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http://www.bdainternationalconference.org/2001/presentations/sat_s4_a_3.
htm
(1) Dept. of Technology and Science Education, Technion -I.I.T., Haifa 32000
Israel (2) , Dept. of General Studies, Technion - I.I.T., Haifa 32000 Israel
ruthengel@netscape.net
Abstract
Introduction
Reading disability occurs due to a few reasons among which are the
motivational-emotive factor (Bentin, 1992), the environmental factor
(Vernon, 1979), the mental-cognitive factor (Rutter and Yule, 1975), the
psychological-sensory factor (Rudel and Denkla, 1976) and the neuro-
developmental factor (Geschwind, 1985). Dyslexia, as a reading impairment,
is often attributed to primary neuro-developmental damage. One of the
dilemmas in research is defining the dominant neuro-developmental cause
that explains dyslexia (Rahmany, 1990). Significant discussions between
researchers revolve around the dominance of auditory or visual perception as
causes of reading disability.
Bradley and Bryant (1983) found that it was possible to expect adequate
reading ability from children with good phonological awareness on the basis
of a test for identifying similar sounds. Children with poor phonological
ability, however, were slow and revealed difficulty in reading acquisition.
Birch and Belmont (1965), Jorm (1977), Holmes and Peper (1978) and
others support the correlation between reading disabilities and auditory
perceptual impairment.
The idea that auditory perception is the dominant reason explaining reading
difficulties has met with opposition by other researchers who suggest visual
perception as the dominant reason for dyslexia. According to these
researchers, due to the impaired visual perception, readers have difficulties
with the holistic perception of the word which they read sequentially. Their
reading errors include changing the order of letters (graphemes) in a word,
or letter (phoneme) deletion and insertion (Kinsbourne and Warrington,
1962, Warrington and Rabin, 1971, Warrington and Shallice, 1979,
Bradshaw, 1975).
2. Word type affects the errors: The subject can read a word better when it
represents an object and not function words (prepositions).
Our research examines the assumption that there exist three different types
of reading disabilities related to different types of impaired perception: an
impaired auditory perception, an impaired visual perception, and an impaired
peripheral hearing system. Our research assumptions were that if, indeed,
different types of dyslexia (by perception channel) existed, we would find: 1)
similar characteristic reading difficulties in subjects with reading disability
due to auditory perception impairment and hearing-impaired subjects, who
suffer from reading difficulties. 2) We expect these impairment types to be
different from those of the dyslexic subjects with impaired visual perception.
This leads to the major research question in this study: Is it possible to find
in the framework of a comparative study similar characteristics of reading
difficulties in these populations, based on a physiological source, on the one
hand, and on a neuro-developmental (auditory or visual) perception
impairment, on the other.
Method of Work
THE SUBJECTS
Three research groups participated in this study, all studying in the 2nd to
the 6th elementary school grades. They were selected from the 2nd grade
up, since in the first grade children usually struggle with basic reading
acquisition.
The first group included 20 children per grade, that is, 100 children, who
were diagnosed as dyslexic by the first author and suffered only from
impaired auditory perception.
The control group consisted of 100 (20 per grade) dyslexic students (also
dignosed by the first author) who suffered from impaired visual perception.
The dyslexic groups had received no corrective intervention prior to the tests.
The dyslexic children came from Haifa and Northern Israel, as did about half
of the hearing impaired children. The latter were students in an integrative
school in Haifa. The rest of the hearing impaired students came from various
places in the center of Israel, and were tested in the "Shema'" Center for the
Hearing-Impaired in Tel-Aviv. Some of the hearing-impaired children talked at
a near-normal quality, but others had considerable speaking problems.
Therefore, a teacher was always present during the tests, and stopped the
reading whenever an error occurred and specified the error to the observing
researcher. This procedure was not necessary with the dylsexic groups.
