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1.
Visual stress (the experience of visual distortions and discomfort during prolonged reading) is frequently identified and alleviated with coloured overlays or lenses. Previous studies have associated visual stress with dyslexia and as a consequence, coloured overlays are widely distributed to children and adults with reading difficulty. However, this practice remains controversial. We investigated whether overlays have advantageous and reliable benefits for reading in undergraduate students with and without dyslexia. Both groups read jumbled text faster with a coloured overlay than without. The dyslexic group did not show greater gains than controls, despite reporting significantly more symptoms of visual stress. However, coloured overlays did not improve reading rate or comprehension of connected text. The improvement in reading speed with an overlay was not reliable and was significantly reduced at retesting for dyslexic students. These results question the value of coloured overlays as a tool for identifying visual stress and as a form of remediation for the reading difficulties associated with dyslexia.  相似文献   

2.
Forty-six children aged 12–16 were shown a page of meaningless text covered in random order by different plastic overlays, including seven that were various colours and one that was clear. By successive pairwise comparison each child selected the overlay that provided the greatest perceptual clarity of the text. The children with below-average reading ability were more likely to chose a coloured overlay, and they reported more perceptual difficulty on tasks devised by Irlen (1983). In separate sessions with and without the overlay of their choice, the children read for 15 minutes and performed a visual search task. The overlay had little effect on reading initially, but after about 10 minutes the children who chose a coloured overlay read more slowly without the overlay than with it. These children reported more symptoms of visual discomfort and showed signs of tiring when they read without the overlay. The visual search performance of the children who chose a coloured overlay was initially impaired but improved to normal levels when the overlay was used. Fourteen children aged 8–16 acted as chronological or reading age-matched controls, and undertook the reading and visual search tasks using a clear overlay which had no effect on performance.  相似文献   

3.
Forty volunteers reporting consistent reading problems were divided into three groups on the basis of an assessment of degree of scotopic sensitivity. Four speeded visual processing tasks involving word matching and letter and number identification were administered to all subjects using three plastic overlays, one of a colour maximizing visual efficiency, one chosen at random and one with no colour. For subjects with high scotopic sensitivity, the use of optimal coloured overlays yielded significantly better results on some visual tasks than the other two overlays. Implications of these findings are discussed.  相似文献   

4.
We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the Intuitive Overlays, which provide a choice of 30 colours, and the Eye Level Reading Rulers, which provide a choice of 5. Forty‐eight pupils from a local authority primary school who reported experiencing symptoms of visual stress were individually tested with both systems in a random order, balanced across pupils. There were no differences between the systems as regards the children's preference or the reduction in symptoms of visual stress. However, there was a significant increase in reading speed with the Intuitive Overlays and no increase, on average, with the Reading Rulers. Pupils showing an increase in reading speed of more than 5% with either overlay were tested again, on this occasion with Intuitive Overlays of the conventional size and those cut to the (much smaller) size of the Reading Rulers. There was no difference in reading speed between the large and small overlays. Participants whose reading speed increased with the Reading Rulers by as much as with the Intuitive Overlays tended to be those who chose a similar colour for both overlays. The general pattern of results suggests that the Reading Rulers failed to increase reading speed because they do not offer sufficient colours and hence the benefits of the Reading Rulers in increasing reading speed are likely to be less than obtained with the Intuitive Overlays.  相似文献   

5.
Abstract

This study investigated the effects of using Irlen coloured overlays on reading rate, accuracy, fluency and comprehension under regular class conditions, with class teachers instigating the study and conducting the assessment. All subjects in grade 3 at Whitney and McKinley Elementary schools were screened for symptoms of Irlen syndrome, with 31 subjects identified at Whitney and 40 subjects identified at McKinley. The effects on reading achievement were investigated under conditions of immediate use and delayed use, with one group (Whitney) provided optimum coloured overlays for 3 months and the other group (McKinley) delayed treatment for 3 months. The effects were then assessed for a further three months with both groups.

