Do Reading Disorders, Do Reading Disorders, Males, and Technology Males, and Technology

Compute?Compute?Paul D. AcquaroPaul D. AcquaroDr. Hui-Yin HsuDr. Hui-Yin Hsu

May 3, 2006May 3, 2006

IntroductionIntroduction

This presentation will identify This presentation will identify what a reading disorder is, what a reading disorder is, discuss the susceptibility of discuss the susceptibility of males to reading disorders, males to reading disorders, and lastly discuss how and lastly discuss how computer technology can computer technology can help males reader become help males reader become more successful readers.more successful readers.

Statement of ProblemStatement of Problem

““A 2004 federal study known as the National A 2004 federal study known as the National Assessment of Educational Progress showed that Assessment of Educational Progress showed that girls did better than boys in reading” (Flannery, girls did better than boys in reading” (Flannery, 2006, p.2). 2006, p.2).

The divide between male and female learners is The divide between male and female learners is identified in a number of ways.identified in a number of ways.

The most common being the idea that girls are quiet The most common being the idea that girls are quiet learners, who absorb learning by reading and learners, who absorb learning by reading and listening while boys learn by doing. listening while boys learn by doing.

To date there is no direct research on behalf of the To date there is no direct research on behalf of the role technology can play in helping male students role technology can play in helping male students identified as having reading disorders in increasing identified as having reading disorders in increasing their reading abilities their reading abilities

Statement of Problem (cont.)Statement of Problem (cont.)

Current research does however Current research does however identify the following identify the following (1.) Why and how do we determine if (1.) Why and how do we determine if

reading difficulties and disorders exist? reading difficulties and disorders exist? (2) What are the many factors can (2) What are the many factors can

contribute to reading disorders? contribute to reading disorders? (3.) Is there is a perception that males (3.) Is there is a perception that males

are more likely to be diagnosed as are more likely to be diagnosed as having reading disorder than females? having reading disorder than females?

(4.) Can computer based technology (4.) Can computer based technology can provide some assistance to troubled can provide some assistance to troubled readers? readers?

Identifying Reading DifficultiesIdentifying Reading Difficulties

Through IDEA the student who has been document for a Through IDEA the student who has been document for a reading disorder is given special educational assistance reading disorder is given special educational assistance for their reading disability. for their reading disability.

NCLB guidelines say “NCLB guidelines say “even though the student’s reading even though the student’s reading achievement scores are significantly below the student’s achievement scores are significantly below the student’s overall learning potential the score’s are within the overall learning potential the score’s are within the average rangeaverage range”(Ross-Kidder, 2003, p.2).”(Ross-Kidder, 2003, p.2).

Snowing et all did a study of which concluded that the Snowing et all did a study of which concluded that the best formula for doing research on children with dyslexia best formula for doing research on children with dyslexia is to compare dyslexic children with that of students of the is to compare dyslexic children with that of students of the same reading age, vice the same chorological age. same reading age, vice the same chorological age.

““By definition therefore, the results of any experiment By definition therefore, the results of any experiment comparing dyslexic children with control children of the same comparing dyslexic children with control children of the same chronological age are difficult because of the ‘chicken-egg’ chronological age are difficult because of the ‘chicken-egg’ problem” (Nation, 2005, p. 30) problem” (Nation, 2005, p. 30)

Identifying Reading DifficultiesIdentifying Reading Difficulties

Earlier research believed that poor readers difficulties Earlier research believed that poor readers difficulties stem from bad word retrieval problems, as well as stem from bad word retrieval problems, as well as others believe that poor reading may stem not only others believe that poor reading may stem not only short term memory problems but poor letter short term memory problems but poor letter recognition and phonological awareness. recognition and phonological awareness.

To continue to support the idea that reading To continue to support the idea that reading disorders are disabilitiesdisorders are disabilities, M. Ruth Davenport and , M. Ruth Davenport and Carol Luaritzen provided a research article on Carol Luaritzen provided a research article on determining reading disabilities through the use of determining reading disabilities through the use of over the shoulder reading analysis. over the shoulder reading analysis.

