ORCID Profile
0000-0002-8874-1641
Current Organisation
Queen's University
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Publisher: American Psychological Association (APA)
Date: 08-2005
Publisher: Elsevier
Date: 2015
Publisher: American Psychological Association (APA)
Date: 08-2011
DOI: 10.1037/A0023495
Publisher: Informa UK Limited
Date: 21-01-2008
Publisher: Springer Science and Business Media LLC
Date: 09-1982
DOI: 10.1007/BF01067495
Abstract: Mutations in the glucocerebrosidase (GBA) gene are an important risk factor for Parkinson's disease (PD). However, most GBA genetic studies in PD have been performed in patients of European origin and very few data are available in other populations. We sequenced the entire GBA coding region in 602 PD patients and 319 controls from Colombia and Peru enrolled as part of the Latin American Research Consortium on the Genetics of Parkinson's disease (LARGE-PD). We observed a significantly higher proportion of GBA mutation carriers in patients compared to healthy controls (5.5% vs 1.6% OR = 4.3, p = 0.004). Interestingly, the frequency of mutations in Colombian patients (9.9%) was more than two-fold greater than in Peruvian patients (4.2%) and other European-derived populations reported in the literature (4-5%). This was primarily due to the presence of a population-specific mutation (p.K198E) found only in the Colombian cohort. We also observed that the age at onset was significantly earlier in GBA carriers when compared to non-carriers (47.1 ± 14.2 y vs. 55.9 ± 14.2 y p = 0.0004). These findings suggest that GBA mutations are strongly associated with PD risk and earlier age at onset in Peru and Colombia. The high frequency of GBA carriers among Colombian PD patients (∼10%) makes this population especially well-suited for novel therapeutic approaches that target GBA-related PD.
Publisher: Oxford University Press (OUP)
Date: 27-03-2015
Publisher: American Psychological Association (APA)
Date: 10-1977
Publisher: Cambridge University Press (CUP)
Date: 02-03-2017
DOI: 10.1017/S0142716417000029
Abstract: The purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection revealed that this factor had two subcomponents, oral and written. Hierarchical regression analyses, controlling for age and gender, indicated that both the one- and the two-factor solutions accounted for 48% of the variance in word reading, and 40% of the variance in pseudoword reading, supporting the predictive validity of MA. Implications for future research, assessment, and instruction are discussed.
Publisher: Cambridge University Press (CUP)
Date: 04-2004
DOI: 10.1017/S0142716404001110
Abstract: Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.
Publisher: Wiley
Date: 11-1988
Publisher: Informa UK Limited
Date: 04-2006
Publisher: Cambridge University Press
Date: 21-05-2012
Abstract: High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning.
Publisher: Wiley
Date: 14-04-2009
Publisher: Elsevier BV
Date: 04-1983
Publisher: Springer Science and Business Media LLC
Date: 14-10-2005
Abstract: In a study to determine the site and preceptor characteristics most valued by clerks and residents in the ambulatory setting we wished to confirm whether these would support effective learning. The deep approach to learning is thought to be more effective for learning than surface approaches. In this study we determined how the approaches to learning of clerks and residents predicted the valued site and preceptor characteristics in the ambulatory setting. Postal survey of all medical residents and clerks in training in Ontario determining the site and preceptor characteristics most valued in the ambulatory setting. Participants also completed the Workplace Learning questionnaire that includes 3 approaches to learning scales and 3 workplace climate scales. Multiple regression analysis was used to predict the preferred site and preceptor characteristics as the dependent variables by the average scores of the approaches to learning and perception of workplace climate scales as the independent variables. There were 1642 respondents, yielding a 47.3% response rate. Factor analysis revealed 7 preceptor characteristics and 6 site characteristics valued in the ambulatory setting. The Deep approach to learning scale predicted all of the learners' preferred preceptor characteristics (β = 0.076 to β = 0.234, p .001). Valuing preceptor Direction was more strongly associated with the Surface Rational approach (β = .252, p .001) and with the Surface Disorganized approach to learning (β = .154, p 001) than with the Deep approach. The Deep approach to learning scale predicted valued site characteristics of Office Management, Patient Logistics, Objectives and Preceptor Interaction (p .001). The Surface Rational approach to learning predicted valuing Learning Resources and Clinic Set-up (β = .09, p = .001 β = .197, p .001). The Surface Disorganized approach to learning weakly negatively predicted Patient Logistics (β = -.082, p = .003) and positively the Learning Resources (β = .088, p = .003). Climate factors were not strongly predictive for any studied characteristics. Role Modeling and Patient Logistics were predicted by Supportive Receptive climate (β = .135, p .001, β = .118, p .001). Most site and preceptor characteristics valued by clerks and residents were predicted by their Deep approach to learning scores. Some characteristics reflecting the need for good organization and clear direction are predicted by learners' scores on less effective approaches to learning.
Publisher: Elsevier BV
Date: 2009
DOI: 10.1016/J.JECP.2008.01.004
Abstract: Research to date has proposed four main variables involved in reading development: phonological awareness, naming speed, orthographic knowledge, and morphological awareness. Although each of these variables has been examined in the context of one or two of the other variables, this study examines all four factors together to assess their unique contribution to reading. A s le of children in Grades 4, 6, and 8 (ages 10, 12, and 14 years) completed a battery of tests that included at least one measure of each of the four variables and two measures of reading accuracy. Phonological awareness, orthographic knowledge, and morphological awareness each contributed uniquely to real word and pseudoword reading beyond the other variables, whereas naming speed did not survive these stringent controls. The results support the sustained importance of these three skills in reading by older readers.
Publisher: Informa UK Limited
Date: 06-2011
Publisher: American Psychological Association (APA)
Date: 05-2008
Publisher: Cambridge University Press
Date: 21-05-2012
Publisher: Informa UK Limited
Date: 09-02-2017
Publisher: Informa UK Limited
Date: 1991
Publisher: Wiley
Date: 02-2011
Publisher: Informa UK Limited
Date: 11-1985
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 11-2004
DOI: 10.1097/00001888-200411000-00025
Abstract: To determine what approaches to learning are adopted by clinical clerks and residents and whether these approaches are associated with demographic factors, specialty, level of training, and perceptions of the workplace climate. In 2001-02, medical clerks (n = 532) and residents (n = 2,939) at five medical schools in Ontario, Canada, were mailed the Workplace Learning Questionnaire. The correlation between the approaches to learning at work and perceived workplace climate and the influence of gender, age, location, residency program and level of training on outcomes were measured. A total of 1,642 clerks and residents responded (47%). The factor structure and reliability of the Workplace Learning Questionnaire were confirmed for these respondents. A surface-disorganized approach to learning was correlated with perception of heavy workload (r = .401, p < .001). The deep approach to learning was correlated with perception of choice-independence in the workplace and a supportive-receptive workplace (r = .32, p < .001 r = .23, p < .001). The climate factors, perception of choice-independence and supportive-receptive workplace, were correlated (r = .60, p < .001). There were significant differences among the mean scores for scales based on residency, year of training, and location of training. Perception of the workplace climate was associated with the approach to learning in the workplace of clerks and residents. Perception of heavy workload was associated with less effective approaches to learning. These associations varied with the residency program and the level of training.
Publisher: SAGE Publications
Date: 21-06-2021
DOI: 10.1177/00222194211023200
Abstract: This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups’ performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.
