Search results for "reading"
showing 10 items of 1521 documents
The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students.
2016
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I ( Marsh, 1990 ) was used to measure the children’s self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special…
Occurrence of Spontaneous Cortical Spreading Depression Is Increased by Blood Constituents and Impairs Neurological Recovery after Subdural Hematoma …
2019
Acute subdural hemorrhage (ASDH) is common and associated with severe morbidity and mortality. To date, the role of spontaneous cortical spreading depression (sCSD) in exaggerating secondary injury after ASDH, is poorly understood. The present study contains two experimental groups: First, we investigated and characterized the occurrence of sCSD after subdural blood infusion (300 μL) via tissue impedance (IMP) measurement in a rat model. Second, we compared the occurrence and influence of sCSD on lesion growth and neurological deficit in the presence and absence of whole blood constituents. In the first experimental group, three IMP traits could be distinguished after ASDH: no sCSD, recurre…
Impaired semantic processing during sentence reading in children with dyslexia: combined fMRI and ERP evidence
2008
Developmental dyslexia is a specific disorder of reading acquisition characterized by a phonological core deficit. Sentence reading is also impaired in dyslexic readers, but whether semantic processing deficits contribute is unclear. Combining spatially and temporally sensitive neuroimaging techniques to focus on semantic processing can provide a more comprehensive characterization of sentence reading in dyslexia. We recorded brain activity from 52 children (16 with dyslexia, 31 controls) with functional magnetic resonance imaging (fMRI) and event-related potentials (ERP) in two separate counterbalanced sessions. The children silently read and occasionally judged simple sentences with seman…
Identification and characterization of a gene encoding a putative mouse Rho GTPase activating protein gene 8, Arhgap8.
2003
Rho GTPase activating proteins promote the intrinsic GTP hydrolysis activity of Rho family proteins. We isolated a putative mouse ortholog of the human Rho GTPase activating protein 8, ARHGAP8. The open reading frame encodes a peptide of 387 amino acids with high homology to human ARHGAP8 in its N-terminal domain. Both radiation hybrid mapping and fluorescent in situ hybridization localized the gene to mouse chromosome 15E. The 23 kb genomic Arhgap8 sequence consists of eight exons and seven introns. Northern blot and RT-PCR analyses showed that a transcript of approximately 1.9 kb is ubiquitously expressed in various adult mouse tissues with particularly strong expression in kidney.
Influence of reading skill and word length on fixation-related brain activity in school-aged children during natural reading
2019
Word length is one of the main determinants of eye movements during reading and has been shown to influence slow readers more strongly than typical readers. The influence of word length on reading in individuals with different reading skill levels has been shown in separate eye-tracking and electroencephalography studies. However, the influence of reading difficulty on cortical correlates of word length effect during natural reading is unknown. To investigate how reading skill is related to brain activity during natural reading, we performed an exploratory analysis on our data set from a previous study, where slow reading (N = 27) and typically reading (N = 65) 12-to-13.5-year-old children …
On the advantages of word-frequency and contextual diversity measures extracted from subtitles: the case of Portuguese
2015
Accepted manuscript. Epub ahead of print, 29 Sep. 2014.
Towards text simplification for poor readers with intellectual disability: When do connectives enhance text cohesion?
2013
Abstract Cohesive elements of texts such as connectives (e.g., but, in contrast) are expected to facilitate inferential comprehension in poor readers. Two experiments tested this prediction in poor readers with intellectual disability (ID) by: (a) comparing literal and inferential text comprehension of texts with and without connectives and/or high frequency content words (Experiment 1) and (b) exploring the effects of type and familiarity of connectives on two-clause text comprehension by means of a cloze task (Experiment 2). Neither the addition of high frequency content words nor connectives in general produced inferential comprehension improvements. However, although readers with ID wer…
Reading comprehension: think and know verbs.
2004
Verbs such as think, know, remember, and guess play a pivotal role in understanding, monitoring, and transformation of internal states. We focus on the specific words as think and know, polysemous cognitive verbs that show hierarchical organization and high frequency of use in children's and adults' lexicons. According to Booth and Hall's model, think and know present a conceptual organization that involves low conceptual levels (perception, memory, comprehension) and high conceptual levels (evaluation, metacognition, planning). The aim of this research was to study the relationship between children's comprehension of text processing and the conceptual levels of the above-described verbs. …
Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.
2015
Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosua, Carriedo, and Garcia-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaph…
Reading development in agglutinative languages: Evidence from beginning, intermediate, and adult Basque readers
2010
Do typological properties of language, such as agglutination (i.e., the morphological process of adding affixes to the lexeme of a word), have an impact on the development of visual word recognition? To answer this question, we carried out an experiment in which beginning, intermediate, and adult Basque readers (n =3 2 each, average age = 7, 11, and 22 years, respectively) needed to read correctly versus incorrectly inflected words embedded in sentences. Half of the targets contained high-frequency stems, and the other half contained low-frequency stems. To each stem, four inflections of different lengths were attached (-a ,- ari ,- aren, and -arentzat, i.e., inflectional sequences). To tes…