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361.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. 相似文献
362.
Lynn Flowers Marianne Meyer James Lovato Frank Wood Rebecca Felton 《Annals of dyslexia》2001,51(1):49-71
There is persisting debate concerning the use of an ability-achievement discrepancy formula to define and identify learning
disabled—including reading disabled—students. This study employs mixed effects regression growth curve analysis to assess
the developmental course of discrepant and nondiscrepant readers (within poor readers) who were identified in third grade
and retested in fifth, eighth, and twelfth grades. The results showed that discrepancy status does not differentiate the developmental
course of basic reading skills (word identification or decoding), reading comprehension, or underlying cognitive abilities
(phonemic awareness and fluency) in poor readers. The ability-achievement discrepancy model is not supported. Educational
and legislative reasons for the persisting difficulties of poor readers are explored and recommendations for changes in public
policy are made.
Supported by National Institute of Child Health and Development (NICHD) PHS Grant No. P01 HD 21887 相似文献