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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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| 2 |
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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| 3 |
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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| 4 |
Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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| 5 |
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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Abstract:
The learning disability known as “dyslexia” is often misunderstood by parents and educators. Dyslexia is a life-long, neurodevelopmental disorder characterized by a deficit in phonological awareness and processing. Its likely causes are genetic as well as environmental. Other conditions known to co-occur with dyslexia are Speech and Language Disorder, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, memory problems, and others. In order for children with dyslexia to reach their highest reading potential, the disorder must be remediated before age seven or eight using intensive, explicit reading interventions. Teachers and other education professionals, using prescribed screening instruments, can identify phonological awareness and processing problems in children as early as preschool. Children with reading disabilities often experience reading anxiety. Knowledgeable teachers and parents can provide emotional support by creating a fun-loving and positive atmosphere when engaging in reading activities.
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Keyword:
dyslexia; Language and Literacy Education; neurological disorders; phonological awareness; phonological processing; specific learning disability
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URL: https://scholarworks.gvsu.edu/gradprojects/93
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1097&context=gradprojects
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| 7 |
TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria
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| 8 |
Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
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| 9 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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| 10 |
The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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| 11 |
Early reading correlates in language impairment (Newbury et al., 2020)
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| 12 |
Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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| 13 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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| 14 |
Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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| 15 |
Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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| 16 |
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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| 17 |
Learning to Read in English: Vocabulary Knowledge, Phonological Awareness in Relation to Oral Reading Fluency in Chinese-English Bilinguals
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In: Theses and Dissertations (Comprehensive) (2018)
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| 18 |
SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE
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| 19 |
Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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| 20 |
THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
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In: Dissertations - ALL (2016)
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