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dc.contributor.advisorGilchrist, James A.
dc.contributor.advisorBarrett, Brendan T.
dc.contributor.authorChambers, Caroline A.
dc.date.accessioned2019-07-24T09:55:00Z
dc.date.available2019-07-24T09:55:00Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10454/17175
dc.description.abstractLearning to read is a complex and demanding skill which is vital in order for children to be able to access a broad curriculum of learning within the school environment. Reading requires the integration of many different processes, it is possible that difficulties with one or more of these processes has the possibility to interfere with reading ability. The research aimed to investigate the presence and co-occurrence of difficulties across many factors thought to be involved in the reading process. Data were collected from 126 schoolchildren, aged 8-10 years on performance measures associated with reading; reading ability, visual sensory and oculomotor function, visual perception, attention, memory, phonological awareness and rapid naming. Differences in mean performance between different reading ability groups (ANOVA), and correlations between the variables studied, were used to investigate the presence and magnitude of any relationships. Many of the variables studied were found to be significantly different between reading ability groups and significantly correlated with reading ability to varying degrees. The analysis of multiple single-case studies determined that each child has a unique pattern of strengths and weaknesses and that many children including ‘average/above average’ readers, show below average performance on several measures included in the study, with affected skills rarely existing in isolation. Thus, it is recommended that an individualised multi-factorial approach is taken to the assessment of children struggling to read. This will require communication by a multi-professional team to ensure all possible contributing factors are explored to enable each child to achieve their potential.en_US
dc.description.sponsorshipCollege of Optometristen_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectReadingen_US
dc.subjectLiteracyen_US
dc.subjectVisionen_US
dc.subjectOculomotoren_US
dc.subjectChildrenen_US
dc.subjectStandardised testingen_US
dc.subjectMulti-professionalen_US
dc.subjectAssessmenten_US
dc.subjectReading difficultiesen_US
dc.titleTowards an integrated approach to the assessment and management of children with reading difficultiesen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentSchool of Optometry and Vision Scienceen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2017
dc.description.publicnotesSome material in this thesis is unavailable for copyright reasons.en
refterms.dateFOA2019-07-24T09:55:00Z


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