PROCEDURE
4. Reading rate. This variable was measured by the number of words read
aloud per minute(WPM) as in Engel (1997). The student's reading was
stopped after one minute. The raw numbers of each group were averaged by
groups and by classes (with standard deviations) is shown in Table 2 and in
Figure 5.
b - reading errors in suffixes and "b/k/l/m" prefixes (for this term see
endnote iv). c - errors due to the child's changing the visual form of the
word; cf. e.g. Hebrew /hitbonen/ '(he) looked at' vs. reading it wrongly as
/hitlonen/ '(he) complained'.
d - change in the auditory form (the sound pattern) of the word; cf. e.g.
Hebrew [he'etik] '(he) copied' vs. reading it as [ekita] (a non-word).
Inter-grade comparison
The HI group There is no clear evidence that the distribution of the difference
in error quantity in reading meaningful or meaningless text changes with
time. That is to say, the distribution is fixed in time (p=0.154). In the 3rd,
4th and 6th grades (but not in the 2nd and 5th grades) HI significantly tend
to a situation where they make more errors in reading meaningful than
meaningless words. In the 2nd and 5th grades there is no statistical evidence
for this trend.
The Visual group There is no clear evidence that the content has a different
effect along the grades (p=0.10) (in the place test comparison p = 0.48). In
all the grades except in the 4th grade it is possible to say that in reading
meaningful texts there are significantly less errors than in reading
meaningless texts. In the 4th grade this is not significantly evident (p=0.10).
Inter-Group Comparison
Grade 6: At the 5% level of significance the three populations differ from one
another: The Visual group tends to read meaningful texts with less errors
than the HI and Auditory groups; the Auditory group reads meaningful texts
with less errors compared to the HI. That is to say, the probability that HI
would read meaningful texts with many errors is higher than the matching
probability of the Auditory group.
Figure 1 shows that there is hardly any interaction between the dyslexics
(both Visual and Auditory groups) and grade. (The above finding, based on
all the grades together, is therefore valid).
The Auditory group A significant difference along the grades was found
(p=0.001), but without the findings of grade 2 the difference is not
significant (p=0.465).
The Visual group There is a significant difference in reading style along the
grades (p=0.001), but without grade 2 the difference is not significant
(p=0.062). In grade 2 the prevalent reading style is sequential, and it
remains so in the higher grades
Inter-Group Comparison
For this comparison the three reading styles were scored as follows:
Inter-grade comparison
In the HI population the probability for self correction was especially low in
the 3rd grade. Inter-group comparison As to inter-group differences in this
test, at the 5% level of significance this probability is not the same in all the
groups and at least two are different. The probability estimation for self
correction is as follows:
At the 5% level of significance only the difference between the HI and the
Auditory groups is significant (p=0.016). Likewise, there is a significant
difference between both dyslexic groups (together) and the HI (p=0.013). In
both cases, the HI have a lower probability for self-correction. In the 5th and
6th grades there was no difference between the three groups at the 5% level
of significance (p=0.792).
READING RATE
Inter-grade comparison
In the 2nd grade there is no difference between the populations. In the
higher grades, the number of WPM of the HI increases with the grade. In the
Visual group the increase in reading rate is the most moderate. In the
Auditory group the increase is moderate and then, after the 4th grade, their
reading rate becomes equal to that of the HI.
In the 2nd and 4th grades there is no significant difference between the
groups. In the 3rd grade, the HI group has a significantly higher number of
WPM than the Visual or Auditory groups. In the 5th and 6th grades there is
no significant difference between the HI and the Auditory groups, and the
Visual group differs significantly from the other two groups.
The HI group In the 2nd grade the reading rate is especially low. It is also
lower than that of the other groups. In the 3rd and 4th grades the number of
words is equal, and higher than in the 2nd grade. In the 5th and 6th grade,
the average number of WPM is significantly higher than in the lower grades.
The Auditory group The number of WPM in the 4th grade is significantly
different from both the lower and higher grades. In the 5th and 6th grades
the number of WPM is different from and significantly higher than in the 4th
grade.
The Visual group The number of WPM in the higher grades (4th through 6th
grades) is significantly higher than that of the lower grades (2nd and 3rd
grades).
Inter-grade comparison
The Auditory group At the 5% level of significance the pointing effect on the
number of reading errors is not equal for all grades. Two facts contributed to
this finding: In the 2nd grade there were too many cases in which "pointing"
helped reading (i.e., less reading errors) and in the 6th grade there were too
many errors in reading "pointed" texts . Throughout the grades there is a
growing tendency to make more errors in "pointed" texts. Apparently
"pointing" interferes with the reading process (cf. Figure 4), although this has
not been statistically tested.
