LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,187
تعداد مقالات10,824
تعداد مشاهده مقاله72,833,581
تعداد دریافت فایل اصل مقاله12,911,444
khazraie, Farshad, Jafari, Salimeh, Jalalipour, Maryam. (1402). Narrative and Reading Comprehension Performance in Dyslexic Persian Students. سامانه مدیریت نشریات علمی, 10(2), 63-69. doi: 10.30476/jrsr.2022.94496.1276
Farshad khazraie; Salimeh Jafari; Maryam Jalalipour. "Narrative and Reading Comprehension Performance in Dyslexic Persian Students". سامانه مدیریت نشریات علمی, 10, 2, 1402, 63-69. doi: 10.30476/jrsr.2022.94496.1276
khazraie, Farshad, Jafari, Salimeh, Jalalipour, Maryam. (1402). 'Narrative and Reading Comprehension Performance in Dyslexic Persian Students', سامانه مدیریت نشریات علمی, 10(2), pp. 63-69. doi: 10.30476/jrsr.2022.94496.1276
khazraie, Farshad, Jafari, Salimeh, Jalalipour, Maryam. Narrative and Reading Comprehension Performance in Dyslexic Persian Students. سامانه مدیریت نشریات علمی, 1402; 10(2): 63-69. doi: 10.30476/jrsr.2022.94496.1276