Publisher: Cambridge University Press (CUP)
Date: 25-01-2016
DOI: 10.1017/S1041610215002392
Abstract: Cognitive impairment (CI) that arises in some older adults limits independence and decreases quality of life. Cognitive stimulation programs delivered by professional therapists have been shown to help maintain cognitive abilities, but the costs of such programming are prohibitive. The present study explored the feasibility and efficacy of using long-term care homes' volunteers to administer a cognitive stimulation program to residents. Thirty-six resident participants and 16 volunteers were alternately assigned to one of two parallel groups: a control group (CG) or stimulation group (SG). For eight weeks, three times each week, CG participants met for standard “friendly visits” (casual conversation between a resident and volunteer) and SG participants met to work through a variety of exercises to stimulate residents’ reasoning, attention, and memory abilities. Resident participants were pre- and post-tested using the Weschler Abbreviated Scale of Intelligence–Second Edition, Test of Memory, and Learning-Senior Edition, a modified Letter Sorting test (LS), Clock Drawing Test (CDT), and the Action Word Verbal Fluency Test. Two-way analyses of covariance (ANCOVA) controlling for dementia diagnosis indicated statistically greater improvements in the stimulation participants than in the control participants in Immediate Verbal Memory, p = 0.011 Non-Verbal Memory, p = 0.012 Learning, p = 0.016 and Verbal Fluency, p = 0.024. The feasibility and efficiency of a volunteer-administered cognitive stimulation program was demonstrated. Longitudinal studies with larger s le sizes are recommended in order to continue investigating the breadth and depth volunteer roles in the maintenance of the cognitive abilities of older adults.
Publisher: SAGE Publications
Date: 1996
DOI: 10.1177/002246699602900406
Abstract: Four groups of children were compared with respect to their performance on a number of cognitive process measures, selected on the basis of the PASS (Planning, Attention, Simultaneous, and Successive) cognitive processing model. The groups included two groups of children with reading disabilities, one of average nonverbal IQ and one of above-average nonverbal IQ who were compared to a chronological age control group and a reading age control group. Results confirmed the hypotheses that (a) the average-IQ children with reading disabilities differed from their chronological age controls mainly in the area of successive processing, and (b) the average-IQ children with reading disabilities did not differ consistently from their reading age controls on variables theoretically related to reading disability (successive processing and attention). The status of the third hypothesis, (c) that the high-IQ children with reading disabilities would not differ consistently from the average-IQ children with reading disabilities on variables theoretically related to reading disability (successive processing and attention), was less clear. These results point to the critical role of successive processing in reading achievement and to the need for remediation to address successive processing.
Publisher: Elsevier
Date: 2015
Publisher: Elsevier BV
Date: 10-1993
Publisher: Informa UK Limited
Date: 19-12-2022
Publisher: SAGE Publications
Date: 31-10-2022
DOI: 10.1177/00222194221131569
Abstract: The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with Attention Deficit/Hyperactivity Disorder (ADHD) or comorbid ADHD and RD (ADHD+RD). This study examined the performance of Chinese children with RD, ADHD, or ADHD+RD in phonology, orthography, semantics, and morphology, and investigated whether morphology made an additional contribution beyond the other skills in explaining word reading fluency. Participants were 151 Grade 1 to 3 Chinese students: RD ( n = 31), ADHD (n = 43), ADHD+RD (n = 27), and typically developing controls (TD, n = 50). Results indicated that children with ADHD+RD (a) showed similar performance to RD and ADHD in tone awareness, orthographic legality, and homophone morpheme awareness (b) had similar performance to RD but worse than ADHD in phonology, semantics, and morpheme production and (c) had more severe deficits than RD and ADHD in orthographic reversal, morpheme identification, and homograph awareness. Morphology significantly predicted word reading fluency beyond the other skills, and its predictive effect was more salient for ADHD+RD, ADHD, and TD. The findings provide evidence of both shared and additive effects of RD and ADHD. Morphology may be an important diagnostic factor in identifying Chinese reading and behavioral deficit groups and a worthwhile target for intervention.
