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The Influence of Age on Eye Movements during Reading in Early Elementary School Children
CONCLUSION: This study highlights the need for an age-appropriate normative database for eye movements during reading.PMID:37164411 | PMC:PMC10129412 | DOI:10.1055/a-2045-7271
Source: Klinische Monatsblatter fur Augenheilkunde - May 10, 2023 Category: Opthalmology Authors: Jason Wertli Andreas Sch ötzau Anja Palmowski-Wolfe Source Type: research
Word Learning With Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children
CONCLUSIONS: Minimally speaking or nonspeaking children with a diagnosis of autism benefit from orthographic support when learning new words. Further investigation is warranted to determine if this effect holds during face-to-face interactions using augmentative and alternative communication systems.SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.22465492.PMID:37156246 | DOI:10.1044/2023_JSLHR-22-00549
Source: Journal of speech, language, and hearing research : JSLHR - May 8, 2023 Category: Speech-Language Pathology Authors: Grace T Clark Christina Reuterski öld Source Type: research
How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis
AbstractWhile extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to examine the perceptions of and attitudes towards learning in children with dyslexia, especially in Hong Kong, a bilingual context. In addition, the validity of the metaphor elicitation technique, which was adopted in previous interview studies, has not yet been examined in children. Therefore, 30 children with dyslexia (age range: 8 –13; 10 females) in Hong Kong were interviewed for metaphors regarding six domains: Chinese reading, Chinese writing, having Chinese lessons, ...
Source: Reading and Writing - April 30, 2023 Category: Child Development Source Type: research
Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties
This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (a) silent read, (b) read aloud, (c) listen only, (d) TTS with no highlighting, and (e) TTS with highlighting. Students answered multiple-choice comprehension questions following each condition. Mixed ANOVAs were performed to determine whether TTS improved reading comprehension. TTS significantly improved comprehension in comparison to no TTS, and specifically, TTS with no hi...
Source: Annals of Dyslexia - April 29, 2023 Category: Neurology Authors: Jennifer L Keelor Nancy A Creaghead Noah H Silbert Allison D Breit Tzipi Horowitz-Kraus Source Type: research
