THE DETAILS HE REMEMBERS: THE READING SPAN OF AN 8-YEAR-OLD DYSLEXIC CHILD
DOI:
https://doi.org/10.61841/05cbqd22Keywords:
dyslexia, information details, reading comprehension, reading spanAbstract
The main goal of reading is to comprehend the text by understanding all of the details stated in the text. Unfortunately, due to their lacking ability in processing the details, dyslexic readers tend to fail in recalling some of the sentence details. Thus, this research aimed to point out the reading span of a dyslexic child as well as the tendency of his answers when being asked about the sentence details. A battery of 51 sentences that consisted of evenly distributed information details such as Noun (as the Subject and Object of the sentence), Verb (as the predicate), Adjective, and Adverbs was constructed. It was accompanied by 219 comprehension questions related to each detail presented in the battery. In obtaining the data, the Participant was asked to read sentences and answers the comprehensive questions that follow each sentence. Results showed that the participant tends to make more incorrect answers as the number of details within a sentence increased. In addition, Participant tends to be able to correctly recall details that were placed in latter parts of the sentence. Also, the Participant of this study tends to fail in recalling the modifiers. Implications were discussed. The results of this research is expected to help parents and children to provide better education quality and facilities for dyslexic children as part of the inclusive education programs.
Downloads
References
[1] A. Pauranika, “Hindi-English Bilingual Dyslexia,” Procedia Social and Behavioral Sciences, vol. 6, p. 214, 2010.
[2] M. Lallier, S. Valdois, D. Lassus-Sangosse, C. Prado and S. Kandel, “Impact of orthographic transparency on typical and atypical reading development: Evidence in French-Spanish bilingual children,” Research in Developmental Disabilities, vol. 35, no. 5, pp. 1177-1190, 2014.
[3] S. Valdois, C. Peyrin, D. Lassus-Sangosse, M. Lallier, J.-F. Démonet and S. Kandel, “Dyslexia in a French–Spanish bilingual girl: Behavioural and neural modulations following a visual attention span intervention,” Cortex, vol. 53, no. Supplemen C, pp. 120-145, 2014.
[4] A. Beaton, Dyslexia, reading and the brain: A sourcebook of psychological and biological research, Psychology Press, 2004.
[5] C. E. Snow, Reading for Understanding: Toward an R&D Program in Reading Comprehension, Santa Monica: RAND, 2002.
[6] C. van Vreckem, A. Desoete and H. van Keer, “Poor Comprehensive Readers: What Do We Know About Their Profile?,”
Procedia-Social and Behavioral Sciences, vol. 15, pp. 229-234, 2011.
[7] A. d. S. Kida, C. R. De Ávila and S. A. Capellini, “Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability,” Frontiers in Psychology, vol. 7, p. 787, 2016.
[8] N. A. F. Nawangsari and V. Suprapti, “Identifikasi dan Model Intervensi Gangguan Kesulitan Belajar pada Siswa Sekolah Dasar di Surabaya,” Universitas Airlangga, Surabaya, 2008.
[9] B. A. J. Jap, E. Borleffs and B. A. M. Maassen, “Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery,” Reading and Writing, vol. 30, no. 8, pp. 1729-1751, 2017.
[10] S. Nouwens, M. A. Groen and L. Verhoeven, “How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing,” Reading and writing, vol. 30, no. 1, pp. 105-120, 2017.
[11] C. A. de Carvalho, A. D. S. Kida, S. A. Capellini and C. R. de Avila, “Phonological working memory and reading in students with dyslexia,” Frontiers in psychology, vol. 5, p. 746, 2014.
[12] W. Kintsch and K. A. Rawson, “Comprehension,” in The Science of Reading: A Handbook, M. J. Snowling and C. Hulme, Eds., Oxford, Blackwell Publishing, 2005, pp. 209-226.
[13] M. Daneman and P. A. Carpenter, “Individual Differences in Working Memory and Reading,” Journal of Verbal Learning and Verbal Behavior, vol. 19, no. 4, pp. 450-466, 1980.