Publisher: Springer Science and Business Media LLC
Date: 06-08-2004
Publisher: Wiley
Date: 12-2003
DOI: 10.1348/000709903322591217
Abstract: Considerable research has described students' deep and surface approaches to learning. Other research has described in iduals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs. This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). Theory suggested similarities among the deep approach, need for cognition, and adaptive control (aspects of self-regulated learning) and among surface, inflexible, and irresolute control (aspects of an ineffective approach to learning). One-factor and two-factor models were proposed. Participants were 226 Canadian military college students. Participants completed the following questionnaires: the Study Process Questionnaire (Biggs, 1978), the Need for Cognition Scale (Cacioppo & Petty, 1982), and the Strategic Flexibility Questionnaire (Cantwell & Moore, 1996). Confirmatory factor analysis supported the identification of the six scale factors. Second order confirmatory factor analysis indicated three factors representing constructs underlying these factors. Neither the one- nor two-factor models accounted adequately for the data. Self-regulated learning was defined by measures of the deep approach to learning, need for cognition, and adaptive control of learning. The second factor ided into one factor consisting of irresolute control, the surface approach, and negative need for cognition and another consisting of inflexible and negative adaptive control. Substantial relationships among scales support the need for further theory development.
Publisher: Cambridge University Press (CUP)
Date: 20-06-2011
DOI: 10.1017/S0142716411000166
Abstract: We examined whether Grade 4, 6, and 8 children access the base form when reading morphologically complex words. We asked children to read words varying systematically in the frequency of the surface and base forms and in the transparency of the base form. At all grade levels, children were faster at reading derived words with high rather than low base frequencies when the words were of low surface frequency. Effects of the frequency and transparency of the base form on word reading accuracy occurred only in Grades 4 and 6. The results add to the growing body of evidence that children access the morphological structure of the words that they encounter in print.
Publisher: American Psychological Association (APA)
Date: 05-2008
Publisher: Elsevier
Date: 1982
Publisher: Springer Science and Business Media LLC
Date: 03-2006
DOI: 10.1007/S11881-006-0005-3
Abstract: We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants' response times varied systematically as a function of morphological complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular aspect of morphology that of derived forms.
Publisher: Springer Science and Business Media LLC
Date: 25-03-2011
Publisher: SAGE Publications Ltd
Date: 2008
Publisher: SAGE Publications
Date: 13-01-2017
Abstract: Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times into pause and articulation components, and analysis of eye movements during task performance) with three groups of participants (children with dyslexia, ages 9–10 chronological-age [CA] controls, ages 9–10 reading-level [RL] controls, ages 6–7) to examine NS and the NS–reading relationship. Results indicated (a) for all groups, increasing visual similarity of the letters decreased letter naming efficiency and increased naming errors, saccades, regressions (rapid eye movements back to letters already fixated), pause times, and fixation durations (b) children with dyslexia performed like RL controls and were less efficient, had longer articulation times, pause times, fixation durations, and made more errors and regressions than CA controls and (c) pause time and fixation duration were the most powerful predictors of reading. We conclude that NS is related to reading via fixation durations and pause times: Longer fixation durations and pause times reflect the greater amount of time needed to acquire visual/orthographic information from stimuli and prepare the correct response.
Publisher: Informa UK Limited
Date: 1984
Publisher: Springer Science and Business Media LLC
Date: 06-1999
DOI: 10.1007/BF03172970
Publisher: Springer Science and Business Media LLC
Date: 24-06-2022
Publisher: Wiley
Date: 07-2008
Publisher: Wiley
Date: 07-04-2011
Publisher: Wiley
Date: 05-2009
DOI: 10.1002/DYS.364
Abstract: Despite a history of reading or spelling difficulties, some adults attain age-appropriate spelling skills and succeed at university. We compared the spelling of 29 such high-functioning dyslexics with that of 28 typical students, matched on general spelling ability, and controlling for vocabulary and non-verbal intelligence. Participants wrote derived real and pseudo words, whose spelling relationship to their base forms was categorized as phonologically simple (apt-aptly), orthographically simple (deceit-deceitful), phonologically complex (ash-ashen), or orthographically complex (plenty-plentiful). Dyslexic participants spelled all word and pseudoword categories more poorly than controls. Both groups spelled simple phonological words best. Dyslexics were particularly poor at spelling simple orthographic words, whose letter patterns and rules must likely be memorized. In contrast, dyslexics wrote more plausible spellings of orthographic than phonological pseudowords, but this might be an artefact of their more variable spelling attempts. These results suggest that high-functioning dyslexics make some use of phonological skills to spell familiar words, but they have difficulty in memorizing orthographic patterns, which makes it difficult to spell unfamiliar words consistently in the absence of sufficient phonological cues or orthographic rules.
