Cognition, Language and Intelligence
Rolland S. Parker in Concussive Brain Trauma, 2016
Long axonal connections between regions may account for individual differences in cognitive skill and the development of such skills as reading. Genetic differences contributing to development involve genetic loading for white matter microstructure. There is a genetic role in developmental dyslexia. Reading involves development of cortical reorganization of functional cortical regions involved in an association between cortical regions supporting perception of visual words (orthographic) and spoken language (phonological). There are different influences upon task efficiency associated with performance and developmental levels. Age-related regions are left frontal and parietal cortices. Activity decreases with increasing age. Performance-related regions are bilateral extrastriate cortex and the left parietal-occipital-temporal (POT) junction. Reading skill (without age effects) is associated with activation of left ventral occipitotemporal regions. The visual word-form area appears associated with the left occipitotemporal region (midfusiform gyrus). Letter-sound integration involves heteromodal input (visual and auditory) for integration of orthographic and phonological processing in the left superior temporal cortex. Changes will differ between beginning readers and skilled readers (Schlaggar & McCandliss, 2007).
Trauma-informed Organizations, Leadership, Secondary Traumatic Stress and Supervision
William Steele in Reducing Compassion Fatigue, Secondary Traumatic Stress and Burnout, 2019
Read and view. No single book or document can cover all the issues around supervision. No one person in a sense is an expert. Reading expands your knowledge, keeps you current with practices and evidence-based research. As part of your professional development, take one day to spend just 15–30 minutes to surf the Internet. One search can yield multiple topics to pursue learning more about. Knowledge keeps us current, interesting and viable. It allows us to pass on the benefits of what we learn to others. Having an article every now and then to discuss in the supervisory process is another way to connect to supervisees as well as reinforce that there are several ways to think about and approach an issue. Given that we have become a very visual society, bringing YouTube segments into the supervisory process can also be very beneficial to the learning process especially around topics of trauma and self-care. Also keep in mind that human nature is such that you are not an expert in your own community no matter the value of what you have to share. However, using third-party references to communicate what you believe is important will encourage others to listen and hopefully encourage them to pursue what you believe is important.
Alexia
Alexander R. Toftness in Incredible Consequences of Brain Injury, 2023
Reading is relatively new to the human repertoire of skills, which makes it an especially interesting brain function. I love all of my brain functions equally, but reading? Reading is special. And I'm not just saying that because I'm a book. Glancing very quickly at a grouping of connected lines, dots, and loops leads to a remarkably fast transfer of information from ink on paper or pixels on a screen into your brain where you can understand a concept written down by someone who could be continents or years removed from your location in space or time. As flabbergasting as this ability is, it should come as no surprise that there are people who cannot successfully do it. But what may come as a surprise is that there are people who used to be able to read but lost that ability, despite still being able to write.
Early academic skills in Chinese children with autism spectrum disorders
Published in Speech, Language and Hearing, 2018
Reading is a complex process that requires two basic concepts: (1) being able to identify words or read sight words (i.e., decoding or word attack skills of real and nonsense-words) and (2) being able to assemble the words into meaning (i.e., reading comprehension) (Perfetti, Landi, & Oakhill, 2005). Schaefer Whitby and Mancil (2009) provided a synopsis of the literature of academic achievement since 1981. This review included results found in five articles, with a total of 560 participants ranging from 3 to 17 years old. In their review, they found that basic reading ability and decoding skills were intact for students with HFA and AS. Results from the review also indicated that children with HFA performed at or above their peers on reading activities during the first 8-years; however, there was a decline in reading abilities after the age of 8-years when reading comprehension materials becomes more abstract and less explicit. These data highlight the importance of intervention before the age of 8 and the potential benefits of intervention on verbal skill acquisition.
Strategy-based reading comprehension therapy during early acquired brain injury rehabilitation: preliminary results
Published in Disability and Rehabilitation, 2022
Kerrin Watter, Anna Copley, Emma Finch
Reading is a complex high level activity, requiring use of a range of cognitive and cognitive-linguistic skills, including attentional and memory processes, executive functioning and goal-directed behaviour; with the integration of multiple levels of information required to form a cohesive construct of the text and to understand and comprehend what has been read. Multiple factors influence the complexity of written information. Text ‘readability’ (including reading ease and reading grade) is typically dependent upon the total number of words (text length), total number of sentences, and number of syllables [69] but not necessarily syntactic complexity [54], with higher reading grade levels having longer passage lengths, longer sentence structures and increased multi-syllabic words [69]. However, other factors also impact reading comprehension, including the vocabulary used, the style the text is written in and the number of new ideas presented [70]. Further, reader-specific factors also impact comprehension, including the reader’s domain-specific knowledge of the content presented, their ability to identify intent/causation from the text, to recall new ideas and information across the text, and integrate information for comprehension [70].
Executive Functioning with the NIH EXAMINER and Inference Making in Struggling Readers
Published in Developmental Neuropsychology, 2021
Kelly K. Halverson, Jaye L. Derrick, Luis D. Medina, Paul T. Cirino
Reading is important and has many predictors. Beyond the known language-related predictors of reading (e.g., phonological awareness, rapid automatized naming, fluency), EF remains an important domain-general predictor of reading. There is rich theoretical and empirical support for such a relation, but this relation is complicated by how EF is measured. Despite a large number of studies in this general area, few studies simultaneously assess EF and reading both broadly and efficiently and include strong language and demographic covariates, particularly in large (n > 200) samples of struggling readers. Further, as evidenced by the review above, there is significant evidence supporting the EF-word reading relation, while the extant literature examining EF-reading fluency remains rather limited. The present study simultaneously evaluates several of these components currently missing from the literature. Thus, the goals of the present study were 1) to evaluate the relation of EF to a variety of reading skills using a novel measure of EF (NIH EXAMINER), in a large sample of struggling readers, accounting for a variety of sociodemographic variables and language processes, and 2) to evaluate the role of inference making as a potential mediator of the EF-reading comprehension relation.
Related Knowledge Centers
- Braille
- Health Literacy
- Somatosensory System
- Visual Perception
- Wechsler Adult Intelligence Scale
- Phonemic Awareness
- Hazard Symbol
- Phonological Awareness
- Rapid Automatized Naming
- Imagination