Two Separate Worlds, One Shared Goal: An Exploration of Special Collections Catalogers\u27 Reporting Lines and Institutional Organization

This chapter seeks to better understand and quantify some of the challenges current special collections catalogers face through conducting and analyzing the authors\u27 recent survey of special collections catalogers primarily working in American cultural heritage institutions. While these findings are neither simple nor straightforward, it is possible to suggest some preliminary solutions. Overarching trends and challenges included communication between departments, security of valuable materials versus workspace locations, and priority setting

Speech disorders in cerebellar disease

The areas of cerebellar damage most commonly associated with dysarthria were sought by reviewing the clinical, radiographic, surgical, and autopsy findings in patients with nondegenerative cerebellar disease. Case histories on 162 patients with focal cerebellar lesions were reviewed. All but 15 of the patients underwent surgery, and 28 had autopsies. Thirty-one of the 122 patients with adequate descriptions of speech had dysarthria. Twenty-two of these 31 dysarthric patients had exclusively or predominantly left cerebellar hemisphere disease; 7 had right hemisphere disease; and 2 had vermal disease. Only 19 of 41 patients with exclusively or predominantly left hemisphere disease had had normal speech before surgery. Dysarthria developed in isolated cases following cerebellar resections extending into the paravermal segments of the left hemisphere. There was no correlation between the extent of vermal damage and development of abnormal speech. Cerebellar speech function was most commonly affected with damage to the superior portion of the left cerebellar hemisphere.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/50292/1/410030402_ftp.pd

The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia

The direct influence of phonological awareness (PA) on reading outcomes has been widely demonstrated, yet PA may also exert indirect influence on reading outcomes through other cognitive variables such as morphological awareness (MA). However, PA's own development is dependent and influenced by many extraneous variables such as auditory processing, which could ultimately impact reading outcomes. In a group of pre-reading children with a family risk of dyslexia and low-risk controls, this study sets out to answer questions surrounding PA's relationship at various grain sizes (syllable, onset/rime and phoneme) with measures of auditory processing (frequency modulation (FM) and an amplitude rise-time task (RT)) and MA, independent of reading experience. Group analysis revealed significant differences between high- and low-risk children on measures of MA, and PA at all grain sizes, while a trend for lower RT thresholds of high-risk children was found compared with controls. Correlational analysis demonstrated that MA is related to the composite PA score and syllable awareness. Group differences on MA and PA were re-examined including PA and MA, respectively, as control variables. Results exposed PA as a relevant component of MA, independent of reading experience

Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants

This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother’s educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience

Assessing literacy in children and adolescents

This review provides a framework for examining the assessment of literacy underpinned by current theories of reading and writing. Our choice of assessment tools was influenced by a desire to identify tests that are suitable for diagnosing students of all ages. The key dimensions identified were printed word recognition (lexical and non-lexical), comprehension and writing. We conclude that there is no single test currently available that provides a comprehensive profile of literacy difficulties. The assessor will require critical discrimination in choosing tests that are theoretically sound and diagnostically useful. © 2007 Association for Child and Adolescent Mental Health

Working memory and educational achievement in children with intellectual disabilities

Background: There is little previous research examining whether measures of working memory are related to educational achievement in children with intellectual disabilities (ID). Methods: A battery of working memory and achievement measures was administered to 11- to 12-year-old children with ID; younger typically developing children of comparable mental age were also assessed. Results: The working memory measures that assessed phonological short-term memory (PSTM) accounted for the most variance in reading and spelling in children with ID, whereas the working memory measures that assessed central executive-loaded working memory (CELWM) accounted for the most variance in number skills. These relationships were broadly similar among typically developing children. Conclusions: Compensatory strategies for weak PSTM may help to improve reading and spelling skills in children with ID, whereas reducing CELWM loads may be more helpful in aiding their number skills

Reading is Hard just because Listening is Easy

In their work on reading and the difficulties that attend it. investigators have commonly omitted to ask the questions that are. in my view, prior to all others: why is it easier to perceive speech than to read, and why is it easier to speak a word than to spell it? My aim is to repair these omissions. To that end, I divide my talk into two parts. First, I say why we should consider that the greater ease of perceiving and producing speech is paradoxical, by which I mean to suggest that the reasons are not to be found among surface appearances. Then I propose how, by going beneath the surface, we can find the reasons, and so resolve the paradox. THE PARADOX Before developing the paradox. I should first remind you that perceiving and produCing speech are easier than reading or writing. for thiS is the point from which I depart and to which I will. at the end. return. The relevant facts include the following. (1) All communities of human beings have a fully developed spoken language; in contrast. only a minority of these languages has a written form. and not all of these are in common use. (2) Speech is first in the history of the race, as it is in the child; readin

Individual differences in subphonemic sensitivity and phonological skills

open access articleMany studies have established a link between phonological abilities (indexed by phonological awareness and phonological memory tasks) and typical and atypical reading development. Individuals who perform poorly on phonological assessments have been mostly assumed to have underspecified (or “fuzzy”) phonological representations, with typical phonemic categories, but with greater category overlap due to imprecise encoding. An alternative posits that poor readers have overspecified phonological representations, with speech sounds perceived allophonically (phonetically distinct variants of a single phonemic category). On both accounts, mismatch between phonological categories and orthography leads to reading difficulty. Here, we consider the implications of these accounts for online speech processing. We used eye tracking and an individual differences approach to assess sensitivity to subphonemic detail in a community sample of young adults with a wide range of reading-related skills. Subphonemic sensitivity inversely correlated with meta-phonological task performance, consistent with overspecification

A Comprehensive Profile of Decoding and Comprehension in Autism Spectrum Disorders

The present study examined intake data from 384 participants with autism spectrum disorders (ASD) and a comparison group of 100 participants with dyslexia on nine standardized measures of decoding and comprehension. Although diagnostic groups were based on parental reports and could not be verified independently, we were able to observe significant distinctions between subject groups. Overall findings confirm previous results of a disassociation between decoding and comprehension in ASD. Using a larger sample than previous studies and a greater variety of measures, a pattern of relatively intact decoding skills paired with low comprehension was found in autism, PDD-NOS, and Asperger’s. In contrast, the dyslexic group showed the opposite pattern of stronger comprehension and weaker decoding