Comprehension
Language Tests
Psycholinguistics
Speech Perception
Aphasia, Broca
Aphasia, Wernicke
Linguistics
Vocabulary
Aphasia
Metaphor
Language Disorders
Dyslexia
Child Language
Language Development Disorders
Narration
Language Development
Speech Production Measurement
Phonetics
Brain Mapping
Temporal Lobe
Education of Hearing Disabled
Dyslexia, Acquired
Magnetic Resonance Imaging
Neuropsychological Tests
Functional Laterality
Consent Forms
Language Arts
Aphasia, Primary Progressive
Thinking
Multilingualism
Auditory Perceptual Disorders
Word Association Tests
Aphasia, Conduction
Health Literacy
Concept Formation
Anomia
Sign Language
Frontal Lobe
Nonverbal Communication
Image Processing, Computer-Assisted
Evoked Potentials
Auditory Perception
Analysis of Variance
Informed Consent
Dysarthria
Communication
Lipreading
Theory of Mind
Brain
Recognition (Psychology)
Cognition Disorders
Achievement
Drug Labeling
Primary Progressive Nonfluent Aphasia
Pamphlets
Cerebral Cortex
Judgment
Medical Illustration
Generalization (Psychology)
Educational Measurement
Names
Photic Stimulation
Speech-Language Pathology
Paired-Associate Learning
Persons With Hearing Impairments
Symbolism
Orphanages
Psychomotor Performance
Cognitive Science
Cartoons as Topic
Speech Discrimination Tests
Language Therapy
Meningomyelocele
Attention
Electroencephalography
Learning
Informed Consent By Minors
Visual Perception
Research Subjects
Task Performance and Analysis
Intelligence
Logic
Evoked Potentials, Auditory
Auditory Cortex
Memory
Repetition Priming
Schizophrenic Language
Child, Institutionalized
Speech Disorders
Brain Damage, Chronic
Amobarbital
Computer-Assisted Instruction
Magnetoencephalography
Communication Barriers
Writing
Parietal Lobe
Aircraft
Awareness
Cochlear Implants
Child Development
Speech Therapy
Pattern Recognition, Visual
Cues
Contingent Negative Variation
Intelligence Tests
Problem Solving
Agnosia
Psychological Tests
Oxygen
Nerve Net
Executive Function
Learning Disorders
Hearing
Ethics, Research
Dichotic Listening Tests
Inquiry into the potential value of an information pamphlet on consent to surgery to improve surgeon-patient communication. (1/1546)
OBJECTIVES: To find out how patients recently undergoing surgery experienced the consenting process and the response of these patients to a pamphlet on consent to surgery. To test the reaction of health professionals to the pamphlet. DESIGN: A pilot pamphlet was produced and a questionnaire was sent to patients inquiring about their consenting experience, and how the pamphlet might have helped them through the consent procedure. A pamphlet and a questionnaire were also sent to a random sample of the health professionals serving these patients. SUBJECTS: Patients and health professionals. RESULTS: 61% of patients returned the questionnaire. Knowledge about the consent procedure was shown to be limited. 49% were unaware that they had the right to insist that the surgeon could only perform the specified operation and nothing more. 83% were unaware that they could add something in writing to the consent form before signing. 28% of health professionals returned their questionnaire, most of whom thought that the pamphlet provided a useful contribution to surgeon-patient communication. CONCLUSION: Evidence shows that patients are not well informed about consenting to surgery and further information would provide much needed guidance on understanding their role in the consent procedure. The low response from the health professional study is perhaps an indication that at present this is an issue which is not seen as a priority. (+info)The basis of informed consent for BMT patients. (2/1546)
During recent decades the doctrine of informed consent has become a standard part of medical care as an expression of patients' rights to self-determination. In situations when only one treatment alternative exists for a potential cure, the extent of a patient's self-determination is constrained. Our hypothesis is that for patients considering a life-saving procedure such as bone marrow transplant (BMT), informed consent has little meaning as a basis for their right to self-determination. A longitudinal study of BMT patients was undertaken with four self-administered questionnaires. Questions centered around expectations, knowledge, anxiety and factors contributing to their decision to undergo treatment. Although the informed consent process made patients more knowledgeable about the treatment, their decision to consent was largely based on positive outcome expectations and on trust in the physician. Informed consent relieved their anxieties and increased their hopes for survival. Our conclusion was that the greatest value of the informed consent process lay in meeting the patients' emotional rather than cognitive needs. When their survival is at stake and BMT represents their only option, the patient's vulnerability puts a moral responsibility on the physician to respect the principle of beneficence while not sacrificing the patient's right to self-determination. (+info)Impact of therapeutic research on informed consent and the ethics of clinical trials: a medical oncology perspective. (3/1546)
PURPOSE: To create a more meaningful understanding of the informed consent process as it has come to be practiced and regulated in clinical trials, this discussion uses the experience gained from the conduct of therapeutic research that involves cancer patients. DESIGN: After an introduction of the ethical tenets of the consent process in clinical research that involves potentially vulnerable patients as research subjects, background that details the use of written consent documents and of the term "informed consent" is provided. Studies from the cancer setting that examine the inadequacies of written consent documents, and the outcome of the consent process itself, are reviewed. Two ethically challenging areas of cancer clinical research, the phase I trial and the randomized controlled trial, are discussed briefly as a means of highlighting many dilemmas present in clinical trials. Before concluding, areas for future research are discussed. RESULTS: Through an exclusive cancer research perspective, many current deficiencies in the informed consent process for therapeutic clinical trials can be critically examined. Also, new directions for improvements and areas of further research can be outlined and discussed objectively. The goals of such improvements and research should be prevention of further misguided or ineffective efforts to regulate the informed consent process. CONCLUSION: To ignore this rich and interesting perspective potentially contributes to continued misunderstanding and apathy toward fulfilling the regulatory and ethically obligatory requirements involved in an essential communication process between a clinician-investigator and a potentially vulnerable patient who is considering clinical trial participation. (+info)Genetically determined obesity in Prader-Willi syndrome: the ethics and legality of treatment. (4/1546)