After three months of use of overlays, the Whitney group demonstrated a significant improvement in reading achievement with mean gains in grade equivalence scores of between 1 year 2 months and 1 year 7 months. However, between the three to six month period of use, the gains for the Whitney group reached a plateau, with no significant improvement in reading achievement. The McKinley group had negligible gains in reading achievement during the first 3 months without the use of overlays, but significant gains during the 3 month to 6 month phase with the use of overlays, which ranged from 1 year 8 months to 2 years 8 months. It was suggested that the reported reduction in print and background distortions may improve accuracy of word recognition and allow attention to be directed more to the meaning of what is being read than to word recognition thus enhancing reading comprehension. The plateau effect identified for the Whitney group between 3 and 6 months could be related to the fact that after 3 months of overlay use, many students had reached grade level in reading achievement.  相似文献   

6.
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities.  相似文献   

7.
Efficiency in basic reading processes can be discussed in terms of accuracy and speed. In this longitudinal study, the development of accurate and fast reading processes was studied in a group of 66 children learning to read simultaneously in English, their first language (L1), and Hebrew, their second language (L2). Children's speed and accuracy were compared in Grade 1 and Grade 2 on parallel L1 and L2 tasks of letter naming, reading isolated words and the same words in text. Results indicated that corresponding accuracy and speed across the two languages are highly correlated. Despite differences in language familiarity and different orthographies, accuracy and speed rates of isolated word reading in L1 and L2 were highly similar. Yet, in L1, children were more efficient (faster and more accurate) in reading text than isolated words, but in early stages of L2 reading acquisition, text reading was not more efficient than the reading of isolated words. In terms of efficiency components in L2 language, accuracy distinguished good from poor L2 readers, but speed did not. It is concluded that (a) steps associated with the development of L1 reading efficiency (i.e., accuracy attained before speed) are applicable to the development of word recognition skills in L2, but they do not emerge concurrently in both languages and (b) specific linguistic features such as orthographic depth and morphosyntactic complexity may interact with more global L2 proficiency effects in determining the course of L2 reading skills development.  相似文献   

8.
The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects.  相似文献   

9.
ABSTRACT

Three studies were conducted to examine individual differences among young children in the extent of use of alternative cognitive processes for word reading. The expectation was that boys, of the same reading attainment level as girls, tend to rely more than girls on access to phonological segments of words. In Study I a predicted pattern of gender differences was tested with 87 seven-year-old children reading pseudohomophones graphemicalty different and graphemically similar to lexically matched words. In Study II predicted differences were tested with the same children reading words of regular and exception grapheme-phoneme relationships. For 84 six-year-old children in Study III predicted differences were examined in the relationship of word reading accuracy to phonological consistency of initial segments of words. The results of the three studies supported the expectation.  相似文献   

10.
We investigated whether the layout of type in two popular children’s reading schemes was suitable for the intended reading age. 120 children read four passages of text that adopted the typography of four reading stages in each of the two schemes. The size and spacing of the texts decreased with successive stages as the intended reading age increased. The reading speed of children aged 5 to 7 years decreased as the text size decreased: in particular, these children read fastest the text designed for 5 and 6 year olds. Older children aged 8 to 11 years were neither assisted nor disadvantaged by text size. Children of all ages, particularly those susceptible to visual stress, were found to make more errors on the smaller than on the larger text. We conclude that the reading development of some children might benefit from a larger text size and spacing than is currently the norm, and that no children would be disadvantaged by such a change.  相似文献   

11.
Wimmer and Goswami (1994) report that seven-, eight-, and nine-year old English children had considerably more difficulties with a nonword reading task than German children who acquire an orthography with highly consistent grapheme-phoneme correspondences. In Study 1, seven-, eight-, and nine year old English children receiving a phonics instruction were presented with the same task and compared with the children tested by Wimmer and Goswami. Study 2 is a replication with different samples of English children receiving the standard electic approach combining both whole-word and phonics strategies, English children receiving a phonics teaching approach and German children who are taught via phonics methods and acquire a consistent orthography. Children from Grades 1 to 4 were tested. In both studies, the English phonics children read the nonwords with almost the aame accuracy and speed as the German children. In Study 1, the English phonics children performed clearly better on nonword reading than the English standard sample. In Study 2, this difference was also evident but less marked. In Grade 1 English phonics as well as English standard children had clearly more difficulties with phonological decoding than German children indicating a relevant influence of orthographic consistency.  相似文献   

