1,910 research outputs found
Predicting Dyslexia Based on Pre-reading Auditory and Speech Perception Skills
Purpose: This longitudinal study examines measures of temporal auditory processing
in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain
whether pre-reading auditory processing, speech perception, and phonological
awareness (PA) reliably predict later literacy achievement. Additionally, this study
retrospectively examines the presence of pre-reading auditory processing, speech
perception, and PA impairments in children later found to be literacy impaired.
Method: Forty-four pre-reading children with and without a family risk of dyslexia
were assessed at three time points (kindergarten, first, and second grade). Auditory
processing measures of rise time (RT) discrimination and frequency modulation (FM)
along with speech perception, PA, and various literacy tasks were assessed.
Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and
two, even after controlling for letter knowledge and PA. Highly significant concurrent and
predictive correlations were observed with kindergarten RT significantly predicting first
grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at
all three time points in children who later developed literacy impairments.
Conclusions: Although significant, kindergarten auditory processing contributions to
later literacy growth lack the power to be considered as a single-cause predictor; thus
results support temporal processing deficits’ contribution within a multiple deficit model
of dyslexia
Counting publications and citations: Is more always better?
Is more always better? We address this question in the context of
bibliometric indices that aim to assess the scientific impact of individual
researchers by counting their number of highly cited publications. We propose a
simple model in which the number of citations of a publication depends not only
on the scientific impact of the publication but also on other 'random' factors.
Our model indicates that more need not always be better. It turns out that the
most influential researchers may have a systematically lower performance, in
terms of highly cited publications, than some of their less influential
colleagues. The model also suggests an improved way of counting highly cited
publications
Serious Games and the Pleasure of Learning: The Whys and How of a Serious Game about Poverty and Social Exclusion
This paper describes and explains the decisions that have been made in the conceptualization and development of the serious game Poverty Is Not a Game (PING). PING is 3D adventure game in which the player takes the identity of one of two youngsters, Sophia or Jim, who find themselves in a difficult situation. Sophia comes from a poor family and now that her grandma has moved to a home, she has to start taking care of herself. Jim fell out with his parents and decided to sell his motorbike and move out to the big city. The game involves finding your way around in PING city, find a place to live, work, education and perhaps even the partner of your dreams. The game can be played online in browser or standalone. The target audience is teenagers. The target context is school, as an introduction to a lesson about poverty
Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia
Purpose: This longitudinal study examines measures of temporal auditory processing
in pre-reading children with a family risk of dyslexia. Specifically, it attempts to
ascertain whether pre-reading auditory processing, speech perception, and phonological
awareness (PA) reliably predict later literacy achievement. Additionally, this study
retrospectively examines the presence of pre-reading auditory processing, speech
perception, and PA impairments in children later found to be literacy impaired.
Method: Forty-four pre-reading children with and without a family risk of dyslexia were
assessed at three time points (kindergarten, first, and second grade). Auditory processing
measures of rise time (RT) discrimination and frequency modulation (FM) along with
speech perception, PA, and various literacy tasks were assessed.
Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and
two, even after controlling for letter knowledge and PA. Highly significant concurrent and
predictive correlations were observed with kindergarten RT significantly predicting first
grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all
three time points in children who later developed literacy impairments.
Conclusions: Although significant, kindergarten auditory processing contributions to
later literacy growth lack the power to be considered as a single-cause predictor; thus
results support temporal processing deficits’ contribution within a multiple deficit model
of dyslexia
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