Verbal working memory and reading abilities among students with visual impairment

Argyropoulos, Vassilios; Masoura, Elvira; Tsiakali, Thomai; Nikolaraizi, Magda; Lappa, Christina

doi:10.1016/j.ridd.2017.03.010

Cited by 13 publications

(9 citation statements)

References 54 publications

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“…Specific modifications in the way the material is presented to the student, including verbal description of the content, are necessary. A thorough depiction, naming each structure and its detail, is advisable, instead of merely pointing to the image or using vague terms (Dion et al, 2000; Argyropoulos et al, 2017). Some other strategies can also facilitate the teaching–learning process of visually impaired students, namely receiving the content beforehand to study it prior to class and/or audio/video recording the classes as a preparatory activity for further studies.…”

Section: Discussionmentioning

confidence: 99%

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Mendonça

Souza

Arruda

et al. 2021

Anatomical Sciences Ed

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In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student's learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions. Anat Sci Educ 14: 682-692.

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Section: Discussionmentioning

confidence: 99%

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Mendonça

Souza

Arruda

et al. 2021

Anatomical Sciences Ed

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show abstract

“…(n.p. ) Building from the same assumption that is illustrated by the above study, the starting point for the discussion in this chapter is that visual impairment is not a barrier to successful learning, or other achievements, if the person with a visual impairment receives appropriate support in an appropriate way at an appropriate time (Argyropoulos et al 2017;Fichten et al 2016;Palmer 2005), but it can be a barrier if the necessary support is not provided timeously (Bruce et al 2016;White et al 2017). This viewpoint raises questions about the use of words such as disability.…”

Section: Everybody Can Learnmentioning

confidence: 93%

Higher-order emotion identification by children with visual impairment: Developing emotional competence

Greyvenstein¹

2021

Opening Eyes

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This publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union. Co-funded by the European Union Published by AOSIS Books, an imprint of AOSIS Publishing.

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“…The central executive prioritises incoming information, retrieves information from long-term memory and controls selective attention across sensory storage areas (Argyropoulos et al 2017). The WM components are controlled by the central executive (Kellogg et al 2016).…”

Section: Figurementioning

confidence: 99%

“…The WM components are controlled by the central executive (Kellogg et al 2016). The phonological loop is responsible for temporary storing and maintaining verbal information in a phonological form (Afshar et al 2017;Argyropoulos et al 2017;Kellogg et al 2016). Phonological awareness is normally associated with the phonological loop (De Weerdt, Desoete & Roeyers 2013).…”

Section: Figurementioning

confidence: 99%

Phonological awareness and learning to read in Afrikaans: The role of working memory

Scheepers

Geertsema

Roux

et al. 2021

South African Journal of Childhood Education

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Background: Phonological awareness (PA) skills and working memory (WM) are universally regarded as crucial precursors to skilled reading. The orthography of the language being read influences the ease with which a child learns to read. Research has been undertaken on reading in languages with an opaque orthography. Research on the role of PA and WM in Afrikaans with its transparent orthography is limited.Aim: The study investigated and described the role of WM in the acquisition of PA and ultimately reading in Afrikaans.Setting: The research study was conducted in private schools with Afrikaans as the language of learning and teaching (LoLT) in Grade 2.Method: A descriptive research design with correlational components was applied.Results: Phonetic decoding was employed more than eidetic decoding. Word reading skills developed rapidly and exceeded the expectations in the first two quarters of the year. Participants who read the comprehension test fluently scored higher on the questions than those who did not read fluently. The correlation between WM and reading comprehension was not statistically significant. The statistically significant correlation between WM and word reading seems to be present in both transparent and opaque orthographies. The statistically significant correlation between PA and word reading was not found in other transparent orthographies. The correlation between phonemic awareness (PhA) and word reading is the same in other orthographies.Conclusion: The statistically significant correlation between WM and word reading indicates that WM supports reading development as the ability to hold information in memory supports phoneme-grapheme associations.

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Verbal working memory and reading abilities among students with visual impairment

Cited by 13 publications

References 54 publications

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

Higher-order emotion identification by children with visual impairment: Developing emotional competence

Phonological awareness and learning to read in Afrikaans: The role of working memory

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