Search results for "Spelling"

Task persistence mediates the effect of children’s literacy skills on mothers’ academic help

2015

This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children’s literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times – at the beginning and the end of Grade 1 and at the end of Grade 2. Better literacy skills predicted higher persistence in completing school tasks and, correspondingly, higher persistence was related to better subsequent skills. Also, lower task persistence at the end of Grade 1 corresponded to more frequent academic help from mothers in Grade 2. Moreover, child…

A review of the neurobiological basis of dyslexia in the adult population

2017

Introduction: Adult dyslexia affects about 4% of the population. However, studies on the neurobiological basis of dyslexia in adulthood are scarce compared to paediatric studies. Aim: This review investigates the neurobiological basis of dyslexia in adulthood. Development: Using PsycINFO, a database of psychology abstracts, we identified 11 studies on genetics, 9 neurostructural studies, 13 neurofunctional studies and 24 neurophysiological studies. Results from the review show that dyslexia is highly heritable and displays polygenic transmission. Likewise, adult neuroimaging studies found structural, functional, and physiological changes in the parieto-occipital and occipito-temporal region…

Effects of the Portuguese Graphogame on reading, spelling, and phonological awareness in second graders struggling to read

2020

The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, or GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention. An additional, non-playing group, composed by second graders without reading difficulties, was formed (business-as-usual group, n = 15). Results showed clear benefits of GraphoGame on spe…

Does IQ matter in adolescents' reading disability?

2009

Abstract We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existe…

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

2011

The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter–name and…

Cross-lagged relations between task-avoidant behavior and literacy skills in Chinese

2013

Abstract We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and t…

La articulación de los sonidos en la lexicografía del español (siglos XIX y XX)

2010

En los artículos dedicados a las letras del alfabeto en la lexicografía del español aparecen, junto a otras informaciones de tipo enciclopédico, descripciones de la articulación de los sonidos y de su ortografía en una tradición que arranca del Tesoro de Covarrubias. Asimismo, para el siglo XVIII, desde una perspectiva ortográfica, se ha examinado la información fonética que aparece en el Diccionario de Autoridades o en el de Terreros (Martínez Alcalde 2010a) y, dentro de las obras académicas, el período comprendido entre el Diccionario de Autoridades (DA) y el Diccionario de la lengua castellana o (DRAE) de 1817 cuenta con el estudio de Pozuelo (1989), que establece con precisión el origen…

2021

Abstract Developmental dyslexia is a specific learning disorder with impairments in reading and spelling acquisition. Apart from literacy problems, dyslexics show inefficient speech encoding and deficient novel word learning, with underlying problems in phonological processing and learning. These problems have been suggested to be related to deficient specialization of the left hemisphere for language processing. To examine this possibility, we tracked with magnetoencephalography (MEG) the activation of the bilateral temporal cortices during formation of neural memory traces for new spoken word forms in 7–8-year-old children with high familial dyslexia risk and in controls. The at-risk chil…

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

2015

This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the lev…

Verbal and academic skills in children with early-onset type 1 diabetes

2010

Aim  Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in comparison children. In addition, the incidence of dyslexia (≤10th centile in reading speed or reading–spelling accuracy) was studied. Method  The performance of 51 children with early-onset diabetes (25 females, 26 males; mean age 9y 11mo, SD 4mo; range 9–10y) was compared with that of 92 children without diabetes (40 females, 52 males; mean age 9y 1…