In the 2nd grade reading a pointed text decreased significantly the number of
reading errors; in the 3rd and 5th grades there was no statistical evidence
for a difference between reading "pointed" and "unpointed" texts. In the 4th
and 6th grades there was statistical evidence that reading "pointed" texts
increased the number of errors. In general, throughout the grades, in this
group "pointing" had an interfering factor.
Inter-Group Comparison
Inter-grade comparison In both the 2nd and 3rd grades there is a significant
inter-group difference in the error type distribution. At the 5% level of
significance all the groups differ: In the HI the most prevalent error types are
categories a, b, c; In the Auditory group the most prevalent error type is
category c; In the Visual group the most prevalent error types are categories
a, d. In the 2nd grade category no. e does not occur at all in the HI and
Auditory groups. In this grade it is found in only one Visual subject. In the
3rd grade of the HI no errors of category d and e occur.
In the 4th grade at the 5% level of significance the HI differ significantly
from the Auditory and Visual groups, between whom there is no significant
difference.
These findings result from the fact that in the HI and Auditory groups errors
of category c are frequent, whereas in the Visual group many category d
errors occur. It should also be noted that in the Auditory and Visual groups
the difference in error distribution along grades is not significant, i.e., the
distribution is stable throughout the grades. In contrast, in the HI group a
significant difference was found which is due to the fact that in the 4th grade
category c errors were not found at all and in the other grades almost only
category c errors were found.
In the 2nd grade - the difference between the HI and Auditory groups is not
significant. The HI and the Auditory groups differ from the Visual group
(mainly due to category 3 vs. category d errors).
In the 3rd grade, the difference between the HI and Auditory groups is not
significant (in both mainly category c errors occur). The difference between
the Auditory and Visual groups is significant (p=0.011). The Visual group
differs significantly from the HI (the Visual group has mainly errors of
category 4, whereas in the HI group mainly errors of category c occur).
In the 4th grade - HI and Auditory groups differ significantly (HI have mainly
category 4 errors, the Auditory group has mainly category c errors). The HI
and Visual groups are not significantly different (mainly category d errors
occur); neither are the Auditory and Visual groups.
In the 5th and 6th grades HI and Auditory groups are not significantly
different. But both HI and Auditory groups differ significantly from the Visual
group (mainly due to errors in category c in the HI and Auditory groups vs.
errors of category d in the Visual group).
Reading meaningful texts The Visual group reads meaningful better than
meaningless texts. The HI group reads meaningless better than meaningful
texts. The Auditory group is not affected by the presence or lack of meaning
in the text, although in the 4th grade the presence of meaning detracts from
their reading quality. This picture may be explained by different causes.
The HI: Since their reading is mainly holistic-structural, they probably search
their internal vocabulary for a similar pattern (word); when they fail to find
it, they linger on the meaningless word and then decode it more accurately.
The Visual group members read sequentially and take rather a long time in
reading; understanding the meaning of the text (when there is a meaning)
supports the sequential reading process.
The Auditory group, on the other hand, reads holistically and faster and does
not dwell on the meaning. It falls, in fact, between the HI and the Visual
groups, since its auditory channel is impaired, but its hearing system is
better than that of the HI. Therefore, compared to the HI, it has better
linguistic skills which help it in reading meaningful texts, but not to the same
extent as it helps the Visual group.
Sequential and holistic reading In the 2nd grade all the students use the
sequential reading strategy. Later on, the Visual group continues to use this
strategy, while the HI and the Auditory groups move more and more towards
holistic reading. We offer two explanations for this phenomenon, related to
the different kinds of impairment: Normal readers pass on to global reading
after acquiring (seqential) technical reading. Since the Visual group members
have an impaired visual perception channel, which limits their ability to
perceive whole elements, these students continue reading in the sequential
style. The HI and the Auditory groups, on the other hand, due to their
impaired auditory perception channel, use a sight-based (visual) reading
technique which is not mediated by speech sounds or generalization of
sounds and graphic symbolization.