““The purpose of this article is to present Over the The purpose of this article is to present Over the Shoulder Miscue Analysis as a foundation for Shoulder Miscue Analysis as a foundation for reflection, the opportunity to revisit and make reflection, the opportunity to revisit and make meaning of a literacy event” (Davenport and meaning of a literacy event” (Davenport and Luaritzen, 2002, p.109)Luaritzen, 2002, p.109)

Identifying Reading DifficultiesIdentifying Reading Difficulties

Richards and Morse (2002) conducted research on Richards and Morse (2002) conducted research on students with literacy learning disabilities and the role students with literacy learning disabilities and the role their self esteem plays in their success. their self esteem plays in their success.

The particular data that Richards was looking for in her The particular data that Richards was looking for in her research was a comparison of the literacy growth of both research was a comparison of the literacy growth of both students in learning disabled student classroom settings students in learning disabled student classroom settings and regular class settings. and regular class settings.

The goal of their research was in parallel to the goal of The goal of their research was in parallel to the goal of this presentation:this presentation:

to ascertain how students assessed as learning disabled to ascertain how students assessed as learning disabled would respond to a literature-based instructional program would respond to a literature-based instructional program that incorporates multiple literacy’s (the extension of literacy that incorporates multiple literacy’s (the extension of literacy beyond reading and writing encompasses all forms of beyond reading and writing encompasses all forms of communication, including communication, including computer technologycomputer technology, music, , music, dance and the visual and performing arts) (Richards and dance and the visual and performing arts) (Richards and Morse, 2002, p.3). Morse, 2002, p.3).

Identifying Reading DifficultiesIdentifying Reading Difficulties

““Learning to read is critical to a child’s (and adult’s) well Learning to read is critical to a child’s (and adult’s) well being. The child and adult who cannot read at a being. The child and adult who cannot read at a comfortable level experience significant difficulties comfortable level experience significant difficulties mastering many types of academic content” (Lyon, ND, mastering many types of academic content” (Lyon, ND, p.1) p.1)

The three big questions that Lyon sees are at hand:The three big questions that Lyon sees are at hand: How do children learn to read?How do children learn to read? Why do some children and adults have difficulties learning to Why do some children and adults have difficulties learning to

read? read? How can we help most children to learn to read? How can we help most children to learn to read?

““Specifically in order for the novice reader to begin to Specifically in order for the novice reader to begin to devote more attention and memory capacity to the text devote more attention and memory capacity to the text that is being read for strong comprehension to occur, that is being read for strong comprehension to occur, phonological and decoding skills must be applied phonological and decoding skills must be applied accurately, fluently and automatically”( Lyon, ND, p.3). accurately, fluently and automatically”( Lyon, ND, p.3).

Contributing FactorsContributing Factors

““All children make errors in learning to read, and the All children make errors in learning to read, and the nature of those errors is generally regarded as nature of those errors is generally regarded as useful information for the teacher” (Singleton, 2005, useful information for the teacher” (Singleton, 2005, 4). 4).

In order to determine the reason for miscues the In order to determine the reason for miscues the belief was that students use ‘top-down’ strategies in belief was that students use ‘top-down’ strategies in order to determine words and or concepts they are order to determine words and or concepts they are having difficulty with. having difficulty with.

This means that the students will use the MSV This means that the students will use the MSV concept talked about in our class: meaning concept talked about in our class: meaning (semantic), structure (syntactic), or visual (graphic (semantic), structure (syntactic), or visual (graphic or phonemic). or phonemic).

Contributing FactorsContributing Factors

Within the research it was found that dyslexic students Within the research it was found that dyslexic students “were found to employ syntactic and semantic cues much “were found to employ syntactic and semantic cues much to the same extent as the control group but the graphic to the same extent as the control group but the graphic and phonemic proximity score were lower than that of the and phonemic proximity score were lower than that of the control group” (Singleton, 5). control group” (Singleton, 5).

Male PerceptionMale Perception

Jacqueline Lederman, Lore Kantrowitz, and Jacqueline Lederman, Lore Kantrowitz, and Kathleen Flannery (2005) explain the susceptibility Kathleen Flannery (2005) explain the susceptibility of boys to the various neuro-developmental of boys to the various neuro-developmental disorders that include learning and reading disorders that include learning and reading disorders to name a few.disorders to name a few. The study called into question the notion that boys are The study called into question the notion that boys are

more likely than girls to suffer from neuro-more likely than girls to suffer from neuro-developmental disorders. developmental disorders.

Within this the implication is that boys are over Within this the implication is that boys are over diagnosed and girls have been under diagnosed. diagnosed and girls have been under diagnosed. ““Emerging evidence suggests that girls have been Emerging evidence suggests that girls have been

under referred for special education services under referred for special education services designed to address reading problems, and boys designed to address reading problems, and boys have been over referred”(Liedermann, Kantrowitz and have been over referred”(Liedermann, Kantrowitz and Flannery, 2005, p.109). Flannery, 2005, p.109).

Male PerceptionMale Perception

““Reading achievement as measured by Reading achievement as measured by individually administered standardized tests individually administered standardized tests of reading accuracy or comprehension that of reading accuracy or comprehension that is substantially below that expected given is substantially below that expected given the person’s chronological age, measured the person’s chronological age, measured intelligence and age appropriate education” intelligence and age appropriate education” (Ledermann, Kantrowitz and Flannery, (Ledermann, Kantrowitz and Flannery, 2005, p.111). 2005, p.111).

Their study includes determination of Their study includes determination of reading disabilities via the use of unbiased reading disabilities via the use of unbiased methods to wit: race, religion, creed and methods to wit: race, religion, creed and regionalism. regionalism.

Computer Based TechnologyComputer Based Technology

““During the past three decades, research has shifted its During the past three decades, research has shifted its attention from main consideration toward the development attention from main consideration toward the development of word recognition to focusing on how instruction and of word recognition to focusing on how instruction and reading experience contribute to reading fluency” reading experience contribute to reading fluency” (Irausquin et all, 2005, p247). (Irausquin et all, 2005, p247).

Using this belief the Irausquin introduced 28 students to Using this belief the Irausquin introduced 28 students to the use of computers during reading sessions. the use of computers during reading sessions.

““The goal of the present study is to contribute to the The goal of the present study is to contribute to the knowledge on the effects of computer interventions on the knowledge on the effects of computer interventions on the reading speed accuracy of children who have not reading speed accuracy of children who have not successfully passed the stage of beginning reading” successfully passed the stage of beginning reading” (Irausquin et all, 2005, p249). (Irausquin et all, 2005, p249).

Irauquin et all believe that “computers allow children to Irauquin et all believe that “computers allow children to work independently, at their own pace, and with as much work independently, at their own pace, and with as much repetition as needed ”(Irausquin et all, 2005, p248).repetition as needed ”(Irausquin et all, 2005, p248).

Computer Based TechnologyComputer Based Technology

SeeWord is a computer program that has SeeWord is a computer program that has been developed to aid dyslexics in a word been developed to aid dyslexics in a word processing environment. processing environment.

Gregor, et.al initially identifies that many Gregor, et.al initially identifies that many other professional educators and reports other professional educators and reports have said that the potential benefits of the have said that the potential benefits of the use of word processing for people with use of word processing for people with reading difficulties are boundless. reading difficulties are boundless.

““The word processor gives consistent and The word processor gives consistent and clear text on screen and provides spell clear text on screen and provides spell checking and often limited grammar checking and often limited grammar checking” (Gregor et all, 2003, 341). checking” (Gregor et all, 2003, 341).

Data AnalysisData Analysis

LyonLyon maximize a teachers success in preparing for the task of maximize a teachers success in preparing for the task of

teaching children how to communicate. teaching children how to communicate.

Richards & MorseRichards & Morse ““Students who participate in classrooms where multiple Students who participate in classrooms where multiple

literacy’s are emphasized have heightened opportunities literacy’s are emphasized have heightened opportunities to become more motivated, actively engaged learners” to become more motivated, actively engaged learners”

Richards and Morse, 2002, p.10).Richards and Morse, 2002, p.10).

GregorGregor The Gregor research hypothesis “was that if dyslexic The Gregor research hypothesis “was that if dyslexic

users are enabled to configure the environment to their users are enabled to configure the environment to their own personal preferences their performance on reading own personal preferences their performance on reading tests will improve” (Gregor et all, 2003, 341).tests will improve” (Gregor et all, 2003, 341).

Links to the WebLinks to the Web

Lesson Plans for Parents and Lesson Plans for Parents and TeachersTeachers www.pbs.orgwww.pbs.org

Website for interactive learningWebsite for interactive learning www.superkids.comwww.superkids.com www.magickeys.comwww.magickeys.com

Unusual FactsUnusual Facts

Ross-Kidder’s article explains the direction that Ross-Kidder’s article explains the direction that NCLB legislation will lead us for better or worse with NCLB legislation will lead us for better or worse with children who are properly diagnosed with reading children who are properly diagnosed with reading disabilities. disabilities.

The Ross-Kidder thoroughly goes on to provide The Ross-Kidder thoroughly goes on to provide readers with a brief description of seven of the top readers with a brief description of seven of the top reading computer based treatment programs reading computer based treatment programs namely FAST ForWord, Lindamood-Bell, Phono-namely FAST ForWord, Lindamood-Bell, Phono-Graphix, Orton-Gillingham, Wilson, and Slingerland. Graphix, Orton-Gillingham, Wilson, and Slingerland.

The article identifies that reading disabilities are The article identifies that reading disabilities are going to move away from being a school problem going to move away from being a school problem and more so the problem of a parent after the and more so the problem of a parent after the school identifies it as an issue. school identifies it as an issue.

Unusual Facts (cont.)Unusual Facts (cont.)

This is very disheartening to me This is very disheartening to me not only as a future educator but not only as a future educator but as a parent. The support and as a parent. The support and lessons should come from the lessons should come from the institution not a computer institution not a computer program they use at home a few program they use at home a few hours a week on top of all their hours a week on top of all their other studies.other studies.

Sample ResearchSample Research

In April of 2006 I did a sample In April of 2006 I did a sample research with a student in third research with a student in third grade the was reading on grade grade the was reading on grade level and was able to increase level and was able to increase his reading skills to that of a full his reading skills to that of a full grade higher. This link provides grade higher. This link provides that sample research:that sample research: F:\Source Presentation F:\Source Presentation pda.pptpda.ppt

ConclusionConclusion

The ability for computers to make learning fun and enjoyable is a The ability for computers to make learning fun and enjoyable is a concept we as educator must employ to our advantage, concept we as educator must employ to our advantage, especially when dealing with a troubled male reader. especially when dealing with a troubled male reader.

Kimberlee Weaver’s book Gender and Computers: Kimberlee Weaver’s book Gender and Computers: Understanding the Digital Divide confirms that the male student Understanding the Digital Divide confirms that the male student can and will benefit from technical hands on learning that is in the can and will benefit from technical hands on learning that is in the form of games.form of games.

Not surprisingly boys indicated that they liked learning programs that Not surprisingly boys indicated that they liked learning programs that were in game format. They particularly like games that focus on were in game format. They particularly like games that focus on sports, war and space. Boys particularly like sound effects to sports, war and space. Boys particularly like sound effects to accompany their learning and also liked flashing lights to signify their accompany their learning and also liked flashing lights to signify their success. (Weaver, 2003, 16)success. (Weaver, 2003, 16)

Somewhere between reading to a newborn so they develop letter Somewhere between reading to a newborn so they develop letter sound recognition, to playing a digital word scramble with a son sound recognition, to playing a digital word scramble with a son to help with single word recognition or reading Little House on to help with single word recognition or reading Little House on the Prairie with a daughter to increase her reading inventory the the Prairie with a daughter to increase her reading inventory the role of the parent is going to soon supersede the role of the role of the parent is going to soon supersede the role of the teacher in the reading process teacher in the reading process

References References

Davenport, M.R., and Luaritzen, C. (2002) Inviting reflection on Davenport, M.R., and Luaritzen, C. (2002) Inviting reflection on Reading through over Reading through over the shoulder miscue analysis. the shoulder miscue analysis. Language Arts, 30(2)Language Arts, 30(2), 109-118., 109-118.

Flannery, M.E.(2006). Single Sex Education No Girls Allowed. Flannery, M.E.(2006). Single Sex Education No Girls Allowed. National Education National Education Association.Association. Retrieved April 28, 2006 from Retrieved April 28, 2006 from www.nea.orgwww.nea.org..

Galaburda, A.M. (2005). Neurology of learning disabilities: what Galaburda, A.M. (2005). Neurology of learning disabilities: what will the future bring? will the future bring? The answer comes from the successes of the recent past. The answer comes from the successes of the recent past. Learning Disabilities Learning Disabilities Quarterly, 28Quarterly, 28, 107-109., 107-109.

Gregor, P., Dickinson, A., Macaffer, A., and Andreasen, P. (2003) Gregor, P., Dickinson, A., Macaffer, A., and Andreasen, P. (2003) SeeWord a personal word processing environment for dyslexic SeeWord a personal word processing environment for dyslexic computer users. computer users. British Journal of Education Technology, British Journal of Education Technology, 34( 3)34( 3), 341-355 , 341-355

References References

Irausiquin, R., Drent, J., Verhoeven, L. (2005). Benefits of computer-Irausiquin, R., Drent, J., Verhoeven, L. (2005). Benefits of computer-presented speed training for poor readers. presented speed training for poor readers. Annals of DyslexiaAnnals of Dyslexia,, 55(.2), 55(.2),. . 246-265.246-265.

Lederman,J., Kantrowitz, L., and Flannery, K. (2005) Male vulnerability to Lederman,J., Kantrowitz, L., and Flannery, K. (2005) Male vulnerability to reading disability is not likely to be a myth: a call for new data. reading disability is not likely to be a myth: a call for new data. Journal of Journal of Learning Disabilities,Learning Disabilities, March/ April,March/ April, 109-129. 109-129.

Lyon, G. R. (ND) The NICHD research program in reading development, Lyon, G. R. (ND) The NICHD research program in reading development, reading disorders and reading instruction. reading disorders and reading instruction. National Center for Learning National Center for Learning DisabilitiesDisabilities,, 6 6 Retrieved February 10, 2006 from Retrieved February 10, 2006 from www.ncld.orgwww.ncld.org. .

Nation, K. (2005). Picture naming and developmental disorders. Nation, K. (2005). Picture naming and developmental disorders. Journal of Journal of ResearchResearch in Reading, 28,(1)in Reading, 28,(1), 28-38, 28-38

Richards, J.C. and Morse, T.E. (2002) One preservice teacher’s Richards, J.C. and Morse, T.E. (2002) One preservice teacher’s experiences teaching literacy to regular and special education teachers.experiences teaching literacy to regular and special education teachers. The Reading Online Journal, 5(10),The Reading Online Journal, 5(10), 1-19 1-19

References References

Ross-Kidder, K. (2003). “Reading disability” or Ross-Kidder, K. (2003). “Reading disability” or “Learning Disability”: The debate, models of “Learning Disability”: The debate, models of dyslexia, and a review of research validated reading dyslexia, and a review of research validated reading programs. programs. LDOnline, LDOnline, 7. Retrieved February 21, 7. Retrieved February 21, 2006 from 2006 from www.ldonline.orgwww.ldonline.org..

Singleton, C. (2005). Dyslexia and oral reading Singleton, C. (2005). Dyslexia and oral reading errors. errors. Journal of Research in Reading, 28( I),Journal of Research in Reading, 28( I), 4- 4-14. 14.

Weaver, K. (2003). Gender and Computers: Weaver, K. (2003). Gender and Computers: Understanding the Digital Divide. Mahwah, NJ: Understanding the Digital Divide. Mahwah, NJ: Lawerence Erlbaum AssociatesLawerence Erlbaum Associates