Narrative and Reading Comprehension Performance in Dyslexic Persian Students

Journal of Rehabilitation Sciences & Research
مقاله 2، دوره 10، شماره 2، شهریور 2023، صفحه 63-69    اصل مقاله (567.33 K)
نوع مقاله: Original Articles
شناسه دیجیتال (DOI): 10.30476/jrsr.2022.94496.1276
نویسندگان
Farshad khazraie1؛ Salimeh Jafari2، 3؛ Maryam Jalalipour* 2، 3
1Department of Speech Therapy, Varastegan Institute for Medical Sciences, Mashhad, Iran
2Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
3Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
چکیده
BACKGROUND: Through research on the role of storytelling skills in building learning and writing elements, little attention has been paid to assessing strengths and weaknesses in story structure, especially microstructure, in dyslexic students. The purpose of this study is to assess the role of this structure as a manifestation of the verbal and cognitive performance of these students.
Method: This is a descriptive analysis study. To identify dyslexic students, the Screening test for dyslexia diagnosis by Shafii et al. and Shirazi-Nilipour's reading diagnostic test were used. A total of 31 dyslexic students at secondary elementary school were identified during testing, and the remaining subjects (n = 35 students) were assigned to the control group. The story retelling test was used to assess students' storytelling skills. A parametric test (independent-samples t-test) was used to compare normally distributed data. A nonparametric test (Mann-Whitney U test) was used for non-normal data. Pearson's correlation test was also used to examine correlations for normally distributed data, and Spearman's correlation test was used for non-normal data.
Results: Students with dyslexia had significantly lower mean scores in all substructures of the macrostructure, including topic maintenance, sequence of events, and the main information. They also had significantly lower microstructure scores, including mean length of utterance, conjunction use, and syntactic complexity, compared to their normal counterparts  (p<0.05).
Conclusion: Dyslexic students perform worse than their peers on most micro- and macrostructures of the retelling test. In other words, these students have poor linguistic and cognitive prerequisites for understanding and mastering reading skills. On the other hand, the results show that there is a meaningful association between storytelling skills and subsequent reading and comprehension acquisition.
کلیدواژه‌ها
Dyslexia؛ Narration؛ Learning Disabilities
مراجع
  1. Association AP. Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub; 2013.
  2. Foorman BR, Herrera S, Petscher Y, Mitchell A, Truckenmiller A. The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and writing. 2015;28(5):655-81.
  3. Hulme C, Nash HM, Gooch D, Lervåg A, Snowling MJ. The foundations of literacy development in children at familial risk of dyslexia. Psychological Science. 2015;26(12):1877-86.
  4. van Viersen S, de Bree EH, Zee M, Maassen B, van der Leij A, de Jong PF. Pathways into literacy: The role of early oral language abilities and family risk for dyslexia. Psychological Science. 2018;29(3):418-28.
  5. Nippold MA, Mansfield TC, Billow JL, Tomblin JB. Expository discourse in adolescents with language impairments: Examining syntactic development. 2008.
  6. Snowling MJ, Duff FJ, Nash HM, Hulme C. Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry. 2016;57(12):1360-9.
  7. Catts HW, Adlof SM, Weismer SE. Language deficits in poor comprehenders: A case for the simple view of reading. 2006.
  8. Nation K, Clarke P, Marshall CM, Durand M. Hidden language impairments in children. 2004.
  9. Adlof SM, Scoggins J, Brazendale A, Babb S, Petscher Y. Identifying children at risk for language impairment or dyslexia with group-administered measures. Journal of Speech, Language, and Hearing Research. 2017;60(12):3507-22.
  10. Ramus F, Marshall CR, Rosen S, Van Der Lely HK. Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model. Brain. 2013;136(2):630-45.
  11. Akmeşe PP, Kanmaz S. Narrative to Investigate Language Skills of Preschool Children. International Electronic Journal of Elementary Education. 2021;14(1):9-22.
  12. Catts HW, Fey ME, Zhang X, Tomblin JB. Estimating the risk of future reading difficulties in kindergarten children. 2001.
  13. Dickinson DK, McCabe A. Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice. 2001;16(4):186-202.
  14. Barton-Hulsey A, Sevcik RA, Romski M. Narrative language and reading comprehension in students with mild intellectual disabilities. American journal on intellectual and developmental disabilities. 2017;122(5):392-408.
  15. Karlsen J, Hjetland HN, Hagtvet BE, Braeken J, Melby-Lervåg M. The concurrent and longitudinal relationship between narrative skills and other language skills in children. First Language. 2021:0142723721995688.
  16. Kim Y-SG, Park C, Park Y. Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: An exploratory study. Reading and writing. 2015;28(5):633-54.
  17. Suggate S, Schaughency E, McAnally H, Reese E. From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development. 2018;47:82-95.
  18. Soodla P, Kikas E. Macrostructure in the narratives of Estonian children with typical development and language impairment. 2010.
  19. Justice LM, Bowles R, Pence K, Gosse C. A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol). Early Childhood Research Quarterly. 2010;25(2):218-34.
  20. Botting N. Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy. 2002;18(1):1-21.
  21. Gagarina N, Klop D, Kunnari S, Tantele K, Välimaa T, Balčiūnienė I, et al. Assessment of narrative abilities in bilingual children. Assessing multilingual children: Disentangling bilingualism from language impairment. 2015:243-76.
  22. Kim Y-S, Al Otaiba S, Wanzek J. Kindergarten predictors of third grade writing. Learning and Individual Differences. 2015;37:27-37.
  23. Gillam SL, Olszewski A, Squires K, Wolfe K, Slocum T, Gillam RB. Improving narrative production in children with language disorders: An early-stage efficacy study of a narrative intervention program. Language, Speech, and Hearing Services in Schools. 2018;49(2):197-212.
  24. Language, Consortium RR, Jiang H, Logan J. Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention. Journal of Speech, Language, and Hearing Research. 2019;62(8):2812-28.
  25. Kornev AN, Balčiūnienė I. Narrative production weakness in Russian dyslexics: Linguistic or procedural limitations? Eesti Rakenduslingvistika Ühingu aastaraamat. 2015;11:141-57.
  26. Seçkin Yilmaz S. Assessing the Language Skills of Primary School Students with and without Learning Disabilities in the Context of Narration. Cypriot Journal of Educational Sciences. 2021;16(1):358-70.
  27. Berninger VW, Abbott RD. Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of educational psychology. 2010;102(3):635.
  28. Miller RD, Correa VI, Katsiyannis A. Effects of a story grammar intervention with repeated retells for english learners with language impairments. Communication Disorders Quarterly. 2018;40(1):15-27.
  29. Owens Jr RE, Pavelko SL, Bambinelli D. Moving beyond mean length of utterance: Analyzing language samples to identify intervention targets. Perspectives of the ASHA Special Interest Groups. 2018;3(1):5-22.
  30. Shafiei B, Tavakol S, Alinia L, Maracy MR, Sedaghati L, Foroughi R. Developing a screening inventory reading test (IRT) for the Isfahanian students of the first to fifth grade. Audiology. 2009;17(2):53-60.
  31. Shirazi T, Nilipoor R. Designing and standartzation of diagnostic reading test. Journal of Rehabilitation. 2004;7(11).
  32. Jafari S, Agharasouli Z, Modaresi Y, Kamali M. Developing a story retelling test for the assessment of language structure in Persian-speaking children. Bimonthly Audiology-Tehran University of Medical Sciences. 2012;21(3):51-61.
  33. Hjetland HN, Lervåg A, Lyster S-AH, Hagtvet BE, Hulme C, Melby-Lervåg M. Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of educational psychology. 2019;111(5):751.
  34. Lervåg A, Hulme C, Melby‐Lervåg M. Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child development. 2018;89(5):1821-38.
  35. Fisher EL, Barton-Hulsey A, Walters C, Sevcik RA, Morris R. Executive functioning and narrative language in children with dyslexia. American journal of speech-language pathology. 2019;28(3):1127-38.
  36. Hao Y, Sheng L, Zhang Y, Jiang F, de Villiers J, Lee W, et al. A narrative evaluation of mandarin-speaking children with language impairment. Journal of Speech, Language, and Hearing Research. 2018;61(2):345-59.
  37. Tsimpli IM, Peristeri E, Andreou M. Narrative production in monolingual and bilingual children with specific language impairment. Applied Psycholinguistics. 2016;37(1):195-216.
  38. Cain K, Patson N, Andrews L. Age-and ability-related differences in young readers' use of conjunctions. Journal of child language. 2005;32(4):877-92.
  39. Heilmann J, Miller JF, Nockerts A, Dunaway C. Properties of the narrative scoring scheme using narrative retells in young school-age children. 2010.
  40. Snowling MJ, Hayiou‐Thomas ME, Nash HM, Hulme C. Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry. 2020;61(6):672-80.
  41. Klop D. The relationship between narrative skills and reading comprehension: when mainstream learners show signs of specific language impairment: Stellenbosch: University of Stellenbosch; 2011.
  42. Scott CM, Koonce N. Syntactic contributions to literacy learning. Handbook of language and literacy: Development and disorders. 2004;2.
  43. Westby CE. Assessing and remediating text comprehension problems. Language and reading disabilities. 2005;3:163-224.
  44. Owens Jr RE. Language disorders: A functional approach to assessment and intervention: Pearson Higher Ed; 2013.
  45. Tomasello M. Constructing a language: A usage-based theory of language acquisition: Harvard university press; 2005.
 

 

آمار
تعداد مشاهده مقاله: 1,086
تعداد دریافت فایل اصل مقاله: 789


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب