The effects of frequency altered feedback on reading comprehension abilities of normal and reading disordered children.

Full Abstract

The effects of frequency altered feedback (FAF) on the reading comprehension levels and error types of normal children and children with reading disorders were examined. Participants read aloud third, sixth, and ninth grade level material in non-altered auditory feedback (NAF) and FAF conditions. Comprehension improved significantly when the reading disordered children read aloud under the FAF listening condition, regardless of the reading level. Significant differences did not occur in reading comprehension for the normal readers under NAF versus FAF conditions. Reading disordered children produced significantly more reading errors as compared to the normal reading children under the NAF listening condition. No significant difference was found in reading errors between groups when reading under FAF regardless of the reading level, suggesting that the FAF signal produced a facilitory effect on reading errors in the reading disordered children. Theoretically, the FAF signal may have activated those cortical regions responsible for the relationship that has been shown to exist between lexical encoding and decoding of verbal and written material, respectively.

Learn Faster Today Improve your study skills

Author information

Author/s: Rastatter, Michael P (MP); Barrow, Irene M (IM); Stuart, Andrew (A);

Affiliation: Department of Communication Sciences and Disorders, East Carolina University, Greenville, NC 27858, United States.

Journal and publication information

Publication Type: Journal Article

Journal: Neuroscience letters (Neurosci Lett), published in Ireland. (Language: eng)

Reference: 2007-Apr; vol 416 (issue 3) : pp 266-71

Dates: Created 2007/04/02; Completed 2007/07/06;

PMID: 17335971, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Analysis of Variance
Child
Comprehension - physiology
Dyslexia - physiopathology
Feedback, Psychological

Female
Humans
Male
Reading
Verbal Behavior

These are the highest related articles currently in the database:

See 100+ related articles.