A central characteristic of people with Prader-Willi Syndrome (PWS) is an apparent insatiable appetite leading to severe overeating and the potential for marked obesity and associated serious health problems and premature death. This behaviour may be due to the effects of the genetic defect resulting from the chromosome 15 abnormalities associated with the syndrome. We examine the ethical and legal dilemmas that can arise in the care of people with PWS. A tension exists between a genetic deterministic perspective and that of individual choice. We conclude that the determination of the capacity of a person with PWS to make decisions about his/her eating behaviour and to control that behaviour is of particular importance in resolving this dilemma. If the person is found to lack capacity, the common law principles of acting in a person's "best interests" using the "least restrictive alternative" may be helpful. Allowing serious weight gain in the absence of careful consideration of these issues is an abdication of responsibility. (+info)Sterilisation of incompetent mentally handicapped persons: a model for decision making. (5/1546)
Doctors are regularly confronted with requests for sterilisation of mentally handicapped people who cannot give consent for themselves. They ought to act in a medical vacuum because there doesn't exist a consensus about a model for decision making on this matter. In this article a model for decision making is proposed, based on a review of the literature and our own research data. We have attempted to select and classify certain factors which could enable us to arrive at an ethically justifiable method of making a medical decision. In doing so we distinguish two major criteria: heredity and parenting competence, and six minor criteria: conception risk, IQ, age, personality, medical aspects and prognosis and finally support and guidance for the mentally handicapped person. The major criteria give rise to a "situation of necessity". In this situation the physician is confronted with a conflict of values and interests. The minor criteria are of an entirely different ethical order. They can only be considered once the major criteria have created a "situation of necessity". Ultimately it comes down to deciding whether the benefits of sterilisation outweigh the drawbacks and whether the means are appropriate to the end, where efficient contraception is the end and irreversible sterilisation is the means. (+info)Can the written information to research subjects be improved?--an empirical study. (6/1546)
OBJECTIVES: To study whether linguistic analysis and changes in information leaflets can improve readability and understanding. DESIGN: Randomised, controlled study. Two information leaflets concerned with trials of drugs for conditions/diseases which are commonly known were modified, and the original was tested against the revised version. SETTING: Denmark. PARTICIPANTS: 235 persons in the relevant age groups. MAIN MEASURES: Readability and understanding of contents. RESULTS: Both readability and understanding of contents was improved: readability with regard to both information leaflets and understanding with regard to one of the leaflets. CONCLUSION: The results show that both readability and understanding can be improved by increased attention to the linguistic features of the information. (+info)The family rule: a framework for obtaining ethical consent for medical interventions from children. (7/1546)
Children's consent to treatment remains a contentious topic, with confusing legal precepts and advice. This paper proposes that informed consent in children should be regarded as shared between children and their families, the balance being determined by implicit, developmentally based negotiations between child and parent--a "family rule" for consent. Consistent, operationalized procedures for ethically obtaining consent can be derived from its application to both routine and contentious situations. Therefore, use of the "family Rule" concept can consistently define negligent procedure in obtaining consent from children, and could be used as a unifying framework in the development of new professional guidelines. A "guideline"-based approach to children's consent to treatment may offer greater individuality than a "rights"-based approach, though careful training and oversight will be needed for it to be effective. (+info)Infectious health care workers: should patients be told? (8/1546)
The risk of transmission of HIV or hepatitis B from infectious health care workers to patients is low. However, inadvertent exposure causes great concern amongst patients of an infected health care worker. The patients of a Scottish dentist diagnosed hepatitis B e antigen positive were informed by letter of their exposure. A sample of patients was sent a postal questionnaire. Most (56%) respondents reported feeling anxious on receiving the letter but almost all (93%) thought patients should always be informed following treatment by an infectious health care worker, although the risk was very small. We discuss clinical and ethical factors relating to informing patients following exposure to an infectious health care worker. We suggest that a balance should be struck between patients' wishes to know of risks to which they have been exposed, however small, and the professional view that when risks are negligible, patients need not be informed. (+info)Broca's aphasia is characterized by difficulty speaking in complete sentences, using correct grammar, and articulating words clearly. Individuals with Broca's aphasia may also experience difficulty understanding spoken language, although comprehension of written language may be relatively preserved.
Common symptoms of Broca's aphasia include:
1. Difficulty speaking in complete sentences or using correct grammar.
2. Slurred or slow speech.
3. Difficulty articulating words clearly.
4. Difficulty understanding spoken language.
5. Preservation of comprehension of written language.
6. Word-finding difficulties.
7. Difficulty with naming objects.
8. Difficulty with sentence construction.
Broca's aphasia is often caused by damage to the brain due to stroke, traumatic brain injury, or neurodegenerative diseases such as primary progressive aphasia. Treatment for Broca's aphasia typically involves speech and language therapy to improve communication skills and cognitive rehabilitation to improve language processing abilities.