[14] S. Dardjowidjojo, Psikolinguistik: Pengantar Pemahaman Bahasa Manusia, Yogyakarta: Yayasan Pustaka Obor Indonesia, 2003.
[15] B. Hannon and M. Daneman, “A New Tool for Measuring and Understanding Individual Differences in the Component Processes of Reading Comprehension,” Journal of Educational Psychology, vol. 93, no. 1, pp. 103-128, 2001.
[16] W. Tunmer and K. Greaney, “Defining dyslexia,” Journal of learning Disabilities, vol. 43, no. 3, pp. 229-243, 2010.
[17] E. K. Robertson and M. F. Joanisse, “Spoken Sentence Comprehension in Children with Dyslexia and Language Impairment: The Roles of Syntax and Working Memory,” Applied Psycholinguistics, vol. 31, no. 1, pp. 141-165, 2010.
[18] J. N. Towse, G. J. Hitch, N. Horton and K. Harvey, “Synergies Between Processing and Memory in Children’s Reading Span,” Developmental Science, vol. 13, no. 5, pp. 779-789, 2010.
[19] T. A. Farmer, A. B. Fine, J. B. Misyak and M. H. Christiansen, “Reading span task performance, linguistic experience, and the processing of unexpected syntactic events,” The Quarterly Journal of Experimental Psychology, vol. 70, no. 3,
pp. 413-433, 2017.
[20] H. Alwi, S. Dardjowidjojo, H. Lapoliwa and A. M. Moeliono, Tata Bahasa Baku Bahasa Indonesia, 3rd ed., Balai Pustaka, 1998.
[21] F. Katamba, English Words, New York: Routledge, 2005.
[22] D. Haenggi, W. Kintsch and M. A. Gernsbacher, “Spatial Situation Models and Text Comprehension,” Discourse Processes, vol. 19, no. 2, pp. 173-199, 1995.
[23] R. A. Zwaan and G. A. Radvansky, “Situation Models in Language Comprehension and Memory,” Psychological Bulletin, vol. 123, no. 2, p. 162, 1998.
[24] D. Bartlett, S. Moody and K. Kindersley, Dyslexia in the Workplace: AN Introductory Guide, West Sussex: Wiley- Blackwell, 2010.
[25] M. Johnson, in Semantics: Introducing Linguistics (4th ed.), Chichester, Blackwell Publishing Ltd., 1987.
[26] J. I. Saeed, Semantics: Introducing Linguistics, 4th ed., Chicester: Blackwell Publishing Ltd, 2003.
[27] H. M. Junaiyah and E. Z. Arifin, Keutuhan Wacana, Jakarta: Grasindo, 2010.
[28] N. Riemer, “Internalist Semantics,” in The Routledge Handbook of Semantics, N. Riemer, Ed., Oxon, Routledge, 2016,
pp. 31-32.
[29] W. Kintsch and E. Kintsch, “Comprehension,” in Children's Reading Comprehension and Assessment, S. G. Paris and S.
A. Stahl, Eds., Mahwah, Lawrence Erlbaum Associates, Inc., 2005, pp. 71-92.
[30] S. Y. Kim and D. J. Bolger, “Effects of visual, lexical, and contextual factors on word recognition in reading Korean sentences,” Journal of Cognitive Science, vol. 18, no. 1, pp. 43-83, 2017.
[31] W. Boyle, A. K. Lindell and E. Kidd, “Investigating the Role of Verbal Working Memory in Young Children’s Sentence Comprehension,” Language Learning, vol. 63, no. 2, pp. 211-242, 2013.
[32] S. G. Paris and S. A. Stahl, Eds., Children's reading comprehension and assessment, Routledge, 2005.
[33] M. J. Snowling and C. Hulme, Eds., The Science of Reading: A Handbook, vol. IX, Oxford: Blackwell Publishing, 2008.
[34] X. Y. Xiao and C. S. H. Ho, “Weaknesses in semantic, syntactic and oral language expression contribute to reading difficulties in Chinese dyslexic children,” Dyslexia, vol. 20, no. 1, pp. 74-98, 2014.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
