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Multi-character processing intervention in an English-speaking child with dyslexia

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thesis
posted on 28.03.2022, 14:26 by Iuliia Fokina
The aims of this study were to determine (1) whether multi-character processing can be trained; and if so, (2) can it lead to improvements in reading and (3) other cognitive skills. We further aimed to investigate (4) whether training of multi-character processing improves visual attention span. We report a single case intervention study with an English-speaking girl with dyslexia, YR (8 years, 10 months), who also had a deficit in multi-character processing. We administered various cognitive skills measures (e.g. reading skills, visual working memory capacity, visual short-term memory capacity, rapid automatized naming, visual attention span) twice before and once after the intervention in order to clarify the relationship between multi-character processing and reading and to uncover cognitive mechanisms causally related to a deficit in multi-character processing. We compared YR's results to seven age-matched typical readers (mean age 8 years, 9 months). YR's multi-character processing skills improved significantly after the intervention, but there was no improvement observed in her reading skills. The findings are discussed within theoretical reading models

History

Table of Contents

Introduction -- Methods -- Results -- Discussion

Notes

Theoretical thesis. Bibliography: pages 52-60

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

MRes, Macquarie University, Faculty of Human Sciences, Department of Cognitive Science

Department, Centre or School

Department of Cognitive Science

Year of Award

2018

Principal Supervisor

Saskia Kohnen

Rights

Copyright Iuliia Fokina 2018 Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (vi, 60, A-D pages) illustrations

Former Identifiers

mq:72109 http://hdl.handle.net/1959.14/1281475