The main features of Wernicke's aphasia include:
1. Difficulty comprehending spoken language: Individuals with Wernicke's aphasia may have difficulty understanding the meaning of words, phrases, and sentences when spoken to them. They may also struggle to follow conversations or understand complex sentences.
2. Impaired speech production: People with Wernicke's aphasia may experience difficulty speaking in complete sentences or using correct grammar. Their speech may be slow, halting, or contain made-up words (neologisms). They may also have trouble initiating conversations or responding to questions.
3. Preservation of literacy skills: In contrast to other types of aphasia, individuals with Wernicke's aphasia typically retain their ability to read and write, as these skills are mediated by different areas of the brain.
4. Right hemisphere involvement: Wernicke's aphasia is often associated with damage to the right hemisphere of the brain, particularly in the area known as the anterior superior temporal gyrus (Tanenhaus et al., 2010). This can lead to difficulties with speech production and comprehension, as well as other cognitive and behavioral changes.
5. Sensory deficits: Some individuals with Wernicke's aphasia may also experience sensory deficits, such as difficulty with hearing or vision (Kertesz, 1994).
Wernicke's aphasia is often seen in individuals who have suffered a stroke or other brain injury, particularly in the left hemisphere of the brain. It is important for clinicians to recognize and diagnose Wernicke's aphasia accurately, as it can help guide treatment and rehabilitation efforts.
References:
Kertesz, A. (1994). Wernicke's aphasia: A review of the clinical and neuroanatomical features. Cortex, 30(2), 267-285.
Tanenhaus, M. K., Spivey, M. J., Eberhard, K. M., & Sedivy, J. C. (1999). Integration of visual and linguistic information in spoken language comprehension. Science, 283(5408), 1323-1326.
Tanenhaus, M. K., Bienkowski, M., & Levitan, C. A. (2010). Language and the brain: Anatomical and functional bases of Wernicke's aphasia. Annals of the New York Academy of Sciences, 1204, 235-257.
There are several types of aphasia, including:
1. Broca's aphasia: Characterized by difficulty speaking in complete sentences and using correct grammar.
2. Wernicke's aphasia: Characterized by difficulty understanding spoken language and speaking in complete sentences.
3. Global aphasia: Characterized by a severe impairment of all language abilities.
4. Primary progressive aphasia: A rare form of aphasia that is caused by neurodegeneration and worsens over time.
Treatment for aphasia typically involves speech and language therapy, which can help individuals with aphasia improve their communication skills and regain some of their language abilities. Other forms of therapy, such as cognitive training and physical therapy, may also be helpful.
It's important to note that while aphasia can significantly impact an individual's quality of life, it does not affect their intelligence or cognitive abilities. With appropriate treatment and support, individuals with aphasia can continue to lead fulfilling lives and communicate effectively with others.
Types of Language Disorders:
1. Developmental Language Disorder (DLD): This is a condition where children have difficulty learning language skills, such as grammar, vocabulary, and sentence structure, despite being exposed to language in their environment. DLD can be diagnosed in children between the ages of 2 and 5.
2. Acquired Language Disorder: This is a condition that occurs when an individual experiences brain damage or injury that affects their ability to understand and produce language. Acquired language disorders can be caused by stroke, traumatic brain injury, or other neurological conditions.
3. Aphasia: This is a condition that occurs when an individual experiences damage to the language areas of their brain, typically as a result of stroke or traumatic brain injury. Aphasia can affect an individual's ability to understand, speak, read, and write language.
4. Dysarthria: This is a condition that affects an individual's ability to produce speech sounds due to weakness, paralysis, or incoordination of the muscles used for speaking. Dysarthria can be caused by stroke, cerebral palsy, or other neurological conditions.
5. Apraxia: This is a condition that affects an individual's ability to coordinate the movements of their lips, tongue, and jaw to produce speech sounds. Apraxia can be caused by stroke, head injury, or other neurological conditions.
Causes and Risk Factors:
1. Genetic factors: Some language disorders may be inherited from parents or grandparents.
2. Brain damage or injury: Stroke, traumatic brain injury, or other neurological conditions can cause acquired language disorders.
3. Developmental delays: Children with developmental delays or disorders, such as autism or Down syndrome, may experience language disorders.
4. Hearing loss or impairment: Children who have difficulty hearing may experience language delays or disorders.
5. Environmental factors: Poverty, poor nutrition, and limited access to educational resources can contribute to language disorders in children.
Signs and Symptoms:
1. Difficulty articulating words or sentences
2. Slurred or distorted speech
3. Limited vocabulary or grammar skills
4. Difficulty understanding spoken language
5. Avoidance of speaking or social interactions
6. Behavioral difficulties, such as aggression or frustration
7. Delayed language development in children
8. Difficulty with reading and writing skills
Treatment and Interventions:
1. Speech therapy: A speech-language pathologist (SLP) can work with individuals to improve their language skills through exercises, activities, and strategies.
2. Cognitive training: Individuals with language disorders may benefit from cognitive training programs that target attention, memory, and other cognitive skills.
3. Augmentative and alternative communication (AAC) devices: These devices can help individuals with severe language disorders communicate more effectively.
