NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Distinct Effects of Visual and Auditory Temporal Processing Training on Reading and Reading-Related Abilities in Chinese Children with Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Li-Chih; Liu, Duo; Xu, Zhengye – Annals of Dyslexia, 2019
This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2)…
Descriptors: Dyslexia, Reading Ability, Foreign Countries, Elementary School Students
Picture Naming in Typically Developing and Language-Impaired Children: The Role of Sustained Attention
Peer reviewed Peer reviewed
Direct linkDirect link
Jongman, Suzanne R.; Roelofs, Ardi; Scheper, Annette R.; Meyer, Antje S. – International Journal of Language & Communication Disorders, 2017
Background: Children with specific language impairment (SLI) have problems not only with language performance but also with sustained attention, which is the ability to maintain alertness over an extended period of time. Although there is consensus that this ability is impaired with respect to processing stimuli in the auditory perceptual…
Descriptors: Naming, Language Impairments, Language Acquisition, Comparative Analysis
The Relationships among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children with and without Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Li-Chih – Learning Disability Quarterly, 2020
The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…
Descriptors: Foreign Countries, Dyslexia, Visual Perception, Auditory Perception
The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children with and without Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Li-Chih; Yang, Hsien-Ming – Learning Disability Quarterly, 2020
This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing…
Descriptors: Foreign Countries, Grade 3, Grade 4, Grade 5
Is the Source of Reinforcement for Naming Multiple Conditioned Reinforcers for Observing Responses?
Peer reviewed Peer reviewed
Direct linkDirect link
Longano, Jennifer M.; Greer, R. Douglas – Analysis of Verbal Behavior, 2015
Naming refers to the incidental acquisition of word-object relations as listener and speaker without explicit reinforcement. To investigate possible sources of reinforcement for naming, we examined the effects of a procedure for conditioning reinforcement for observing responses on the emergence of naming in children who previously lacked it. The…
Descriptors: Naming, Reinforcement, Conditioning, Responses
Cognitive Processing Profiles of School-Age Children Who Meet Low-Achievement, IQ-Discrepancy, or Dual Criteria for Underachievement in Oral Reading Accuracy
Direct linkDirect link
Van Santen, Frank W. – ProQuest LLC, 2012
The purpose of this study was to compare the cognitive processing profiles of school-age children (ages 7 to 17) who met criteria for underachievement in oral reading accuracy based on three different methods: 1) use of a regression-based IQ-achievement discrepancy only (REGonly), 2) use of a low-achievement cutoff only (LAonly), and 3) use of a…
Descriptors: Cognitive Processes, Profiles, Children, Adolescents