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Familial History of Reading Difficulty Is Associated with Diffused Bilateral Brain Activation during Reading and Greater Association with Visual Attention Abilities
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Horowitz-Kraus, Tzipi – Annals of Dyslexia, 2017
Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children…
Descriptors: Dyslexia, Reading Difficulties, Executive Function, Brain
Understanding the Cognition Related to Mathematics Difficulties: A Meta-Analysis on the Cognitive Deficit Profiles and the Bottleneck Theory
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Peng, Peng; Wang, Cuicui; Namkung, Jessica – Review of Educational Research, 2018
The current study investigated the cognitive deficit profiles among individuals with mathematics difficulties (MD) and potential moderators and mechanism for these profiles. Seventy-five cognitive profiling studies on MD were included, representing a total of 13,001 individuals and 126 independent samples. Results showed that compared with…
Descriptors: Cognitive Ability, Mathematics Skills, Comparative Analysis, Phonological Awareness
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties
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Kendeou, Panayiota; Broek, Paul; Helder, Anne; Karlsson, Josefine – Learning Disabilities Research & Practice, 2014
Our aim in the present paper is to discuss a "cognitive view" of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and…
Descriptors: Reading Comprehension, Reading Difficulties, Cognitive Processes, Inferences
The Development of Executive Function and Language Skills in the Early School Years
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Gooch, Debbie; Thompson, Paul; Nash, Hannah M.; Snowling, Margaret J.; Hulme, Charles – Journal of Child Psychology and Psychiatry, 2016
Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated…
Descriptors: Child Development, Executive Function, Language Skills, Correlation
A Proposed Theoretical Model of Literacy Learning Using Multisensory Structured Language Instruction (MSLI)
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Rusinko, Judith E. – ProQuest LLC, 2011
Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal…
Descriptors: Models, Literacy Education, Multisensory Learning, Teaching Methods
Using Technology to Support STEM Reading
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Schneps, Matthew H.; O'Keeffe, Jamie K.; Heffner-Wong, Amanda; Sonnert, Gerhard – Journal of Special Education Technology, 2010
Tasks in science, technology, engineering, and mathematics (STEM) are unusually varied because they target phenomena occurring in diverse domains and call upon a wide range of abilities to perform them. The fact that STEM tasks cover such a broad spectrum of abilities makes these fields uncharacteristically inclusive: Individuals with disabilities…
Descriptors: Disabilities, Dyslexia, Executive Function, Reading Difficulties