4. Behavioral interventions: Behavioral therapy can help individuals with language disorders manage their behavior and improve their social interactions.
5. Family support: Family members can provide support and encouragement to individuals with language disorders, which can help improve outcomes.
6. Educational accommodations: Individuals with language disorders may be eligible for educational accommodations, such as extra time to complete assignments or the use of a tape recorder during lectures.
7. Medication: In some cases, medication may be prescribed to help manage symptoms of language disorders, such as anxiety or depression.
Prognosis and Quality of Life:
The prognosis for individuals with language disorders varies depending on the severity of their condition and the effectiveness of their treatment. With appropriate support and intervention, many individuals with language disorders are able to improve their language skills and lead fulfilling lives. However, some individuals may experience ongoing challenges with communication and social interaction, which can impact their quality of life.
In conclusion, language disorders can have a significant impact on an individual's ability to communicate and interact with others. While there is no cure for language disorders, there are many effective treatments and interventions that can help improve outcomes. With appropriate support and accommodations, individuals with language disorders can lead fulfilling lives and achieve their goals.
The symptoms of dyslexia can vary from person to person, but may include:
* Difficulty with phonological awareness (the ability to identify and manipulate the sounds within words)
* Trouble with decoding (reading) and encoding (spelling)
* Slow reading speed
* Difficulty with comprehension of text
* Difficulty with writing skills, including grammar, punctuation, and spelling
* Trouble with organization and time management
Dyslexia can be diagnosed by a trained professional, such as a psychologist or learning specialist, through a series of tests and assessments. These may include:
* Reading and spelling tests
* Tests of phonological awareness
* Tests of comprehension and vocabulary
* Behavioral observations
There is no cure for dyslexia, but there are a variety of strategies and interventions that can help individuals with dyslexia to improve their reading and writing skills. These may include:
* Multisensory instruction (using sight, sound, and touch to learn)
* Orton-Gillingham approach (a specific type of multisensory instruction)
* Assistive technology (such as text-to-speech software)
* Accommodations (such as extra time to complete assignments)
* Tutoring and mentoring
It is important to note that dyslexia is not a result of poor intelligence or inadequate instruction, but rather a neurological difference that affects the way an individual processes information. With appropriate support and accommodations, individuals with dyslexia can be successful in school and beyond.
There are several types of LDDs, including:
1. Expressive Language Disorder: This condition is characterized by difficulty with verbal expression, including difficulty with word choice, sentence structure, and coherence.
2. Receptive Language Disorder: This condition is characterized by difficulty with understanding spoken language, including difficulty with comprehending vocabulary, grammar, and tone of voice.
3. Mixed Receptive-Expressive Language Disorder: This condition is characterized by both receptive and expressive language difficulties.
4. Language Processing Disorder: This condition is characterized by difficulty with processing language, including difficulty with auditory processing, syntax, and semantics.
5. Social Communication Disorder: This condition is characterized by difficulty with social communication, including difficulty with understanding and using language in social contexts, eye contact, facial expressions, and body language.
Causes of LDDs include:
1. Genetic factors: Some LDDs may be inherited from parents or grandparents.
2. Brain injury: Traumatic brain injury or stroke can damage the areas of the brain responsible for language processing.
3. Infections: Certain infections, such as meningitis or encephalitis, can damage the brain and result in LDDs.
4. Nutritional deficiencies: Severe malnutrition or a lack of certain nutrients, such as vitamin B12, can lead to LDDs.
5. Environmental factors: Exposure to toxins, such as lead, and poverty can increase the risk of developing an LDD.
Signs and symptoms of LDDs include:
1. Difficulty with word retrieval
2. Incomplete or inappropriate sentences
3. Difficulty with comprehension
4. Limited vocabulary
5. Difficulty with understanding abstract concepts
6. Difficulty with social communication
7. Delayed language development compared to peers
8. Difficulty with speech sounds and articulation
9. Stuttering or repetition of words
10. Limited eye contact and facial expressions
Treatment for LDDs depends on the underlying cause and may include:
1. Speech and language therapy to improve communication skills
2. Cognitive training to improve problem-solving and memory skills
3. Occupational therapy to improve daily living skills
4. Physical therapy to improve mobility and balance
5. Medication to manage symptoms such as anxiety or depression
6. Surgery to repair any physical abnormalities or damage to the brain.
It is important to note that each individual with an LDD may have a unique combination of strengths, weaknesses, and challenges, and treatment plans should be tailored to meet their specific needs. Early diagnosis and intervention are key to improving outcomes for individuals with LDDs.
The symptoms of acquired dyslexia may be similar to those of developmental dyslexia, including difficulties with phonological processing, working memory, and language processing. However, individuals with acquired dyslexia may also experience a range of other cognitive impairments, such as difficulty with attention, memory, or executive functions.
The exact causes of acquired dyslexia are not yet fully understood, but it is thought to be related to changes in the brain's language processing networks that occur as a result of brain damage or other forms of cognitive impairment. Treatment for acquired dyslexia typically involves a multimodal approach, including cognitive rehabilitation and remediation strategies tailored to the individual's specific needs and abilities.
There are three main types of primary progressive aphasia:
1. Logopenic progressive aphasia (LPA): This is the most common type of PPA, accounting for approximately 70% of cases. It is characterized by difficulty in finding the right words, using correct grammar, and understanding complex sentences.
