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Mediation model in which verbal short-term memory, phoneme blending, and RAN were independent variables, NL (Native Language-Polish) reading skill was mediator, and EFL (English as Foreign Language) was dependent variable-initial model of relationships
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The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word recognit...
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... could have assessed more precisely the relationship between NL phonological processing and both word and nonword decoding and word recognition strategies in adolescent readers with dyslexia and without dyslexia. Model fit was evaluated using conventional criteria: CMIN/DF, (Table 4). The initial model for each mediation analysis is presented in Fig. 1. The final models for each mediation analysis, in which insignificant correlations, direct and indirect effects were removed to achieve best model fit, are presented in Tables 5 and 6 and Figs. 2, 3, 4, 5, 6, 7, 8, and 9; these figures present standardised regression ...
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Citations
... Many FL dyslexic students can compensate for their reading problems and demonstrate at least average achievements at different educational levels, especially when supported with appropriate teaching practices (Nijakowska, 2010;Olofsson, Taube, & Ahl, 2015). Nevertheless, the accumulating research evidence confirms that many students diagnosed with dyslexia in their first language (L1) experience difficulties of varying severity in learning additional languages (Bonifacci, Canducci, Gravagna, & Palladino, 2017;Dimililer & Istek, 2018;Kormos et al., 2019;Łockiewicz & Jaskulska, 2016Łockiewicz & Jaskulska, , 2019Toffalini, Losito, Zamperlin, & Cornoldi, 2018;Ylinen et al., 2019;see Kormos, 2017asee Kormos, , 2020, for a review), which seems to be apparent in both instructed settings, where additional language/s are learned in the school environment, and in naturalistic settings, where additional language/s are acquired in the home environment (Geva & Wiener, 2014;Martin, 2013;Peer & Reid, 2016). ...
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... 발달성 난독증 진단 • 이은주 외 거의 없을 것이라고 간주하였다 (Gough & Tunmer, 1986;Stanovich, 1991 (Torgesen, 2000;Wolf, 1999 (Vadasy, Sanders, & Abbott, 2008;Whiteley, Smith, & Connors, 2007 (Vellutino, Scanlon, & Reid Lyon, 2000;Wimmer, Mayringer, & Landerl, 2000 (Adlof & Hogan, 2018;Rutter et al., 2004;Shaywitz, 1996;Spencer et al., 2014 (Kim & Cho, 2010;Kim, Lee, & Jeong, 2011;Lee, Park, Lee, Whang, & Ryu, 2011) (Christmann, Lachmann, & Steinbrink, 2015;Geiser, Kjelgaard, Christodoulou, Cyr, & Gabrieli, 2014 (Cabbage, Farquharson, Iuzzini-Seigel, Zuk, & Hogan, 2018;Daikhin, Raviv, & Ahissar, 2017;De Luca, Marinelli, Spinelli, & Zoccolotti, 2017;Griffiths & Snowling, 2001;Hanly & Vandenberg, 2010;Hakvoort et al., 2016;Wijnen, Kappers, Vlutters, & Winke, 2012), 일부 난독증 아동에게서 나타나는 설단현상(Tip of the tongue, TOT)과 단어인출 결함(word retrieval deficits) 결과를 그 증거로 제시하였다 (Faust, Dimitrovsky, & Shacht, 2003;Hanly & Vandenberg, 2010 Hachmann et al., 2014;Kapoula et al., 2010;Moll, Hulme, Nag, & Snowling, 2015). (Arciuli, 2018;Bulgarelli, Lebkuecher, & Weis, 2018;Gabay, Thiessen, & Holt, 2015;Treiman, 2018 (Buonincontri et al., 2011;Holttum, 2016;Pacheco et al., 2014;Scerri & Schultekorne, 2010;Taylor, 2004;van Viersen, de Bree, Kalee, Kroesbergen, & de Jong, 2017 (Bogdanowicz & Bogdanowicz, 2016;Eellis & Hooper, 2001;Ho & Fong, 2005;Law & Yeung, 2010;Łockiewicz & Jaskulska, 2019;van Viersen, de Bree, Kalee, et al., 2017 (Kim et al., 2009); RTI = response to intervention; QRW = Quick Assessment of Childhood Reading and Writing (Kim, Jai et al., 2020); SOME = Seoul metropolitan office of education; U-TAP 2 = Urimal Test of Articulation and Phonology 2 (Kim, Shin et al., 2020). ...
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The purpose of this study was to describe the use of the Oral Reading Fluency (ORF) method and to show the effectiveness of its use in Arabic reading at Muhamamdiyah University Malang. The method used in this research was descriptive quantitative with the Arabic education department students as the objects. The instruments used for the data collection were questionnaire and observation sheet, while the data analysis used the percentage of student responses. This research was conducted on four meetings. Each meeting had different text with a range of 125 - 140 words and a different final evaluation. This method implements a bear-back manner of reading quickly and at a specified time. The results of this study indicated that the ORF method is very helpful for students to be able to read Arabic texts fluently and accurately. It is proven that 50% of students give positive response to the application of this method. This method can also help improve the ability to understand the contents of Arabic text which has been one of the problems in learning Arabic language skills. It was proven that at the end of the meeting 85% of students completed the material with perfect scores.
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