ABSTRACT
The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a fluency intervention that was supplemental to their regular reading instruction. Significant improvement was found on a generalized measure of reading fluency after intervention. Though the researchers found no significant improvement in performance on a generalized measure of comprehension after intervention, the students demonstrated consistently good comprehension on both literal and inferential questions during the intervention sessions. The findings support the importance of incorporating a comprehension monitoring strategy in fluency instruction.
Subject(s)
Education of Hearing Disabled/methods , Hearing Loss/rehabilitation , Hearing , Reading , Child , Educational Measurement/methods , Female , Humans , MaleABSTRACT
The present study sought to identify abnormalities in activation in several brain regions in response to an auditory attention task in patients with schizophrenia. Ten patients and twenty healthy control participants were examined using Functional Magnetic Resonance Imaging (FMRI) measures acquired during an auditory attention task. Region of interest analyses of activation of targeted regions implicated in attention included: anterior cingulate cortex (ACC), dorsolateral prefrontal cortex (DLPFC), hippocampus, parahippocampal gyrus (PHG), and superior temporal gyrus (STG). The results indicated over-activation in patients with schizophrenia. While the control group showed notable coherence in activation within and across hemispheres the schizophrenia group showed relatively less coherence overall that was only present in the right hemisphere. These findings suggest that patients with schizophrenia show both an over-engagement of brain regions during attention task as well as a lack of communication among neural regions involved.
Subject(s)
Attention , Cerebral Cortex/physiopathology , Hippocampus/physiopathology , Magnetic Resonance Imaging/psychology , Schizophrenia/physiopathology , Acoustic Stimulation , Adult , Brain Mapping , Female , Functional Laterality , Humans , Male , Models, Neurological , Schizophrenic PsychologyABSTRACT
The Adult Literacy Program at Hawaii State Hospital utilized techniques drawn from the Morningside Model of Generative Instruction. In a study involving psychiatric inpatients, participants were taught reading, mathematics, or both over a 6- to 8-month time span. Using the Woodcock-Johnson Psychoeducational Battery-Revised, it was determined that nearly half of the participants demonstrated academic gains during the study period. Further, a behavioral observation system indicated that participants were on-task 80% of the observation time and staff engaged in positive interactions nearly 20% of the observation time. This study is the first of its kind to document any efficacy for academic instruction with a psychiatric inpatient population.