2. Semantic dementia (SD): This type of PPA is characterized by difficulties with word meaning, often leading to a loss of semantic knowledge. Affected individuals may have trouble recognizing familiar objects, people, or places.
3. Nonfluent progressive aphasia (NFPA): This type of PPA is characterized by difficulty in speaking and understanding language, as well as slow and effortful speech.
The symptoms of primary progressive aphasia can vary depending on the individual and the progression of the disease. They may include:
* Difficulty finding the right words or understanding complex sentences
* Trouble with word retrieval and naming objects
* Slow and effortful speech
* Difficulty with reading and writing
* Decreased comprehension of spoken language
* Difficulty with social communication and pragmatic skills
Primary progressive aphasia is a degenerative disorder, meaning that it is not reversible and will continue to worsen over time. However, there are several treatment options available to manage the symptoms and improve quality of life for individuals affected by PPA. These may include speech and language therapy, cognitive training, and medications to manage behavioral changes or depression.
In summary, primary progressive aphasia is a rare and degenerative disorder that affects language and communication abilities, with three main types: logopenic progressive aphasia, semantic dementia, and nonfluent progressive aphasia. Symptoms can vary depending on the type of PPA, but may include difficulty finding words, slow and effortful speech, and decreased comprehension of spoken language. Treatment options are available to manage symptoms and improve quality of life for individuals affected by PPA.
There are several types of deafness, including:
1. Conductive hearing loss: This type of deafness is caused by problems with the middle ear, including the eardrum or the bones of the middle ear. It can be treated with hearing aids or surgery.
2. Sensorineural hearing loss: This type of deafness is caused by damage to the inner ear or auditory nerve. It is typically permanent and cannot be treated with medication or surgery.
3. Mixed hearing loss: This type of deafness is a combination of conductive and sensorineural hearing loss.
4. Auditory processing disorder (APD): This is a condition in which the brain has difficulty processing sounds, even though the ears are functioning normally.
5. Tinnitus: This is a condition characterized by ringing or other sounds in the ears when there is no external source of sound. It can be a symptom of deafness or a separate condition.
There are several ways to diagnose deafness, including:
1. Hearing tests: These can be done in a doctor's office or at a hearing aid center. They involve listening to sounds through headphones and responding to them.
2. Imaging tests: These can include X-rays, CT scans, or MRI scans to look for any physical abnormalities in the ear or brain.
3. Auditory brainstem response (ABR) testing: This is a test that measures the electrical activity of the brain in response to sound. It can be used to diagnose hearing loss in infants and young children.
4. Otoacoustic emissions (OAE) testing: This is a test that measures the sounds produced by the inner ear in response to sound. It can be used to diagnose hearing loss in infants and young children.
There are several ways to treat deafness, including:
1. Hearing aids: These are devices that amplify sound and can be worn in or behind the ear. They can help improve hearing for people with mild to severe hearing loss.
2. Cochlear implants: These are devices that are implanted in the inner ear and can bypass damaged hair cells to directly stimulate the auditory nerve. They can help restore hearing for people with severe to profound hearing loss.
3. Speech therapy: This can help people with hearing loss improve their communication skills, such as speaking and listening.
4. Assistive technology: This can include devices such as captioned phones, alerting systems, and assistive listening devices that can help people with hearing loss communicate more effectively.
5. Medications: There are several medications available that can help treat deafness, such as antibiotics for bacterial infections or steroids to reduce inflammation.
6. Surgery: In some cases, surgery may be necessary to treat deafness, such as when there is a blockage in the ear or when a tumor is present.
7. Stem cell therapy: This is a relatively new area of research that involves using stem cells to repair damaged hair cells in the inner ear. It has shown promising results in some studies.
8. Gene therapy: This involves using genes to repair or replace damaged or missing genes that can cause deafness. It is still an experimental area of research, but it has shown promise in some studies.
9. Implantable devices: These are devices that are implanted in the inner ear and can help restore hearing by bypassing damaged hair cells. Examples include cochlear implants and auditory brainstem implants.
10. Binaural hearing: This involves using a combination of hearing aids and technology to improve hearing in both ears, which can help improve speech recognition and reduce the risk of falls.
It's important to note that the best treatment for deafness will depend on the underlying cause of the condition, as well as the individual's age, overall health, and personal preferences. It's important to work with a healthcare professional to determine the best course of treatment.
There are several subtypes of APD, including:
1. Auditory Processing Disorder (APD): A disorder characterized by difficulty processing auditory information due to a deficit in the brain's ability to process speech and language.
2. Central Auditory Processing Disorder (CAPD): A subtype of APD that is caused by a problem in the central nervous system, rather than in the inner ear.
3. Developmental Auditory Perceptual Disorder (DAPD): A disorder that affects children and adolescents, characterized by difficulty with auditory perception and processing.
4. Auditory Memory Deficit: A subtype of APD that is characterized by difficulty with auditory memory and recall.
5. Auditory Discrimination Deficit: A subtype of APD that is characterized by difficulty with distinguishing between similar sounds.
APD can be caused by a variety of factors, including genetics, premature birth, infections during pregnancy or childhood, and head trauma. Treatment for APD typically involves a combination of behavioral therapies, such as auditory training and speech therapy, as well as assistive listening devices and technology.
In addition to the subtypes listed above, there are also several related conditions that may be classified as APD, including:
1. Auditory-Verbal Processing Disorder (AVPD): A disorder characterized by difficulty with auditory processing and language development.