Reading rate In the 2nd grade, reading rate is similar in all the three groups.
This finding matches the sequential reading style of all three groups. In the
3rd grade the HI are the fastest readers (in reading aloud). In the 5th and
6th grades the reading rate of the HI and the Auditory groups is similar. It
differs, however, from the Visual group, which has the slowest reading rate.
It should be noted that all the subjects read at a slower rate than the
average normal readers (Engel, 1997), even after the 2nd grade, which is the
stage when the HI (and the Auditory group) move on to holistic reading. In
the two dyslexic groups the slow rate can be explained by the combined
effect of various reading difficulties. The Auditory group cannot use the
contribution of semantic content efficiently, whereas the Visual read
sequentially, which slows down their processing of the material; thus both
groups lack the reading flow and speed of the normal reader who already
identifies and reads the following word while still processing previous words.
The effect of reading "pointed" text The visual group reads "pointed" texts
better than both the HI and Auditory groups. Between the latter two groups
there is no significant difference. "Pointing" does not help the HI's reading,
and it actually detracts from the reading quality in the auditory group.
Phrased differently: the higher the grade, the more interfering factor
"pointing" becomes for the HI.
Reading errors types Similarity was found between HI and Auditory groups in
that most of their errors relate to the visual form of the word. These groups
differ from the Visual group whose main errors involve the word's auditory
pattern (sound pattern). It may be possible to explain the type of errors in
the HI and the Auditory groups by the fact that these groups do not have
sound mediation and rely mainly on the visual channel in their reading.
Accordingly, they cannot assess fast enough the link between the read letter
and its phonological-linguistic meaning, nor do they trace errors in words
through the auditory channel. In contrast, the Visual group is mainly aided
by auditory information, since its visual channel is impaired.
Unlike the Visual and the Auditory groups, the HI have also errors in vowels,
suffixes, and "b,k,l,m" prefixes. Regarding this kind of error we suggest an
explanation linking the structure of the Hebrew language and speech with
their specific impairment. Due to the use of the Hebrew Sign Language,
which differs in many respects from oral Hebrew, HI children are not
sufficiently proficient in the rich morphological structure of Hebrew in the first
grades of school and make morphological errors in both reading and
spontaneous speech. They do not always use the "b,k,l,m letters" since these
are not part of the lexemic word indicated by the root consonants. (They are
also morphological, syntactic and semantic elements, i.e., morphemes and
syntagms with certain meanings, which they do not perceive well enough.)
As soon as they identify the written word by its consonantal root letters,
which in Hebrew supply it its basic meaning, they think they understand it
(by linguistic and non-linguistic contextual cues) and do not pause to study
its (partly redundant) morphological pattern. Only for the 6th grade we did
not find such errors in the HI group. Maybe at this stage their linguistic
knowledge (expressed in general oral language and literacy) is already more
deeply rooted, so that it may actively contribute to decoding the written text
more than in earlier grades.
1. These scholars found about 33% semantic errors in their study vs. 66% of the
"visual" kind in their subject. Our research seems to support this finding. The
HI (mainly) do not rely on the content and therefore their reading is not
"semantic", and they make many semantic errors; the Auditory group does not
show preference to reading meaningful or nonsense texts, but nevertheless
make also semantic errors. However, the Visual group is significantly
different from both those groups in use of the semantic content of the text
(and closer to the results of Shallice and Warrington (1975)).
2. Shallice and Warrington (1975) refuted the hypothesis of "auditory" (sound)
errors in their subject. Our findings corroborate this view regarding the HI
and Auditory groups (and are in contrast with the Visual group's results).
This study sustains the view that reading is the "most difficult academic
challenge for the hearing impaired" (Marschark and Harris, 1997).We found
that in comparison with the other two populations, which can be defined as
reading impaired, the HI group was even weaker. Although its reading rate
was the highest of the three groups, this finding was significant only in the
3rd grade. The HI population's reading was the least supported by the
meaning of the text, so that their reading was not semantic, and they were
least prone to self-correction of reading errors, and the types of errors they
made were the most heterogeneous of the three studied groups, and
included prefixes such as "b,k,l,m" and word suffixes. These difficulties seem
to result from the correlation between their reading and language knowledge
expressed in their speaking skills.
