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Bibliometric analysis: Reading and speed-reading learning in elementary school
This bibliometric research aims to analyse the development of research on reading and speed-reading learning in elementary schools. Data were collected from the Scopus database using the keywords “reading learning,” “speed reading,” and “elementary school.” The analysis focused on publication trends by year, author affiliation, journal, productivity, and research subjects. Results indicate that publications on reading and speed-reading learning have fluctuated in growth from 2013 to 2023, with
and
being the journals with the most publications. Pennsylvania State University, the University of Virginia, and Universitas Pendidikan Indonesia are the top contributors to research on reading learning, while Universidad de Oviedo and Universidad Católica de la Santísima Concepción are the main contributors to speed-reading research. Capellini is the most prolific researcher in reading learning, and Akyol has contributed significantly to both reading and speed-reading research in elementary schools. Most researchers focusing on reading learning in elementary schools are from the United States, while research on speed reading is led by scholars from Spain, Turkey, and the United States. Network visualization shows that research on reading learning in elementary schools forms nine clusters, with Cluster 1 being the largest, covering 38 topics. Meanwhile, speed-reading research in elementary schools forms a single cluster with 11 topics.
Journal Article
Functional connectivity is linked to working memory differences in children with reading learning disability
Reading learning disability (RLD) is characterized by a specific difficulty in learning to read that is not better explained by an intellectual disability, lack of instruction, psychosocial adversity, or a neurological disorder. According to the domain-general hypothesis, a working memory deficit is the primary problem. Working memory in this population has recently been linked to altered resting-state functional connectivity within the default mode network (DMN), salience network (SN), and frontoparietal network (FPN) compared to that in typically developing individuals. The main purpose of the present study was to compare the within-network functional connectivity of the DMN, SN, FPN, and reading network in two groups of children with RLD: a group with lower-than-average working memory (LWM) and a group with average working memory (AWM). All subjects underwent resting-state functional magnetic resonance imaging (fMRI), and data were analyzed from a network perspective using the network brain statistics framework. The results showed that the LWM group had significantly weaker connectivity in a network that involved brain regions in the DMN, SN, and FPN than the AWM group. Although there was no significant difference between groups in reading network in the present study, other studies have shown relationship of the connectivity of the angular gyrus, supramarginal gyrus, and inferior parietal lobe with the phonological process of reading. The results suggest that although there are significant differences in functional connectivity in the associated networks between children with LWM and AWM, the distinctive cognitive profile has no specific effect on the reading network.
Journal Article
100 ideas for primary teachers : supporting children with dyslexia
Making your lessons fun, engaging and effective for all learners, including those with dyslexia, can be challenging and you can soon run out of ideas. This book offers 100 practical, ready-to-use activities to help all primary teachers with their every day lesson planning. The tried-and-tested activities cover all the key areas of the primary curriculum, including maths, spelling and creative writing, plus a wide range of ideas for teachers on differentiation, memory strategies and planning for learning. This new book is essential for all primary teachers and SENCOs who want to ensure that they are continually providing for all children in their care. Includes: teaching tips; taking it further ideas; quotes from teachers and pupils; bonus ideas; and online resources.
Book
Expert reading coaching via technology
While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students’academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasiexperimental design investigated the literacy outcomes of 452 students experiencing reading learning disabilities in grades K–8th whose special education and/or resource room teachers (n = 44) received student data-focused coaching support through on-site coaching, on-demand coaching (teachers could request support if needed), or through technology-based coaching. Specifically, researchers wanted to investigate if technology-based coaching was as effective as in-classroom support for increasing teachers’knowledge and implementation of researchbased reading instructional routines and ultimately, improving the reading, writing, and spelling outcomes of students with reading learning disabilities. Results yielded positive student academic growth for all three methods of coaching; however, coaching via technology, a more efficient, less time-consuming method of giving teachers ongoing professional development, produced larger statistically significant Cohen’s d effect sizes than the other two forms of coaching ranging from 0.22 to 1.01 in areas of phonemic awareness, decoding, comprehension, fluency, writing, and spelling. Other findings as well as the educational implications of implementing coaching via technology are also included.
Journal Article
Developing fluent readers : teaching fluency as a foundational skill
\"Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers\"-- Provided by publisher.
Book
Dyslexia : a history
In 1896 the British physician William Pringle Morgan published an account of “Percy,” a “bright and intelligent boy, quick at games, and in no way inferior to others of his age.” Yet, in spite of his intelligence, Percy had great difficulty learning to read. Percy was one of the first children to be described as having word-blindness, better known today as dyslexia. In this first comprehensive history of dyslexia Philip Kirby and Margaret Snowling chart a journey that begins with Victorian medicine and continues to dyslexia’s current status as the most globally recognized specific learning difficulty. In an engaging narrative style, Kirby and Snowling tell the story of dyslexia, examining its origins and revealing the many scientists, teachers, and campaigners who put it on the map. Through this history they explain current debates over the diagnosis of dyslexia and its impact on learning. For those who have lived experience of dyslexia, professionals who have supported them, and scholars of social history, education, psychology, and childhood studies, Dyslexia reflects on the place of literacy in society – whom it has benefited, and whom it has left behind
eBook
Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.
Journal Article