Behavioral and Brain Evidence for Language by Ear, Mouth, Eye, and Hand and Motor Skills in Literacy Learning

Autor/inn/en	Berninger, Virginia W.; Richards, Todd L.; Nielsen, Kathleen H.; Dunn, Michael W.; Raskind, Marshall H.; Abbott, Robert D.
Titel	Behavioral and Brain Evidence for Language by Ear, Mouth, Eye, and Hand and Motor Skills in Literacy Learning
Quelle	In: International Journal of School & Educational Psychology, 7 (2019), S.182-200 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1458357
Schlagwörter	Students with Disabilities; Learning Disabilities; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Listening Skills; Speech Skills; Reading Skills; Writing Skills; Reading Achievement; Writing Achievement; Brain Hemisphere Functions; Multisensory Learning; Psychomotor Skills; Clinical Evaluation of Language Functions; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mündliche Leistung; Sprachfertigkeit; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Leseleistung; Sensorische Stimulation; Psychomotorische Aktivität
Abstract	Two studies were conducted of students with and without persisting Specific Learning Disabilities (SLDs-WL) in Grades 4 to 9 (M = 11 years, 11 months) that supported the hypotheses that CELF 4 parent ratings for listening (language by ear), speaking (language by mouth), reading (language by eye), and writing (language by hand) were correlated with both (a) normed, standardized behavioral measures of listening, speaking, reading, and writing achievement (Study 1, 94 boys and 61 girls); and (b) fMRI connectivity or DTI white matter integrity involving brain regions for primary motor functions or motor planning and control, or motor timing in a subsample of right handers who did not wear metal (Study 2, 28 boys and 16 girls). Results of these assessment studies, which have implications for planning instruction for three SLDs-WL (dysgraphia, dyslexia, and oral and written language learning disability [OWL LD]), show that more than multisensory instruction is relevant. Language by ear, by mouth, by eye, and by hand, as well as motor planning, control, and output skills and motor timing should also be considered. Research is also reviewed that supports other processes beyond multisensory input alone that should also be considered for students with SLDs-WL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01