2. Language Processing Deficit: A subtype of APD that is characterized by difficulty with language comprehension and processing.
3. Attention Deficit Hyperactivity Disorder (ADHD): A neurodevelopmental disorder that can also affect auditory perception and processing.
4. Autism Spectrum Disorder (ASD): A neurodevelopmental disorder that can also affect auditory perception and processing, as well as social communication and behavior.
5. Central Auditory Processing Disorder (CAPD): A type of APD that is characterized by difficulty with central auditory processing, including the ability to understand speech in noisy environments.
Anomia is a condition characterized by memory loss or impairment of word-finding ability, especially for proper nouns (e.g., names of people and places). Also called nominal anomia or dysnomia.
Anomia can be caused by various factors, such as brain injury, stroke, traumatic brain injury, neurodegenerative diseases (e.g., Alzheimer's disease), infections (e.g., encephalitis), and certain medications.
Symptoms of anomia may include difficulty naming objects or people, trouble finding the right words to describe something, and confusion about the meaning of words. In some cases, anomia can be treated with speech and language therapy, but in more severe cases, it may be a permanent condition.
Dysarthria can affect both children and adults, and the symptoms can vary in severity depending on the underlying cause of the condition. Some common symptoms of dysarthria include:
* Slurred or slow speech
* Difficulty articulating words
* Poor enunciation
* Stuttering or hesitation while speaking
* Difficulty with word-finding and language processing
* Limited range of speech sounds
* Difficulty with loudness and volume control
Dysarthria can be diagnosed by a speech-language pathologist (SLP), who will typically conduct a comprehensive evaluation of the individual's speech and language abilities. This may include a series of tests to assess the individual's articulation, fluency, voice quality, and other aspects of their speech.
There are several types of dysarthria, including:
* Hypokinetic dysarthria: characterized by reduced muscle tone and slow movement of the articulatory organs, resulting in slurred or slow speech.
* Hyperkinetic dysarthria: characterized by increased muscle tone and rapid movement of the articulatory organs, resulting in fast but imprecise speech.
* Mixed dysarthria: a combination of hypokinetic and hyperkinetic features.
* Dystonic dysarthria: characterized by involuntary movements and postures of the tongue and lips, resulting in distorted speech.
Treatment for dysarthria typically involves speech therapy with an SLP, who will work with the individual to improve their speech clarity, fluency, and overall communication skills. Treatment may include exercises to strengthen the muscles used in speech production, as well as strategies to improve articulation, pronunciation, and language processing. In some cases, technology such as speech-generating devices may be used to support communication.
In addition to speech therapy, treatment for dysarthria may also involve other healthcare professionals, such as neurologists, physical therapists, or occupational therapists, depending on the underlying cause of the condition.
Overall, dysarthria is a speech disorder that can significantly impact an individual's ability to communicate effectively. However, with the right treatment and support from healthcare professionals and SLPs, many people with dysarthria are able to improve their communication skills and lead fulfilling lives.
Types of Cognition Disorders: There are several types of cognitive disorders that affect different aspects of cognitive functioning. Some common types include:
1. Attention Deficit Hyperactivity Disorder (ADHD): Characterized by symptoms of inattention, hyperactivity, and impulsivity.
2. Traumatic Brain Injury (TBI): Caused by a blow or jolt to the head that disrupts brain function, resulting in cognitive, emotional, and behavioral changes.
3. Alzheimer's Disease: A progressive neurodegenerative disorder characterized by memory loss, confusion, and difficulty with communication.
4. Stroke: A condition where blood flow to the brain is interrupted, leading to cognitive impairment and other symptoms.
5. Parkinson's Disease: A neurodegenerative disorder that affects movement, balance, and cognition.
6. Huntington's Disease: An inherited disorder that causes progressive damage to the brain, leading to cognitive decline and other symptoms.
7. Frontotemporal Dementia (FTD): A group of neurodegenerative disorders characterized by changes in personality, behavior, and language.
8. Post-Traumatic Stress Disorder (PTSD): A condition that develops after a traumatic event, characterized by symptoms such as anxiety, avoidance, and hypervigilance.
9. Mild Cognitive Impairment (MCI): A condition characterized by memory loss and other cognitive symptoms that are more severe than normal age-related changes but not severe enough to interfere with daily life.
Causes and Risk Factors: The causes of cognition disorders can vary depending on the specific disorder, but some common risk factors include:
1. Genetics: Many cognitive disorders have a genetic component, such as Alzheimer's disease, Parkinson's disease, and Huntington's disease.
2. Age: As people age, their risk of developing cognitive disorders increases, such as Alzheimer's disease, vascular dementia, and frontotemporal dementia.
3. Lifestyle factors: Factors such as physical inactivity, smoking, and poor diet can increase the risk of cognitive decline and dementia.
4. Traumatic brain injury: A severe blow to the head or a traumatic brain injury can increase the risk of developing cognitive disorders, such as chronic traumatic encephalopathy (CTE).
5. Infections: Certain infections, such as meningitis and encephalitis, can cause cognitive disorders if they damage the brain tissue.
6. Stroke or other cardiovascular conditions: A stroke or other cardiovascular conditions can cause cognitive disorders by damaging the blood vessels in the brain.
7. Chronic substance abuse: Long-term use of drugs or alcohol can damage the brain and increase the risk of cognitive disorders, such as dementia.