Publisher: Springer Science and Business Media LLC
Date: 02-04-2010
Publisher: Springer Science and Business Media LLC
Date: 05-2020
Publisher: Elsevier BV
Date: 1993
Publisher: Springer Science and Business Media LLC
Date: 06-2006
Publisher: Informa UK Limited
Date: 03-1994
Publisher: American Psychological Association (APA)
Date: 1975
DOI: 10.1037/H0076163
Publisher: Elsevier BV
Date: 04-1988
Publisher: SAGE Publications
Date: 03-2003
Abstract: Two questionnaires were developed to investigate the workplace learning of physicians. The Approaches to Work Questionnaire for Physicians and the Workplace Climate Questionnaire for Physicians were adapted from general measures developed by Kirby, Knapper, Evans, Carty, and Gadula. These questionnaires were administered to a random s le of Ontario physicians. Consistent with the results of Kirby et al., three dimensions of approaches to work were observed: Deep, Surface-Rational, and Surface-Disorganized. Three dimensions of workplace climate were also found, Supportive-Receptive, Choice-Independence, and Workload. Results indicate that physicians adopt primarily a Deep approach to work, but that there is a smaller tendency toward Surface-Disorganized learning, one that is strongly correlated with perceptions of heavy workload. The Deep approach was associated with work environments perceived to be Supportive-Receptive and offer Choice-Independence. The use of these questionnaires in research and practice is discussed.
Publisher: SAGE Publications
Date: 2008
Abstract: The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with ( n = 36) and without ( n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading.
Publisher: Informa UK Limited
Date: 09-2012
Publisher: American Psychological Association (APA)
Date: 12-1978
Publisher: Cambridge University Press
Date: 21-05-2012
Publisher: Elsevier
Date: 2015
Publisher: Elsevier
Date: 2015
Publisher: Informa UK Limited
Date: 11-09-2018
Publisher: Informa UK Limited
Date: 05-1994
Publisher: Informa UK Limited
Date: 22-10-2008
Publisher: Informa UK Limited
Date: 16-02-2018
Publisher: SAGE Publications
Date: 06-1987
DOI: 10.1177/073428298700500204
Abstract: An interview schedule for assessing metacognitive awareness about reading was developed, based upon the work of Myers and Paris (1978). Scoring scales were developed for each item, which allowed for a variety of parametric statistical procedures. This interview schedule was administered to 88 children in grades 2, 4, and 6. Item-by-item results showed general increases in metacognitive knowledge with grade and a particularly high level of awareness in grade 6 children of above-average reading comprehension ability. A principal components analysis of the interview item scores yielded four metacognitive factors, which were labelled Withholding Closure, Reading Skill, Semantic Selection, and Use of Context. Further analyses showed that all factor scores increased with grade and, again, that high-ability sixth-graders had a particular advantage in the two semantic factors (Semantic Selection, Use of Context). Correlational analyses suggested that the Use of Context factor is the strongest contributor to comprehension in grade 6, but may be detrimental to comprehension in grade 4. Implications of these results for the measurement of metacognitive awareness, for a model of the development of reading skill, and for the improvement of instruction are discussed.
