Relevant bibliographies by topics / Reading disabilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Reading disabilities"

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Swanson, H. Lee, Olga Jerman, and Xinhua Zheng. "Math Disabilities and Reading Disabilities." Journal of Psychoeducational Assessment 27, no. 3 (April 13, 2009): 175–96. http://dx.doi.org/10.1177/0734282908330578.

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Shalini, Shalini, and Dr Sangeeta Dr. Sangeeta. "Identification of Reading Disabilities (Dyslexia) in Schools." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 135–36. http://dx.doi.org/10.15373/22778179/apr2014/46.

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Tūbele, Sarmīte. "Correlations between Reading Disabilities and Learning Disabilities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 200. http://dx.doi.org/10.17770/sie2012vol2.134.

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The article is devoted to reveal correlations between reading disabilities and learning disabilities. These problems need to be explained and teachers need to have reasonable solutions. Number of school-children with learning disabilities is increasing and teacher is not able to find the best and most precise ways of diagnostics and treatment/intervention. Causes of learning disabilities are different: brain damage or distorted functioning of it; auditory or visual perception and operating problems; language acquisition or processing problems etc. Symptoms are mostly noticed in the main areas – reading, writing and mathematics. Reading disabilities are one of the most obvious and serious problems which are to be noticed and taken into account in teacher’s actions. It is necessary to diminish dropouts and to promote success of school-children. Main ideas of dyslexia are mentioned the same as findings in learning disabilities. Early warning signs of learning disabilities are mentioned and some suggestions for intervention are stated in this article.
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Millichap, J. Gordon. "Genetics and Reading Disabilities." Pediatric Neurology Briefs 1, no. 1 (June 1, 1987): 5. http://dx.doi.org/10.15844/pedneurbriefs-1-1-9.

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Bonafina, Marcela A., Jeffrey H. Newcorn, Kathleen E. McKay, Vivian H. Koda, and Jeffrey M. Halperin. "ADHD and Reading Disabilities." Journal of Learning Disabilities 33, no. 3 (May 2000): 297–307. http://dx.doi.org/10.1177/002221940003300307.

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Leach, Jennifer Mirak, Hollis S. Scarborough, and Leslie Rescorla. "Late-emerging reading disabilities." Journal of Educational Psychology 95, no. 2 (2003): 211–24. http://dx.doi.org/10.1037/0022-0663.95.2.211.

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Catts, Hugh W., and Alan G. Kamhi. "Intervention for Reading Disabilities." Journal of Childhool Communication Disorders 11, no. 1 (December 1987): 67–79. http://dx.doi.org/10.1177/152574018701100105.

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Weiser, Beverly L. "Ameliorating Reading Disabilities Early." Learning Disability Quarterly 36, no. 3 (June 25, 2013): 161–77. http://dx.doi.org/10.1177/0731948712450017.

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Cornwall, Anne, and Harry N. Bawden. "Reading Disabilities and Aggression." Journal of Learning Disabilities 25, no. 5 (May 1992): 281–88. http://dx.doi.org/10.1177/002221949202500503.

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Several authors have suggested that there is a strong association between specific learning disabilities and aggression, antisocial behavior, and juvenile delinquency. Claims that learning disabilities cause aggressive behavior and delinquency are increasingly common in the popular press, and a variety of theories concerning this purported causal relationship have been proposed. This research is flawed by a lack of specificity in the definition of learning disabilities, with studies often examining heterogeneous groups of children with learning problems. The present review examines the relationship between specific reading disabilities (the most frequently diagnosed learning disability) and aggressive behavior. The data suggest that there is not enough evidence to conclude that reading disability causes aggressive or delinquent behavior, although limited evidence does suggest that reading disability may worsen preexisting aggressive behavior.
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Swanson, H. Lee. "Adults With Reading Disabilities." Journal of Learning Disabilities 45, no. 1 (November 4, 2011): 17–30. http://dx.doi.org/10.1177/0022219411426856.

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Dissertations / Theses on the topic "Reading disabilities"

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Nouvelle, Renee C. "The effects of oral reading fluency on reading comprehension for students with reading disabilities and specific learning disabilities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/823.