12.
This study examines inequality during late childhood in children's access to special needs help in mainstream primary schools using data from two British cohorts: the National Child Development Study (NCDS) and the 1970 British Cohort Study (BCS70). It explores the source of any biases in the provision of special help using measures of individual gender, attainment and psychosocial adjustment; family social class; school composition; and education regions. Pervasive gender bias was found both in the identification of children with special needs and in the provision of help to children with special needs. There were more children from manual homes receiving help in school than children from professional homes, but when reading, mathematics and psychosocial adjustment scores were taken into account, the gradient reversed, so that children from professional homes were more likely to be getting help. The influence of the school's composition showed the same reversal. Once test scores were considered, schools with a greater proportion of above average children were more likely to be able to provide help for those with special needs than schools with a greater proportion of children with problems. Regional variation suggests that areas in southeast England are better funded than average, while areas of deprivation are not provided with sufficient resources to meet their children's needs.  相似文献   

13.
The double-deficit hypothesis (Wolf, 1997; Wolf & Bowers, 1999, this issue) contends that deficits in phonological awareness and deficits in visual naming speed represent two independent causal impediments to reading acquisition for children with developmental reading disabilities (RD). One hundred and sixty-six children with severe RD from 7 to 13 years of age were classified into three deficit subgroups according to a double-deficit framework. A total of 140 children with RD, 84% of the sample, were classified; 54% demonstrated a double deficit (DD), 22% a phonological deficit only (PHON), and 24% a visual-naming speed deficit only (VNS). Diagnostic test profiles highlighted the joint contributions of the two core deficits in depressing written language acquisition. The children in the DD group were more globally impaired than those in the other subgroups, and the VNS group children were the highest achieving and most selectively impaired readers. Following 35 hours of word identification training, sizable gains and significant generalization of training effects were achieved by all subgroups. A metacognitive phonics program resulted in greater generalized effects across the domain of real English words, and a phonological training program produced superior outcomes within the phonological processing domain. The greatest non-word reading gains were achieved by children with only phonological deficits.  相似文献   

14.
Meares‐Irlen Syndrome (MIS) is characterised by symptoms of visual stress and visual perceptual distortions that are alleviated by using individually prescribed coloured filters. Coloured overlays (sheets of transparent plastic that are placed upon the page) are used to screen for the condition. MIS is diagnosed on the basis of either the sustained voluntary use of an overlay or an immediate improvement (typically of more than 5%) on the Wilkins Rate of Reading Test (WRRT). Various studies are reviewed suggesting a prevalence of 20–34% using these criteria. Stricter criteria give a lower prevalence: for example, 5% of the population read more than 25% faster with an overlay. It has been alleged that MIS is more common in dyslexia, but this has not been systematically investigated. We compared a group of 32 dyslexic with 32 control children aged 7–12 years, matched for age, gender and socio‐economic background. Participants were tested with Intuitive Overlays, and those demonstrating a preference had their rate of reading tested using the WRRT with and without their preferred overlay. Both groups read faster with the overlay, and more so in the dyslexic group. ANOVA revealed no significant effect of group, but a significant improvement in WRRT with overlay (p=0.009) and a significant interaction between group and overlay (p=0.031). We found a similar prevalence of MIS in the general population to that in previous studies and a prevalence in the dyslexic group that was a little higher (odds ratio for >5% criterion: 2.6, 95% confidence limit 0.9–7.3). The difference in prevalence in the two groups did not reach statistical significance. We conclude that MIS is prevalent in the general population and possibly a little more common in dyslexia. Children with dyslexia seem to benefit more from coloured overlays than non‐dyslexic children. MIS and dyslexia are separate entities and are detected and treated in different ways. If a child has both problems then they are likely to be markedly disadvantaged and they should receive prompt treatments appropriate to the two conditions. It is recommended that education professionals as well as eye‐care professionals are alert to the symptoms of MIS and that children are screened for this condition, as well as for other visual anomalies.  相似文献   

