Browsing by Subject "Dyslexia"
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Item A neuropsychological investigation of two subtypes of dyslexia in college students(Texas Tech University, 1984-08) Gelbort, Michael MayerNot availableItem Effects of multiple oral reading with explicit teaching on reading rate and accuracy for persons with acquired alexia(2013-05) Cox, Andrea; Corwin, Melinda D.; Koul, Rajinder; Perry, CarolynFor adults with chronic aphasia and alexia, repeated reading improves reading rate, and explicit teaching improves reading accuracy. These two reading treatments have not been combined with adults; however, repeated reading and explicit instruction have been combined in studies with children to increase oral reading fluency (rate and accuracy). This study involved a single subject multiple baseline design across three adult participants with acquired aphasia and alexia. A combined multiple oral reading with explicit teaching treatment was used for the purpose of improving reading fluency. Results revealed increased reading rates across all participants, yet no change in reading accuracy as a result of treatment. Further, improvements were achieved within a small number of treatment sessions in persons who are several years post onset of aphasia and alexia. Clinically, rapid improvements in oral reading rate may be achieved for persons with acquired alexia using multiple oral reading paired with explicit teaching.Item Impact of social skills instruction on problem solving skills of students with learning disabilities(2009-12) Kraft, Guliz; Bryant, Diane Pedrotty; Rieth, Herbert J.The study analyzed the impact of a social skills intervention pogram with adolescent students with learning disabilities attending a school for dyslexia in central Texas. Participants of the study were 8 students aged 11 through 13. Participants were equally assigned to the intervention and control groups based on their schedules. A six-session social skills intervention program was provided to students in the intervention condition during their enrichment hours, while the control students continued to attend their regular classroom activities during this period. Non-parametric test statistics (Wilcoxon signed-rank Test and Mann Whitney U) were utilized to assess within group differences from pre- to post-test and between group differences, respectively. The results of the study suggested that even though no statistically significant differences between control and intervention groups were observed at the pre-test, scores on the Social Problem Solving Inventory-Adolescent, at post-test indicated that the intervention group significantly outperformed the control group. Neither the control nor the intervention group demonstrated any significant improvement from pre- to post-test.Item Orthographic specific visual processes during word recognition in developmental dyslexia: an event-related potential study(2006) Higgins, Kellie Elizabeth; Semrud-Clikeman, MargaretThere is accumulating evidence from Event-Related Potential (ERP) studies with adult populations of a visual system specialization for orthographic information, which is thought to develop during childhood with increased exposure to text. However, few ERP studies of word reading in children have focused on orthographic specific visual processes involved single word reading. The current examination of electrophysiological activity during word recognition in children was an investigational one to further the current understanding of normal development of brain systems involved in reading. A comparison of brain activity between normally developing readers and children with dyslexia provided opportunity to look for impairment at a basic level of visual processing. The relationship between ERP activity and reading and language skills was also examined. ERP data were obtained from children aged 9-15 in a group of children with dyslexic (n = 12) and a group of normally developing readers (n = 11) to examine activity during an implicit word recognition task. ERPs elicited by orthographic (words, pseudowords, consonant strings) and visual (false fonts, symbol strings) word-type stimuli were recorded at sites over the posterior scalp. In order to examine the relationship between ERP activity and language processes, these children completed measures of phonological, orthographic, and naming processes. Grand averaged ERP waveform for both groups showed a negative going component between 170-270ms with a peak around 230 for all word-type stimuli. ANOVA results found the N230 amplitude elicited by orthographic stimuli significantly larger than the ERPs elicited by visual stimuli in the control but not dyslexic group. The robust orthographic effect in the control group is consistent with the developmental hypothesis that visual word expertise increases with age and reading exposure and supports the understanding of the N1 as an index of reading related visual specialization. Regression analyses found measures of phonological, not orthographic, processes to significantly predict variance in ERP amplitude.Item The effects of colored paper on musical notation reading on music students with dyslexia(2010-12) Solis, Madonna A.; Killian, Janice; Wood, Bruce; Smith, ChristopherAbstract Previous research established that the use of colored overlays used for children with reading disabilities resulted in great improvement in language arts reading clarity and fluency. This study examined the effects of colored paper on music reading clarity for three dyslexic college students (N=3, 1 female, 2 males) and to evaluate their self-perceptions of reading clarity when reading notation from colored paper versus white paper. Participants were tested over ten days with musical examples printed on a color paper aid of choice and white paper alternating every two days. Results were determined by evaluating accuracy individually for each participant, and as an overall comprehensive mean in the areas of rhythm, pitch, and combined pitch and rhythm. Results indicated that when the musical examples were printed on the colored paper of choice, the participants read more accurately (85%). The participants’ pitch accuracy ranged from 80%-91% when reading on the colored paper, whereas approximately 56%-57% correct when reading on white (p<.000001). Results from the analyses showed that all three participants read rhythms significantly more accurately when the musical examples were printed on the colored paper of choice (p<.000001). The participants’ combined pitch and rhythm accuracy ranged from 80%-88% when reading on the colored paper of choice (p<.000001) as compared to approximately 56% correct when reading on white.