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The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational policy and practice. The theory of automaticity explains that a reader can focus more attention on the meaning of a reading passage when less attention is needed for word and sound recognition. The literature has suggested that reading comprehension can be improved through efforts to improve ORF. The central purpose of this quantitative, correlation study was to determine the relationship between gains in ORF and gains in reading comprehension of both informational and literary texts among 46 students in Grades 3 through 6 with reading difficulties and specific learning disabilities in a rural southern U.S. school district. A second purpose was to determine whether repeated readings or cold reads is the better predictor of reading comprehension. Gains in ORF rates over a 10-week period, determined by the difference in pre- and postmeasurements on two curriculum-based measures of ORF, were regressed on reading comprehension scores on the Measures of Academic Procedures test. There was not a statistically significant relationship between ORF and reading comprehension gains, and neither repeated readings nor cold reads was statistically a better predictor of reading gains. The findings offer several suggestions for the continuation of support for students who struggle with the reading process. Implications for social change included improved reading levels for those with reading and other specific learning disabilities.
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Reisetter, Tressa. "Processing speed and disabilities in reading." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1259306.

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This study primarily addressed two questions. The first question asked if individuals with learning disabilities in reading differ from individuals with other types of learning disabilities and from individuals with no clinical diagnosis on processing speed measured cognitively. The second question asked if subgroups within the two experimental groups with learning disabilities could be identified that conform to the Double Deficit Hypothesis (DDH) (Wolf & Bowers, 2000).Subjects were extracted from an existing data base that consisted of over 2000 individuals in the Mid-Western United States who had been referred for neuropsychological assessment, and were chosen for this study if they had been diagnosed with a learning disability or had received no clinical diagnosis. A total sample of 307 was available for the study, including 211 males and 96 females. The subjects were assigned to one of three groups by the researcher. One group consisted of individuals diagnosed with learning disabilities in reading, a second group consisted of individuals with learning disabilities in areas other than reading, and the third groups consisted of individuals who had received no clinical diagnosis. Scores on the WoodcockJohnson Tests of Cognitive Ability- Revised, and the Woodcock Johnson Tests of Achievement- Revised were used for analysis.The investigation into the first question found that the three groups differed significantly on a cognitive measure of processing speed. The literature search had found that an achievement measure of processing speed discriminated between the three types of individuals. The current findings imply that processing speed problems may be linked to cognitive abilities as well as academic abilities. The results for the second question were not as clear. However, a cluster analysis of both the group with learning disabilities in reading and the group with learning disabilities in areas other than reading found processing speed to be an important factor in describing these individuals' difficulties. For the first group, Wolf and Bowers (2000) Double Deficit Hypothesis was supported for processing speed, but not for phonological processing. For the other group, the DDH was supported for processing speed and phonological processing, but not for the double deficit.
Department of Educational Psychology
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LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Christen, Margaret Harding. "A survey of reading services provided to students with reading disabilities." [College Station, Tex. : Texas A&M University, 2005. http://hdl.handle.net/1969.1/ETD-TAMU-1011.

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Cloud, Antre. "Effects of Journeys Reading Intervention on Reading Achievement of Students With Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3870.

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In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to evaluate the effects of the Journeys reading intervention on the reading achievement of students with disabilities using a comparative research design. The guiding research question for this quantitative project study addressed the difference in reading achievement scores for 3rd through 5th-grade students with disabilities who participated in the Journeys reading program and those who did not. The convenience sample consisted of 34 students with disabilities in Grades 3 through 5 during the 2013 and 2014 school years. Data from the 2013 and 2014 state reading assessments were collected and analyzed using a Mann-Whitney U Test. Results indicated that students with disabilities who received the Journeys program made more significant gains in reading than students who received the traditional program. The doctoral project included a program evaluation report that will be presented to the local school district. Social change implications include enhancing the reading achievement for students with disabilities through a more effective reading curriculum.
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Cox-Magno, Natasha. "Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4916.

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Historically, students with intellectual disabilities (ID) have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with ID. Guided by Piaget's and Vygotsky's constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with ID. A single-participant, multiple baseline design with graphical visual analysis was used across 4 kindergarten students with ID to illustrate the influence of the reading intervention. All 4 kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant's baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with ID, thus, allowing ID students greater opportunity to benefit from curriculum and instruction over time.
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Raser, Kelly A. "A Review of computer-based/ assisted instruction in reading among school-age children with mild learing (sic) disabilities and/or reading disabilities, 1994-present." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed. )--Kutztown University of Pennsylvania, 2004.
Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 35-37 ).
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Bains, Randhir S. "The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2457.