15.
The relationship between dyslexia and visual stress (sometimes known as Meares‐Irlen syndrome) is uncertain. While some theorists have hypothesised an aetiological link between the two conditions, mediated by the magnocellular visual system, at the present time the predominant theories of dyslexia and visual stress see them as distinct, unrelated conditions, a view that has received some support from studies with children. Studies of visual stress in adults are rare, yet recent reports of a high incidence of this phenomenon amongst university students with diagnosed dyslexia call for further investigation of the issue. This study sought to clarify the relationship between visual stress and dyslexia by comparing the reading performance of dyslexic and non‐dyslexic adults with, and without, colour. Degree of susceptibility to visual stress was determined by means of a symptom rating scale. Optimal colour was determined using an Intuitive Colorimeter, which was also employed to assess reading speed under the two experimental conditions. Only the dyslexic students with high visual stress showed significant gains in reading speed when using optimal colour. The use of response to treatment (rather than symptomatology) as a diagnostic criterion for visual stress is questioned, especially when applied to adults, as this may give misleading findings. On the basis of reported symptomatology, students who experience high levels of visual stress are more likely to show improvements in reading rate with optimal colour if they also have dyslexia than if they do not have dyslexia. Although not establishing an aetiological link, these findings imply an interaction between the two conditions with major implications for theory, diagnosis and treatment.  相似文献   

16.
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach.  相似文献   

17.
There is widespread concern over literacy standards in UK schools and growing evidence that problems become increasingly intractable as children grow older. Computer-based reading instruction may provide a 'fresh start' that helps a child to rediscover the path to literacy. Recent controlled studies demonstrated that infant and junior school children could be given very cost-effective support using RITA, a computer-based literacy support system that assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. The present study evaluated the effectiveness of RITA in secondary school with 8 children (mean age 11.7 years) who were initially very seriously disadvantaged in terms of literacy skills (mean reading age 7.3 years). The RITA intervention over a 10 week period led to effective and cost-effective literacy gains. Significant overall improvements were made in the skills targeted, including reading standard scores, and reading speed, accuracy and comprehension. All children reacted positively to the RITA lessons, and most made good progress towards their Individual Education Plans. It is suggested that computer-assisted reading support can be effective in supporting the majority of children with reading failure, even in secondary school.  相似文献   

18.
We examined the relationship between rapid automatized naming (RAN) components—articulation time and pause time—and reading fluency across languages varying in orthographic consistency. Three hundred forty-seven Grade 4 children (82 Chinese-speaking Taiwanese children, 90 English-speaking Canadian children, 90 Greek-speaking Cypriot children, and 85 Finnish-speaking children) were assessed on RAN (colors and digits) and reading fluency (word reading efficiency and text reading speed). The results showed that articulation time accounted for more unique variance in reading in the alphabetic orthographies than in Chinese, and pause time for more unique variance in reading in Chinese than in alphabetic orthographies. If automaticity in RAN is manifested with a higher contribution of articulation time to reading fluency than pause time and with a strong relationship between articulation time and pause time, then our findings suggest that automaticity in RAN is reached earlier in alphabetic orthographies than in Chinese.  相似文献   

19.
Reading prosody is considered one of the essential markers of reading fluency, alongside accuracy and speed. The aim of our study was to investigate how development of reading prosody in Spanish children varies with sentence type and length. We compared primary school children from the third and fifth grades with an adult sample. Participants were recorded reading aloud a narrative text including short and long declarative, exclamatory and interrogative sentences. Recordings were analysed using Praat software to measure several prosodic features (i.e., pauses, duration, pitch and intensity). We found that third-grade children had not yet developed an adult-like prosody: they made more pauses, had a flatter melodic contour and had difficulty anticipating sentence structure. Fifth-graders displayed some features of adult prosody. Both length and type of sentence influenced the expressiveness of reading in the three groups. We conclude that reading expressiveness is closely related to reading experience and develops in a similar way to decoding and reading speed.  相似文献   

20.
Abstract

This study investigated the effects of using Irlen coloured filters on reading speed, accuracy, comprehension and self‐image over 6 months of use. Three study groups were used (immediate lens use, delayed lens use and control), involving 33 subjects ranging in age from 18 years to 62 years. The experimental groups demonstrated significant improvements in reading accuracy and comprehension over the 6 months of the study, although there was a plateau effect for the second half of the 6 month study period. The experimental and control groups also improved significantly on scores of self‐esteem over the 6 months. It is suggested that the reported reduction in print and background distortions may allow attention to be directed to the processing of continuous text rather than to the identification of individual words, although improvement will be restricted if basic word attack skills ore not fully mastered.  相似文献   

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