Publisher: American Psychological Association (APA)
Date: 05-2007
DOI: 10.1037/0012-1649.43.3.732
Abstract: Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition.
Publisher: Cambridge University Press
Date: 21-05-2012
Publisher: American Educational Research Association (AERA)
Date: 06-2010
Abstract: The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen’s d) were averaged by linguistic outcome categories (morphological sublexical, nonmorphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training). The authors investigated the effects of morphological instruction (a) on reading, spelling, vocabulary, and morphological skills, (b) for less able readers versus undifferentiated s les, (c) for younger versus older students, and (d) in combination with instruction of other literacy skills or in isolation. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.
Publisher: Wiley
Date: 06-12-2006
Publisher: Informa UK Limited
Date: 09-05-2014
Publisher: Informa UK Limited
Date: 11-11-2009
Publisher: Informa UK Limited
Date: 11-03-2014
Publisher: Informa UK Limited
Date: 22-02-2021
Publisher: Informa UK Limited
Date: 09-2010
Publisher: SAGE Publications
Date: 07-2016
Abstract: This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension administered at Grade 10 were used. The probabilities of later-grade reading achievement based on earlier-grade reading achievement were computed, and tests of regression to the mean were conducted. Most changes in relative achievement were attributed to regression toward the mean. Overall, results suggest considerable stability across time.
Publisher: Cambridge University Press (CUP)
Date: 27-08-2010
DOI: 10.1017/S0142716410000238
Abstract: This study examined morphological processing of inflected and derived words by children in Grades 4, 6, and 8. Participants were shown root forms and inflected, derived, and orthographic control items (e.g., harm , harmed , harmful , or harmony ), followed by a fragment completion task (e.g., completing h a_ _ ). Participants were equally likely to complete the fragment with the target root (e.g., harm for h a_ _ ) following priming with inflected or derived forms. This reflected a morphological effect priming scores were higher for the inflected and derived forms than for orthographic counterparts. These effects were consistent across the grades studied, suggesting that morphological processing of inflected and derived words has a similar time course across Grades 4, 6, and 8.
Publisher: Wiley
Date: 09-07-2010
DOI: 10.1598/RRQ.45.3.4
Publisher: Informa UK Limited
Date: 1983
Publisher: Oxford University Press (OUP)
Date: 2020
DOI: 10.1093/BRAINCOMMS/FCAA173
Abstract: We examined the naming speed performance of 18 typically achieving and 16 dyslexic adults while simultaneously recording eye movements, articulations and fMRI data. Naming speed tasks, which require participants to name a list of letters or objects, have been proposed as a proxy for reading and are thought to recruit similar reading networks in the left hemisphere of the brain as more complex reading tasks. We employed letter and object naming speed tasks, with task manipulations to make the stimuli more or less phonologically and/or visually similar. Compared to typically achieving readers, readers with dyslexia had a poorer behavioural naming speed task performance, longer fixation durations, more regressions and increased activation in areas of the reading network in the left-hemisphere. Whereas increased network activation was positively associated with performance in dyslexics, it was negatively related to performance in typically achieving readers. Readers with dyslexia had greater bilateral activation and recruited additional regions involved with memory, namely the amygdala and hippoc us in contrast, the typically achieving readers additionally activated the dorsolateral prefrontal cortex. Areas within the reading network were differentially activated by stimulus manipulations to the naming speed tasks. There was less efficient naming speed behavioural performance, longer fixation durations, more regressions and increased neural activity when letter stimuli were both phonologically and visually similar. Discussion focuses on the differences in activation within the reading network, how they are related to behavioural task differences, and how progress in furthering the understanding of the relationship between behavioural performance and brain activity can change the overall trajectories of children with reading difficulties by contributing to both early identification and remediation processes.
