Wrong place, wrong time: Children's sensitivity to present tense spelling conventions

Spelling has been found to be influenced by the frequency with which certain orthographic patterns occur. We examined whether Grades 2-5 children were already sensitive to orthographic frequency in spelling present tense verb inflections that sound the same but are spelled differently. Children were asked to spell present tenses in two homophonous forms; both inflections are pronounced with final /t/ but are spelled with final -d (ik vind, I find) or -dt (hij/zij vindt, he/she finds). Previous research has shown that adolescents and adults make inflection errors based on the relative frequency within a pair; as vind' is more frequent than vindt, vind is often used incorrectly. The children showed low correct scores for third person singular spellings, and overall better performance for -d dominant verbs. Surprisingly, they did make errors related to homophone inflection but in the wrong place, marking the wrong time: homophone-based errors occurred in present tense non-homophone verbs and in past tenses. We take our findings to mean that the children were not sensitive to homophone dominance. Furthermore, the findings illustrate the importance of specific graphotactic patterns in literacy development and call for attention to these patterns in models and teaching of spelling

To show or tell: Improving the spelling of rule-based words with explicit or implicit practice

Purpose Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling errors for a morphological spelling rule. We distinguished explicit practice in applying a spelling rule from implicit exposure to correct word forms. Method After a dictation task, Dutch second graders (n = 139; 46.8% girls) were matched and randomly divided over explicit, implicit, and no-additional practice conditions. Additional practice was based on evidence-based exercises and encompassed five sessions. The dictation task included target words that were practiced, as well as transfer words that were not. Results Both explicit and implicit practice resulted in better performance on target words (large effect) as well as transfer words (medium to large effect) compared to no-additional practice. There were no differences between implicit and explicit practice. Conclusion These findings indicate that spelling performance can be improved by additional practice, both by telling and showing. Using evidence-based explicit or implicit exercises after classroom instruction has taken place can (further) improve children’s spelling of rule-based words

The same yet different: Oral and silent reading in children and adolescents with dyslexia

Dyslexia is characterized by poor word reading. In research, education, and diagnosis, oral reading is commonly assessed, and outcomes are generalized to silent reading, although similarities and differences between oral and silent reading are poorly understood. We therefore compared oral word reading, oral text reading and silent text reading. Children (n = 40; aged 8–11) and adolescents (n = 54; aged 14–18) with dyslexia, and typical readers (n = 18, and n = 24 respectively), read a word-list and an age-appropriate text aloud, and silently read a text including instructions for simple tasks. Whereas oral and silent reading fluency were comparable for children, silent reading was more fluent than oral reading for adolescents. Importantly, the silent reading deficit of children and adolescents with dyslexia was as large as in oral reading or larger, highlighting the need for a focus on both reading modes in research, diagnosis and treatment of dyslexia

Word reading in monolingual and bilingual children with developmental language disorder

Many children with developmental language disorder (DLD) are reported to have word reading difficulties. However, previous research has focused mostly on monolingual children. The present study used two existing datasets to assess word reading outcomes of bilingual children with DLD. In Study 1, we compared word reading outcomes of monolingual and bilingual children with and without DLD (n = 93 monolingual DLD; n = 33 bilingual DLD, n = 42 monolingual TD; n = 74 bilingual TD). In Study 2, we compared those of monolingual (n = 91) and bilingual children with DLD (n = 51) on the basis of school record data. Findings from both studies show mean poor word reading outcomes and a high incidence of poor readers in the groups of children with DLD. Despite lower oral language outcomes of bilingual children in the mainstream language, reading outcomes of monolingual and bilingual children (with/without DLD) did not differ or outcomes were even better for the bilingual children. Overall, these findings indicate that DLD is a risk factor for word reading difficulties, while bilingualism is not

Perceived negative consequences of dyslexia: the influence of person and environmental factors

Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive person factors (literacy skills and verbal IQ), socio-emotional person factors (self-perceived literacy skills and coping ability), and environmental factors (literacy demands, support from the institution, reactions of teachers and peers) were included as predictors. Results indicated that perceived negative consequences were not related to cognitive person factors. In contrast, better self-perceived literacy skills were associated with less perceived negative consequences in all domains (academic, depression, anxiety) and coping contributed to depression consequences. With respect to environmental factors, negative reactions in the academic environment contributed to perceived negative consequences of depression and anxiety. As such, findings indicate that individuals with dyslexia perceive negative consequences in the academic, anxiety, and depression domains which cannot be fully accounted for by their objective reading and writing problems. These factors should feature more prominently in future studies on dyslexia and should be addressed in treatment of dyslexia as well

Treatment planning evaluation and experimental validation of the magnetic resonance-based intrafraction drift correction

Background and purpose: MRI-guided online adaptive treatments can account for interfractional variations, however intrafraction motion reduces treatment accuracy. Intrafraction plan adaptation methods, such as the Intrafraction Drift Correction (IDC) or sub-fractionation, are needed. IDC uses real-time automatic monitoring of the tumor position to initiate plan adaptations by repositioning segments. IDC is a fast adaptation method that occurs only when necessary and this method could enable margin reduction. This research provides a treatment planning evaluation and experimental validation of the IDC. Materials and methods: An in silico treatment planning evaluation was performed for 13 prostate patients mid-treatment without and with intrafraction plan adaptation (IDC and sub-fractionation). The adaptation methods were evaluated using dose volume histogram (DVH) metrics. To experimentally verify IDC a treatment was mimicked whereby a motion phantom containing an EBT3 film moved mid-treatment, followed by repositioning of segments. In addition, the delivered treatment was irradiated on a diode array phantom for plan quality assurance purposes. Results: The planning study showed benefits for using intrafraction adaptation methods relative to no adaptation, where the IDC and sub-fractionation showed consistently improved target coverage with median target coverages of 100.0%. The experimental results verified the IDC with high minimum gamma passing rates of 99.1% and small mean dose deviations of maximum 0.3%. Conclusion: The straightforward and fast IDC technique showed DVH metrics consistent with the sub-fractionation method using segment weight re-optimization for prostate patients. The dosimetric and geometric accuracy was shown for a full IDC workflow using film and diode array dosimetry

Investigating the use of comprehensive motion monitoring for intrafraction 3D drift assessment of hypofractionated prostate cancer patients on a 1.5T magnetic resonance imaging radiotherapy system

This work investigates the use of a multi-2D cine magnetic resonance imaging-based comprehensive motion monitoring (CMM) system for the assessment of prostate intrafraction 3D drifts. The data of six healthy volunteers were analyzed and the values of a clinically-relevant registration quality factor metric exported by CMM were presented. Additionally, the CMM-derived prostate motion was compared to a 3D-based reference and the 2D-3D tracking agreement was reported. Due to the low quality of SI motion tracking (often >2 mm tracking mismatch between anatomical planes) we conclude that further improvements are desirable prior to clinical introduction of CMM for prostate drift corrections

Wrong place, wrong time: Children's sensitivity to present tense spelling conventions

Spelling has been found to be influenced by the frequency with which certain orthographic patterns occur. We examined whether Grades 2-5 children were already sensitive to orthographic frequency in spelling present tense verb inflections that sound the same but are spelled differently. Children were asked to spell present tenses in two homophonous forms; both inflections are pronounced with final /t/ but are spelled with final -d (ik vind, I find) or -dt (hij/zij vindt, he/she finds). Previous research has shown that adolescents and adults make inflection errors based on the relative frequency within a pair; as vind' is more frequent than vindt, vind is often used incorrectly. The children showed low correct scores for third person singular spellings, and overall better performance for -d dominant verbs. Surprisingly, they did make errors related to homophone inflection but in the wrong place, marking the wrong time: homophone-based errors occurred in present tense non-homophone verbs and in past tenses. We take our findings to mean that the children were not sensitive to homophone dominance. Furthermore, the findings illustrate the importance of specific graphotactic patterns in literacy development and call for attention to these patterns in models and teaching of spelling