More and more children with learning and reading disabilities are being referred to the audiologist for a hearing and an auditory processing evaluation. In the past, children with these problems were evaluated by educational specialists, speech-language pathologists, neurologists, psychologists and psychiatrists. While the methods used by these specialists did indicate that a number of children had auditory processing difficulties, it has become clear that more stringently controlled procedures typically used by audiologists might yield better results.
I will Corinthians I wish to thank the students who volunteered to participate in t his stud y. Forty students with or without dyslexia were willing to spend their 3 hours to complete all tasks in spite of their busy schedule I would like to give a heartfelt, special thanks to my committee members, Dr.
Altmann is alwa ys providing numerous hours of advice and critiques not just for this dissertation but for my entire academic career. I am also humbly grateful to Dr. Franks for her constant support and encouragement.
I extend my deepest thanks to my chairs, Dr. Lombardi no and Dr. D in literacy and Dr. Lombardino is the very person who made my dream come t rue. Since then, she never stopped providing me with her excellent guidance, caring, and patience.
Cowles intr oduced me to a n unfamiliar instrument, the eye tracker and, very patiently, trained me how to operate the instrument. Working in her lab led me to my current research goals. I am deeply appreciative of their support and input and personal cheering.
Even though this was an unfamiliar topic to them, t hey read this dissertation several times a nd gave me valuable feedback.
Without their help, it was not possib le to complete this project. My very special thanks to the persons whom I owe everything I am today, my father, Hyoungho Kim, and my mother, Jungnim Keum. Their love, support, and belief in me were a PAGE 5 5 treasure. My brother, Hanjun Kim called me every day to check how I was doing and listened to my talk very patiently.
Finally, I wish to thank all my brothers and sisters Graduate Christian Fellowship for their constant support and en couragement. These acknowledgements woul d not be complete if I did not mention my forever roommates, Keshia, Harry, Jackie, and Alissa.
They sacrificed their space and time for me and prayed for my work all the times. Eye Tracking Data Analysis Speech, Language, and Hearing Sciences Visual displays are commonly used to convey information.
Graphic depictions of information are frequently recommended for individuals who have dyslexia because visual displays are thought to make information easier to understand. However, there is a dearth of research regarding the way individuals with dyslexia use visual representations or interpret information presented in the visuals.
L ittle is known especially, about the effect of graphic factors e. This project is designed to make progress toward ameliorating this problem. The primary goal of this project was to determine how individuals with dyslexia interpret graphic representations.
The secondary goal was to investigate the extent to which cognitive abilities influence comprehension of graphically presented materials.
Auditory Processing Disorders and Dyslexia By: Dr. Deborah Moncrieff Children with dyslexia are often referred to the audiologist to be . Childhood symptoms of dyslexia include: Difficulty in learning to read. Many children with dyslexia have normal intelligence and receive proper teaching and parental support, but they have difficulty learning to read. Milestones reached later. Children with dyslexia may learn to crawl, walk, talk, and ride a bicycle later than the majority of others. Also called reading disability, dyslexia affects areas of the brain that process language. People with dyslexia have normal intelligence and usually have normal vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.
College students with dyslexia were compared with age matched typical readers on graph comprehension tasks varying in graph type s, graph complexity, and graph interpretation questions. Students w ith dyslexia were significantly less accurate and took more time than age matched controls on graph PAGE 11 11 comprehension tasks and this difference was more robust for the more complex graphs and questions.
Also, there was a high correlation between working memor y and graph comprehension for the students with dyslexia b ut not for the typical readers. These results underscore the necessity of conducting research on alternative and augmentative strategies for learning that are typically recommended for individuals w ho have reading disabilities and support the need for explicit instruction in graph interpretation for students with dyslexia.
In fact, some researchers have reported that people do not obtain the expected advantages with visual representations e.
In fact, several studies have identified cognitive functioning impair ment in persons with dyslexia in the areas of working memory and processing speed e. Findings from these numerous studies of individuals with dyslexia suggest that specific information processing abilities may be impaired across modalities e.
Researchers have studied how we perceive meaning from graphs e. For example, there are different perspectives on the pictorial feature of graphs.
Graphic complexity is another graphical property which plays a main role in graph processing. Carpenter and Shah used line graphs to examine the influence of graphic complexity on graph performance of college students. When the investigators added lin es to depict data, they expected that their participants would need increased processing time to PAGE 14 14 consider the third factor, z variable to interpret the relationship between x axis and y axis.The difficulties are involuntary and people with this disorder have a normal desire to The National Institute of Neurological Disorders and Stroke definition describes dyslexia as "difficulty with phonological (para-dyslexia) and phonological dyslexia, which causes the person to read a word and then say a related meaning instead.
difficulty. A person with dyslexia is an and they often have a hard time learning vocabulary and understa n ding visual factors in their description of dyslexia, despite there being.
Dyslexia and Vision Therapy-Visual skills can interfere with encoding/decoding words-how optometrists can help. Pinned by SOS Inc.
Resources Inc. Image: A person with dyslexia has difficulty "decoding" words.
Dyslexia, or developmental reading disorder, is characterized by difficulty with learning to read fluently and with accurate. x THE SOCIAL CONSTRUCTION OF SCHOOL REFUSAL: AN EXPLORATORY STUDY OF SCHOOL PERSONNELS PERCEPTIONS Anna M. Torrens Salemi ABSTRACT Despite a multi-disciplinary, international literature, little research has drawn attention to the phenomenon of .
Dyslexia (difficulty with written language, describing the mechanisms that underlie a disorder). She has described SpLD in. a third person trained in the ICF CY was consulted. Another difficulty is that the parents have different ways of teaching the boys.
even if that person has been greeted already and has merely left for a moment. the subtleties of the social world go unexperiencedÂ” (p. 34). Geertz () refers to th is as Â‘thick description,Â’ a phrase he borrows from Ryle to acknowledge that.