Publisher: Informa UK Limited
Date: 05-2010
Publisher: SAGE Publications
Date: 03-1984
DOI: 10.1177/073428298400200102
Abstract: Current research and theory emphasize the importance of the construct of planning. Evidence is reviewed regarding the role of planning skills in cognition and in particular in learning disabilities. The results of a study are presented in which a battery of planning tests was administered to 121 normal fifth-grade children. These results indicate that the domain of planning skills is more complex than previously thought. Four planning factors are identified: Selective Attention, Rehearsal, Clustering, and Metacognition. The Selective Attention factor is shown to be particularly important in relation to mathematics achievement. A model of the planning domain is presented and the role of selective attention elaborated. Implications are discussed regarding future research and the diagnosis and remediation of learning disabilities.
Publisher: SAGE Publications
Date: 06-1992
DOI: 10.1080/10862969209547773
Abstract: The effects of text absent and text present conditions during summary writing were investigated. It has been hypothesized that: (a) text absent summarization (i.e., instructing subjects to read a text and then summarize it without referring back to the text) increases the quality of processing during summarization, and (b) this higher qualify processing enhances recall. Sixth-grade students summarized an expository text in either a text absent or text present condition, and subsequently were asked to do an oral free recall of the text. Regression analyses indicated that text absent summarization resulted in lower summary content in general, but in greater summary depth for more able readers. Further regression analyses indicated that summary depth resulted in increased recall in general, whereas summary content was only associated with recall for text absent summarizers text absence alone did not result in greater recall. These findings suggest that text absent summarization may be beneficial, but only for subjects who are competent summary writers or able readers.
Publisher: American Psychological Association (APA)
Date: 02-1978
Publisher: Springer Science and Business Media LLC
Date: 11-04-2014
DOI: 10.1007/S11881-013-0090-Z
Abstract: Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186-202, 1974, and two more developed by Compton, The Journal of Special Education 37:81-94, 2003, with increased phonological or visual similarity of the letters). Twenty undergraduate students with reading difficulties (RD) and 27 without (NRD) were tested on letter NS tasks (eye movements were recorded during the NS tasks), phonological processing, and reading fluency. The results indicated first that the RD group was slower than the NRD group on all NS tasks with no differences between the NS tasks. In addition, the NRD group had shorter fixation durations, longer saccades, and fewer saccades and fixations than the RD group. Fixation duration and fixation count were significant predictors of reading fluency even after controlling for phonological processing measures. Taken together, these findings suggest that the NS-reading relationship is due to two factors: less able readers require more time to acquire stimulus information during fixation and they make more saccades.
Publisher: Springer Science and Business Media LLC
Date: 16-09-2020
Publisher: Springer Science and Business Media LLC
Date: 2000
Publisher: SAGE Publications
Date: 08-2003
DOI: 10.1177/01430343030243006
Abstract: This article reports two different experiments as part of a longitudinal study. The first experiment examines the long-term efficacy of two brief remedial procedures (a Meaning-Based procedure versus a cognitive remediation program, the PASS Reading Enhancement Program [PREP]) focusing on the differences in phonological and cognitive test performance of 40 children who needed remediation for poor word decoding in Grade 1. The second study reports the outcomes of an intensified version of the PREP program that emphasizes strengthening the cognitive processes underlying reading in a remaining group of 24 difficult-to-remediate Grade 2 students. Follow-up data are also reported for this group. The results of the first study indicated that the PREP group improved significantly more in pseudo-word reading compared to the meaning-based group right after remediation in Grade 1. These differences, however, were somewhat reduced when re-testing occurred in Grade 2 and may be due to the influence of classroom instruction. Indeed, when both groups were compared to the norming s le, they appeared to continue to develop at an accelerated rate. As for the results of the second study, which focused on the longitudinal development of those 24 children who exhibited a history of chronic low reading performance, it was shown that PREP remediation kept producing significant gains, especially in word-decoding, a finding consistent with the theoretical framework of PREP.
No related grants have been discovered for John Kirby.