1. Reading meaningful and nonsense texts: The Auditory group had an increase
of errors when reading meaningful texts. In the other grades of this group
there is no difference between reading meaningful or nonsense texts. As to the
Visual group, no significant evidence was found in the 4th grade that in
reading a meaningful text there were less errors compared to the other grades.
2. In the Auditory group: Reading rate in this grade is statistically related neither
to the lower nor to the higher grades.
3. In the 4th grade of the Auditory group "pointing" contributes to the errors,
contrary to the other grades of this group. Also from the point of view of
inter-group differences, in this grade there is significant difference only
between the Visual and the Auditory groups (unlike other reading
characteristics).
4. In the 4th grade of the HI group, there are hardly any visual pattern (category
c) errors. In the other grades almost only visual form errors occur.
5. In comparing reading errors of category c and category d in the 4th grade with
these types of errors in the other grades, the HI and Auditory group differ. The
HI and the Visual group, however, do not differ significantly between
themselves, nor do the Auditory and Visual groups differ from each other.
These findings about the 4th grade raise questions as to the origin and
explanation of these differences. Can we consider the dyslexic and HI
population at this grade as being in a special developmental stage, at least
concerning reading skills? Is it in any way related to the fact that the 4th
grade is an important stage of maturation for the child, as implied by the
structure of syllabi for this grade in elementary schools? A possible research
question for further study would, thus, be whether the 4th grade begins a
new stage in the development of reading skills among reading-impaired
children as those studied here.
Conclusion
This research studied three groups of children with impairments that lead to
reading difficulties. We found differences between the groups with impaired
auditory or visual perception. These differences support the approach which
considers dyslexia as an "umbrella" term which includes sub-groups of
various kinds of reading impairment. The research revealed typical features
for the reading difficulties of members of each of these groups. These
differences depended both on impairment type and on grade, i.e., the child's
developmental stage. In these respects, the HI and Auditory groups are more
similar to each other than any of them to the Visual group. Our research
hypotheses were thus corroborated.
The HI children were found to have the lowest reading scores among the
three groups. This finding was, in fact, anticipated, since reading acquisition
problems in HI children are still considered their greatest academic
challenge, which teachers, educators and researchers all over the world have
not solved so far.
The study is relevant to other research topics such as the study of language
problems among HI (with various levels of impairment), the study of reading
processes in general, development stages of impaired beginning readers, the
passage from the first stage, i.e., technical reading, to higher reading skills,
differences between sequential and holistic readers, differences between
reading patterns of male and female readers, etc.
Acknowledgments
This study was supported partly by a Technion VPR grant no. 2001576 for the
Enhancement of Research, and partly by the Ministry of Education.
The authors extend their thanks to the hundreds of dyslexic and hearing
impaired children in Haifa and Tel-Aviv, the school principals and Shema' Tel-
Aviv director, for their invaluable help in conducting the experiments.
The authors cordially thank Prof. A. Cohen, Head of the Statistical Consulting
Laboratory, at the Technion School of Industrial Engineering and
Management, and especially Dr. O. Barnett, for their help with the statistical
analysis.
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group 2nd grade 3rd grade 4th grade 5th grade 6th grade
HI
average 14 49.6 50.8 61.3 66.41
STD 5.4 5.4 11.2 15.8 17.9
auditory
average 17.40 20.95 43.2 59.9 61.3
STD 7 10.8 13.4 15.7 15.6
visual
average 17.85 20.75 42.5 43.3 48.4
STD 6.2 12.34 15.7 19.4 16.6
Figure Captions
Figure 5. Average number of words per minute (WPM) in the three groups by
grades
Notes
b - It was later found that hearing impaired and deaf children often acquire
sign language even earlier than hearing children acquire oral langauge.
c - The ages of children of this group varied more than in the dyslexic
groups, because as is well known, hearing impaired children are generally
slower in developing their language and literacy skills than hearing children.
We therefore ignore individual ages in this study and refer to grades only.