, on its own, lacks phonological processing abilities that could constitute an important component in reading acquisition, i.e., the RH lacks the ability to map letters to sounds (i.e., to connect orthography to phonology).…”

Section: Introductionmentioning

confidence: 99%

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Literacy after cerebral hemispherectomy: Can the isolated right hemisphere read?

Bode¹,

Chanturidze

Mathern

et al. 2015

Epilepsy & Behavior

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Objectives: Cerebral hemispherectomy, a surgical procedure undergone to control intractable seizures, is becoming a standard procedure with more cases identified and treated early in life [33]. While the effect of the dominant hemisphere resection on spoken language has been extensively researched, little is known about reading abilities in individuals after left-sided resection. Left-lateralized phonological abilities are the key components of reading, i.e., grapheme-phoneme conversion skills [1]. These skills are critical for the acquisition of wordspecific orthographic knowledge and have been shown to predict reading levels in average readers as well as in readers with mild cognitive disability [26]. Furthermore, impaired phonological processing has been implicated as the cognitive basis in struggling readers. Here, we explored the reading skills in participants who have undergone left cerebral hemispherectomy. Methods: Seven individuals who have undergone left cerebral hemispherectomy to control intractable seizures associated with perinatal infarct have been recruited for this study. We examined if components of phonological processing that are shown to reliably separate average readers from struggling readers, i.e., phonological awareness, verbal memory, speed of retrieval, and size of vocabulary, show the same relationship to reading levels when they are mediated by the right hemisphere [2]. Results: We found that about 60% of our group developed both word reading and paragraph reading in the average range. Phonological processing measured by both phonological awareness and nonword reading was unexpectedly spared in the majority of participants. Phonological awareness levels strongly correlated with word reading. Verbal memory, a component of phonological processing skills, together with receptive vocabulary size, positively correlated with reading levels similar to those reported in average readers. Receptive vocabulary, a bilateral function, was preserved to a certain degree similar to that of strongly left-lateralized phonological skills [3]. Later seizure onset was associated with better reading levels. Conclusions: When cerebral hemispherectomy is performed to control seizures associated with very early (in utero) insult, it has been found that the remaining right hemisphere is still able to support reading and phonological processing skills that are normally mediated by the left hemisphere. Our results also suggest the existence of variability in individuals after hemispherectomy, even within groups having the same etiology and similar timing of insult.Published by Elsevier Inc.

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mentioning

confidence: 88%

Section: Phonological Processing Measuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Literacy after cerebral hemispherectomy: Can the isolated right hemisphere read?

Bode¹,

Chanturidze

Mathern

et al. 2015

Epilepsy & Behavior

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“…Because reading fulfills many purposes such as personal, social, socio-civic, avocational, professional, Lovett, 2006;Francis, Fletcher, Stuebing, Lyon, Shaywitz & Shaywitz, 2005). Oral fluency is frequently described in different studies as having three major dimensions such as word reading accuracy; automaticity or word reading rate or pace and prosody (Rasinski, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan

Sahito¹,

Siddiqui²,

Khawaja³

et al. 2017

WJEL

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The research paper is designed to explore the achievement of the aims and objectives of teaching remedial English. It also aims to know the importance of the course and the problems of the students regarding the teaching of remedial English at university level in Pakistan with special reference to university of Sindh, Jamshoro. In this regard many efforts were taken by the tutors, lecturers, assistant professors, professors and the administration of the university to enhance the capabilities and efficiencies of the students of undergraduate level. All students of undergraduate level and the teachers who take remedial English classes are constituted as the Population of the study. Five (n=5) teachers who teach remedial classes and forty (n=40) students from different departments were recruited as the sample of the study through purposive and random sampling techniques. Interviews were conducted from students and tutors who attend and teach remedial English course respectively. 90% students found unsatisfied from the administration of the classes and they stressed that the classes should be conducted separately at department level and they demanded for the basic needed facilities during the classes such as the facility of language laboratory, availability of computers, multimedia, audio and video resources in order to accelerate and enhance the teaching learning process to improve English language skills. Keywords: teaching; remedial English; problems of students IntroductionLanguage is a way of communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, postures and written symbols. It includes its rules for combining its components, such as words, sentences, etc. Language may be the most suitable distinguishing characteristicness by which to arrange systematically in classes of humans with in the system of nature, even more on the basis of rationality (Homo sapiens) or technology. It is not because of the language is more expressive than rationality and more natural than technology. In a sense Homo Loquens generously cover all other terms, since the very deed of (exact meaning) definition is itself runs with in language. The language which is first learned is called the native of the children or the mother tongue. Both of these language terms mother and second / non-mother tongue are Metaphorical in which the knowledge of any particular language is gained through behaviour not inherited. Almost from 20 th century on wards linguistics have displayed keen interest in knowing about the theory that no one is born with a predisposition towards any language, but contrary all human beings are genetically/biologically endowed with the ability to learn and use language in general and proper way. Noam Chomsky the inventor of the theory of Transformal/Generative grammar English as an International LanguageEnglish language belongs to the Germanic languages branch of the Indo-European language family, widely spoken in six continents. It's a primary language of the U....

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“…interventions are being developed and tested that focus on dual aspects of reading difficulties: speed and decoding (Katzir et al, 2006;Wolf, Miller, & Donnelly, 2000).…”

Section: Word Reading In the Current Sample Of Survivorsmentioning

confidence: 99%

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.

et al. 2014

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Objective: This study investigated the relationship between word reading and white matter (WM) integrity within a neuroanatomical-based reading system comparing adult survivors of childhood brain tumors and controls. It was predicted that the association between WM integrity and word reading would be mediated by processing speed, and this indirect effect would be moderated by group. Method: Thirty-seven adult survivors of childhood brain tumor and typically developing adults participated (age M = 24.19 ± 4.51 years, 62% female). DTI Tractography identified the WM tract for 3 of the reading system connections: inferior fronto-occipital fasciculus (IFOF), arcuate fasciculus (AF), and parietotemporal-occipitotemporal connection (PT-OT). Results: Fractional anisotropy values (FA) of the PT-OT tract were significantly correlated with word reading in survivors and controls (r = .45, .58, respectively; p < .05) and IFOF values were associated with reading in survivors only (r = .59, p < .01). Further, the moderated mediated model was significant for PT-OT and IFOF, such that the indirect effect of processing speed was only present for survivors (CI: PT-OT: 2.90, 28.41, IFOF: 2.92, 40.17). Conclusion: Results suggest the tracts emerging from the occipitotemporal area are a critical component of the reading system in adults. The finding that processing speed was the mechanism by which WM was associated with reading in survivors is in alignment with the developmental cascade model. Current findings bolster the existing theory-based models of reading using innovative diffusion tensor imaging and moderated mediation statistical neurodevelopmental model, establishing the role of processing speed and specific WM pathway integrity in word reading skill.

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Reading fluency: The whole is more than the parts

Cited by 143 publications

References 47 publications

Literacy after cerebral hemispherectomy: Can the isolated right hemisphere read?

Literacy after cerebral hemispherectomy: Can the isolated right hemisphere read?

Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.

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