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The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.
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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Reuter, Heitho Bokides. "Phonological awareness instruction for middle school students with disabilities : a scripted multisensory intervention /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288653321&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 111-117). Also available for download via the World Wide Web; free to University of Oregon users.
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Books on the topic "Reading disabilities"

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Pennington, Bruce F., ed. Reading Disabilities. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8.

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Kamhi, Alan G. Language and reading disabilities. 3rd ed. Boston: Pearson, 2012.

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Leong, Che Kan. Children with specific reading disabilities. Amsterdam: Swets & Zeitlinger, 1987.

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Wise, Barbara W. Linguistic remedies for reading disabilities. United States?]: Remedies for Reading Disabilities, Inc., 2011.

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G, Brannigan Gary, ed. Reading disabilities: Beating the odds. Voorhees, N.J: Reading2008 & Beyond, 2009.

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Joshi, R. Malatesha, and Che Kan Leong, eds. Reading Disabilities: Diagnosis and Component Processes. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7.

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J, Ellsworth Nancy, and Amoruso Marie Z, eds. Reading and learning disabilities: Research and practice. New York: Garland Pub., 1995.

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Developmental reading disabilities: A language based treatment approach. San Diego: Singular Pub. Group, 1996.

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A, Baker Catherine, ed. Reading disabilities in college & high school: Diagnosis & management. Parkton, Md: York Press, 1991.

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Hoffman, Karen. Automatic word recognition, syntactic processing and reading disabilities. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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Book chapters on the topic "Reading disabilities"

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Liberman, A. M. "Observations from the Sidelines." In Reading Disabilities, 241–45. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_16.

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Smith, Shelley D., William J. Kimberling, and Bruce F. Pennington. "Screening for Multiple Genes Influencing Dyslexia." In Reading Disabilities, 97–110. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_7.

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Pennington, Bruce F. "Genetic and Neurological Influences on Reading Disability: An Overview." In Reading Disabilities, 3–13. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_1.

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Steinmetz, Helmuth, and Albert M. Galaburda. "Planum Temporale Asymmetry: In-Vivo Morphometry Affords a New Perspective for Neuro-Behavioral Research." In Reading Disabilities, 143–55. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_10.

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Hynd, George W., Richard M. Marshall, and Margaret Semrud-Clikeman. "Developmental Dyslexia, Neurolinguistic Theory and Deviations in Brain Morphology." In Reading Disabilities, 157–74. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_11.

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Tallal, Paula, Robert L. Sainburg, and Terry Jernigan. "The Neuropathology of Developmental Dysphasia: Behavioral, Morphological, and Physiological Evidence for a Pervasive Temporal Processing Disorder." In Reading Disabilities, 175–89. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_12.

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Wood, Frank, Lynn Flowers, Monte Buchsbaum, and Paula Tallal. "Investigation of Abnormal Left Temporal Functioning in Dyslexia Through rCBF, Auditory Evoked Potentials, and Positron Emisson Tomography." In Reading Disabilities, 191–205. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_13.

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Kershner, John, and John Micallef. "Cerebral Laterality in Dyslexic Children: Implications for Phonological Word Decoding Deficits." In Reading Disabilities, 207–23. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_14.

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Aguiar, Linda, and Susan Brady. "Vocabulary Acquisition and Reading Ability." In Reading Disabilities, 225–37. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_15.

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Stein, J. F. "Hemispheric Specialisation and Dyslexia." In Reading Disabilities, 247–52. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_17.

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Conference papers on the topic "Reading disabilities"

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Jansche, Martin, Lijun Feng, and Matt Huenerfauth. "Reading difficulty in adults with intellectual disabilities." In the 12th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878803.1878869.

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Johnson, Andrew P. "Reading Instruction For Students With Intellectual Disabilities." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.31.

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Kashani-Vahid, Leila, Sahar Kazemi Taskooh, and Hadi Moradi. "Effectiveness of “Maghzineh” Cognitive Video Game on Reading Performance of Students with Learning Disabilities in Reading." In 2019 International Serious Games Symposium (ISGS). IEEE, 2019. http://dx.doi.org/10.1109/isgs49501.2019.9047004.

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Battalova, Sania. "The right to reading: The principles of the Marrakesh Treaty in Russia." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-38-43.

