Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

891
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
891
Learning Disabilities01:25

Learning Disabilities

711
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
711

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Genome-wide screening for DNA variants associated with reading and language traits.

Genes, brain, and behavior·2014
Same author

Interference effects in tone memory.

Memory & cognition·2011
Same author

Differential genetic etiology of reading difficulties as a function of IQ: an update.

Behavior genetics·2010
Same author

The heritability of general cognitive ability increases linearly from childhood to young adulthood.

Molecular psychiatry·2009
Same author

Bivariate linkage scan for reading disability and attention-deficit/hyperactivity disorder localizes pleiotropic loci.

Journal of child psychology and psychiatry, and allied disciplines·2005
Same author

Differential genetic etiology of reading disability as a function of IQ.

Journal of learning disabilities·2004
Same journal

Back on track: remediating developmental dyslexia with a home-based multi-component program.

Annals of dyslexia·2026
Same journal

Using latent profiles to evaluate response to a language-based intervention.

Annals of dyslexia·2026
Same journal

Public awareness, knowledge and attitudes towards dyslexia in China.

Annals of dyslexia·2026
Same journal

Correction: Defining dyslexia: 2025 revision.

Annals of dyslexia·2026
Same journal

Correction: A national test of dyslexia.

Annals of dyslexia·2026
Same journal

Correction: Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standards.

Annals of dyslexia·2026
See all related articles

Related Experiment Video

Updated: May 6, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K

Computer-based phonological awareness and reading instruction.

B W Wise1, R K Olson

  • 1University of Colorado, Boulder, Colorado.

Annals of Dyslexia
|November 16, 2013
PubMed
Summary
This summary is machine-generated.

This study found that integrating phonological awareness (PA) training with Reading with Orthographic and Segmented Speech (ROSS) programs significantly improved reading skills in young students. PA-focused training yielded greater gains in word recognition and decoding compared to comprehension strategies alone.

More Related Videos

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

31.1K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

7.7K

Related Experiment Videos

Last Updated: May 6, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

31.1K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

7.7K

Area of Science:

  • Education
  • Psychology
  • Speech and Language Pathology

Background:

  • Reading with Orthographic and Segmented Speech (ROSS) programs assist children with word recognition and phonological awareness (PA) deficits using talking computers.
  • Previous research indicated that children with lower initial PA benefited less from ROSS, prompting a need for enhanced PA integration.
  • Students with word recognition difficulties in second to fifth grade were the target population for this study.

Purpose of the Study:

  • To improve phonological awareness (PA) before and during Reading with Orthographic and Segmented Speech (ROSS) program use.
  • To compare the effectiveness of PA-focused training with Comprehension Strategies (CS) training for students with word recognition problems.
  • To determine if enhanced PA training maximizes the benefits of ROSS for all children.

Main Methods:

  • Two groups of students received computer-based reading instruction: one group received PA training combined with ROSS, the other received CS training with ROSS.
  • PA training involved programs based on the Auditory Discrimination in Depth method and phoneme manipulation with speech feedback.
  • The PA group split computer time between PA exercises and ROSS, while the CS group spent all computer time on ROSS.

Main Results:

  • Both groups showed significant improvements in decoding, word recognition, and comprehension.
  • The PA group demonstrated significantly greater gains in untimed phoneme awareness, word recognition, and nonsense word reading.
  • The CS group performed better on timed word recognition and achieved higher comprehension scores when assisted by a trainer.

Conclusions:

  • Integrating phonological awareness (PA) training with ROSS is more effective for improving foundational reading skills than comprehension strategies alone.
  • While PA training enhances accuracy and decoding, it may lead to slower responses for difficult words.
  • Targeted PA interventions are crucial for maximizing reading gains in students with word recognition challenges.