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The Marrakesh Treaty on facilitating access for blind and visually impaired people and people with print disabilities to published works is one of the first international treaties in copyright aimed at widening the access to printed works under the copyright for up to 300 million people with print disabilities. The member states are to amend their national laws correspondingly. Russia ratified the Treaty in November, 2017 2 [4] and on May 8, 2018, the Treaty will come into effect in this country. By doing this, Russia accepts responsibility to eliminate legislative barriers preventing inequality of blind, visually impaired people and persons with print disabilities in the access to books and other materials and widening this access. The key Treaty provisions are analyzed; amendments to and provisions of the RF copyright law are discussed as they are to enable the libraries and other organizations to provide the rights to equal access to the information and knowledge for the target groups of population.
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Menachem, Yardena. "Enhancing Reading Comprehension Of Efl Students With Learning Disabilities: Qualitative Findings." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.20.

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Fenellós, Cristina Bel. "Working Memory And Reading Comprenhension In Young People With Intellectual Disabilities." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.15.

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Montanchez, Maria Luisa, and Gabriela Jara-Saldaña. "READING LEARNING DISABILITIES AND THE BORDERLINE AND LOWER EXTREME INTELLECTUAL CAPACITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1760.

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Barbas, Maria, and Pedro Matos. "CREATIVE WRITING AND READING ON MULTIMEDIA ENVIRONMENTS WITH STUDENTS WITH DISABILITIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0538.

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Elsaigh, Aamal Mostafa, and Husnia Mohammed Elsiddig. "The role of e-learning in improving the reading skills of children with learning disabilities in reading from the point of view of teachers of children with learning disabilities." In 2017 Joint International Conference on Information and Communication Technologies for Education and Training and International Conference on Computing in Arabic (ICCA-TICET). IEEE, 2017. http://dx.doi.org/10.1109/icca-ticet.2017.8095305.

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Kiyota, Kimiyasu, Takaaki Ishibashi, Manabu Shimakawa, Hiroshi Kuribayasi, Kazuyuki Itou, and Kazuko Fujisawa. "Pen-based Smart Tablet with Finger-tracing Reading for People with Visual Disabilities." In ACIT 2019: 7th ACIS International Conference on Applied Computing and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325291.3325371.

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Reports on the topic "Reading disabilities"

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Cutting, Laurie E. Magnetic Resonance Spectroscopy Imaging and Function Magnetic Resonance Imaging of Neurofibromatosis Type I: In vivo Pathophysiology, Brain-Behavior Relationships and Reading Disabilities. Fort Belvoir, VA: Defense Technical Information Center, March 2005. http://dx.doi.org/10.21236/ada436879.

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Cutting, Laurie E. Magnetic Resonance Spectroscopy Imaging and Functional Magnetic Resonance Imaging of Neurofibromatosis Type I: In Vivo Pathophysiology Brain-Behavior Relationships and Reading Disabilities. Fort Belvoir, VA: Defense Technical Information Center, October 2003. http://dx.doi.org/10.21236/ada420953.

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Roberts, Tony, and Kevin Hernandez. Open Data for Agriculture and Nutrition: A Literature Review and Proposed Conceptual Framework. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.018.

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This paper begins by locating the Global Open Data for Agriculture and Nutrition project (GODAN) in the context of wider debates in the open data movement by first reviewing the literature on open data and open data for agriculture and nutrition (ODAN). The review identifies a number of important gaps and limitations in the existing literature. There has been no independent evaluation of who most benefits or who is being left behind regarding ODAN. There has been no independent evaluation of gender or diversity in ODAN or of the development outcomes or impacts of ODAN. The existing research on ODAN is over-reliant on key open data organisations and open data insiders who produce most of the research. This creates bias in the data and analysis. The authors recommend that these gaps are addressed in future research. The paper contributes a novel conceptual ‘SCOTA’ framework for analysing the barriers to and drivers of open data adoption, which could be readily applied in other domains. Using this framework to review the existing literature highlights the fact that ODAN research and practice has been predominantly supply-side focused on the production of open data. The authors argue that if open data is to ‘leave no one behind’, greater attention now needs to be paid to understanding the demand-side of the equation and the role of intermediaries. The paper argues that there is a compelling need to improve the participation of women, people living with disabilities, and other marginalised groups in all aspects of open data for agriculture and nutrition. The authors see a need for further research and action to enhance the capabilities of marginalised people to make effective use of open data. The paper concludes with the recommendation that an independent strategic review of open data in agriculture and nutrition is overdue. Such a review should encompass the structural factors shaping the process of ODAN; include a focus on the intermediary and demand-side processes; and identify who benefits and who is being left behind.
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