8. Sleep disorders: Sleep disorders, such as sleep apnea, can increase the risk of cognitive disorders, such as dementia.
9. Depression and anxiety: Mental health conditions, such as depression and anxiety, can increase the risk of cognitive decline and dementia.
10. Environmental factors: Exposure to certain environmental toxins, such as pesticides and heavy metals, has been linked to an increased risk of cognitive disorders.
It's important to note that not everyone with these risk factors will develop a cognitive disorder, and some people without any known risk factors can still develop a cognitive disorder. If you have concerns about your cognitive health, it's important to speak with a healthcare professional for proper evaluation and diagnosis.
The key features of PPNFA include:
1. Non-fluent speech: Individuals with PPNFA may experience difficulty articulating words, using short, halting sentences, and experiencing difficulty initiating and maintaining conversations.
2. Grammatical errors: They may make frequent grammatical mistakes, such as incorrect verb tenses or word order, and may have difficulty understanding complex sentences.
3. Reduced vocabulary: Individuals with PPNFA may use fewer words and have a more limited vocabulary than those with other types of aphasia.
4. Decreased comprehension: They may also experience difficulty understanding spoken language, particularly in noisy environments or when complex information is being communicated.
5. No other neurological symptoms: Unlike some other types of PPA, individuals with PPNFA do not typically experience cognitive decline, memory loss, or other neurological symptoms beyond language impairment.
PPNFA is often diagnosed in middle-aged to older adults and can be challenging to differentiate from other types of aphasia or cognitive disorders. It is important for healthcare providers to conduct comprehensive evaluations, including neuroimaging and speech and language assessments, to accurately diagnose and manage this condition.
The exact cause of meningomyelocele is not fully understood, but it is thought to be related to a combination of genetic and environmental factors. Risk factors for the condition include family history, maternal obesity, and exposure to certain medications or substances during pregnancy.
There are several types of meningomyelocele, including:
* Meningoencephalocele: A protrusion of the meninges through a defect in the skull.
* Myelomeningocele: A protrusion of the spinal cord through a defect in the back.
* Hydrocephalus: A buildup of fluid in the brain, which can be associated with meningomyelocele.
There is no cure for meningomyelocele, but treatment options may include surgery to repair the defect and relieve symptoms, as well as ongoing management of any associated conditions such as hydrocephalus or seizures. Early detection and intervention are important to help minimize the risk of complications and improve outcomes for individuals with this condition.
1. Articulation Disorders: Difficulty articulating sounds or words due to poor pronunciation, misplaced sounds, or distortion of sounds.
2. Stuttering: A disorder characterized by the repetition or prolongation of sounds, syllables, or words, as well as the interruption or blocking of speech.
3. Voice Disorders: Abnormalities in voice quality, pitch, or volume due to overuse, misuse, or structural changes in the vocal cords.
4. Language Disorders: Difficulty with understanding, using, or interpreting spoken language, including grammar, vocabulary, and sentence structure.
5. Apraxia of Speech: A neurological disorder that affects the ability to plan and execute voluntary movements of the articulatory organs for speech production.
6. Dysarthria: A condition characterized by slurred or distorted speech due to weakness, paralysis, or incoordination of the articulatory muscles.
7. Cerebral Palsy: A group of disorders that affect movement, balance, and posture, often including speech and language difficulties.
8. Aphasia: A condition that results from brain damage and affects an individual's ability to understand, speak, read, and write language.
9. Dyslexia: A learning disorder that affects an individual's ability to read and spell words correctly.
10. Hearing Loss: Loss of hearing in one or both ears can impact speech development and language acquisition.
Speech disorders can be diagnosed by a speech-language pathologist (SLP) through a comprehensive evaluation, including speech and language samples, medical history, and behavioral observations. Treatment options vary depending on the specific disorder and may include therapy exercises, technology assistance, and counseling. With appropriate support and intervention, individuals with speech disorders can improve their communication skills and lead fulfilling lives.
Some common causes of chronic brain damage include:
1. Traumatic brain injury (TBI): A blow to the head or other traumatic injury that causes the brain to bounce or twist inside the skull, leading to damage to brain cells and tissues.
2. Stroke or cerebral vasculature disorders: A loss of blood flow to the brain due to a blockage or rupture of blood vessels, leading to cell death and tissue damage.
3. Infections such as meningitis or encephalitis: Inflammation of the brain and its membranes caused by viral or bacterial infections, which can lead to damage to brain cells and tissues.
4. Chronic exposure to toxins, such as pesticides or heavy metals: Prolonged exposure to these substances can damage brain cells and tissues over time.
5. Neurodegenerative diseases, such as Alzheimer's disease or Parkinson's disease: These conditions are characterized by the progressive loss of brain cells and tissue, leading to cognitive decline and other symptoms.
The effects of chronic brain damage can vary depending on the location and severity of the damage. Some common effects include:
1. Cognitive impairments: Difficulty with memory, attention, problem-solving, and other cognitive functions.
2. Emotional and behavioral changes: Depression, anxiety, irritability, and mood swings.
3. Physical symptoms: Weakness or paralysis on one side of the body, difficulty with balance and coordination, and changes in sensation or perception.
4. Communication difficulties: Slurred speech, difficulty finding the right words, and trouble understanding spoken language.
5. Social and occupational impairments: Difficulty with daily activities, social interactions, and work-related tasks.
The good news is that there are several strategies that can help mitigate the effects of chronic brain damage. These include:
1. Physical exercise: Regular physical activity has been shown to promote brain health and reduce the risk of cognitive decline.
2. Cognitive stimulation: Engaging in mentally challenging activities, such as reading, puzzles, or learning a new skill, can help build cognitive reserve and reduce the risk of cognitive decline.
3. Social engagement: Building and maintaining social connections has been shown to promote brain health and reduce the risk of cognitive decline.
4. Stress management: Chronic stress can exacerbate brain damage, so finding ways to manage stress, such as through meditation or exercise, is important.
5. Proper nutrition: Eating a diet rich in fruits, vegetables, and omega-3 fatty acids can help support brain health and reduce the risk of cognitive decline.
6. Medication and therapy: In some cases, medication or therapy may be necessary to manage the symptoms of chronic brain damage.
7. Neuroplasticity-based interventions: Techniques that promote neuroplasticity, such as non-invasive brain stimulation, can help improve cognitive function and reduce the risk of cognitive decline.
It's important to note that these strategies may not reverse chronic brain damage, but they can help mitigate its effects and improve overall brain health. If you suspect that you or someone you know may be experiencing chronic brain damage, it is important to seek medical attention as soon as possible. Early diagnosis and treatment can help reduce the risk of long-term cognitive decline and improve quality of life.
There are several subtypes of agnosia, each with distinct symptoms:
1. Visual agnosia: Difficulty recognizing objects, colors, or shapes.
2. Auditory agnosia: Inability to recognize familiar sounds or voices.
3. Tactile agnosia: Difficulty identifying objects by touch.
4. Olfactory agnosia: Loss of the ability to smell.
5. Gustatory agnosia: Inability to taste or identify different flavors.
6. Hyperagnosia: Excessive sensitivity to stimuli, leading to over-recognition of objects and excessive memory for details.
7. Hypoagnosia: Under-recognition of objects, leading to difficulty identifying familiar items.
Agnosia can be caused by various factors, such as stroke, traumatic brain injury, infections, neurodegenerative diseases (e.g., Alzheimer's disease, Parkinson's disease), and developmental disorders (e.g., autism spectrum disorder). Treatment options depend on the underlying cause of the agnosia and may include rehabilitation therapies, medications, or surgery.
In summary, agnosia is a neurological condition characterized by difficulty in recognizing objects, voices, or other sensory stimuli due to damage to specific areas of the brain. It can affect one or more senses and can be caused by various factors. Treatment options vary depending on the underlying cause of the disorder.
There are several types of learning disorders, including:
1. Dyslexia: A learning disorder that affects an individual's ability to read and spell words. Individuals with dyslexia may have difficulty recognizing letters, sounds, or word patterns.
2. Dyscalculia: A learning disorder that affects an individual's ability to understand and perform mathematical calculations. Individuals with dyscalculia may have difficulty with numbers, quantities, or mathematical concepts.
3. Dysgraphia: A learning disorder that affects an individual's ability to write and spell words. Individuals with dysgraphia may have difficulty with hand-eye coordination, fine motor skills, or language processing.
4. Attention Deficit Hyperactivity Disorder (ADHD): A neurodevelopmental disorder that affects an individual's ability to focus, pay attention, and regulate their behavior. Individuals with ADHD may have difficulty with organization, time management, or following instructions.
5. Auditory Processing Disorder: A learning disorder that affects an individual's ability to process and understand auditory information. Individuals with auditory processing disorder may have difficulty with listening, comprehension, or speech skills.
6. Visual Processing Disorder: A learning disorder that affects an individual's ability to process and understand visual information. Individuals with visual processing disorder may have difficulty with reading, writing, or other tasks that require visual processing.
7. Executive Function Deficits: A learning disorder that affects an individual's ability to plan, organize, and execute tasks. Individuals with executive function deficits may have difficulty with time management, organization, or self-regulation.
Learning disorders can be diagnosed by a trained professional, such as a psychologist, neuropsychologist, or learning specialist, through a comprehensive assessment that includes cognitive and academic testing, as well as a review of the individual's medical and educational history. The specific tests and assessments used will depend on the suspected type of learning disorder and the individual's age and background.
There are several approaches to treating learning disorders, including:
1. Accommodations: Providing individuals with accommodations, such as extra time to complete assignments or the option to take a test orally, can help level the playing field and enable them to succeed academically.
2. Modifications: Making modifications to the curriculum or instructional methods can help individuals with learning disorders access the material and learn in a way that is tailored to their needs.
3. Therapy: Cognitive-behavioral therapy (CBT) and other forms of therapy can help individuals with learning disorders develop strategies for managing their challenges and improving their academic performance.
4. Assistive technology: Assistive technology, such as text-to-speech software or speech-to-text software, can help individuals with learning disorders access information and communicate more effectively.
5. Medication: In some cases, medication may be prescribed to help manage symptoms associated with learning disorders, such as attention deficit hyperactivity disorder (ADHD).
6. Multi-sensory instruction: Using multiple senses (such as sight, sound, and touch) to learn new information can be helpful for individuals with learning disorders.
7. Self-accommodations: Teaching individuals with learning disorders how to identify and use their own strengths and preferences to accommodate their challenges can be effective in helping them succeed academically.
8. Parental involvement: Encouraging parents to be involved in their child's education and providing them with information and resources can help them support their child's learning and development.
9. Collaboration: Collaborating with other educators, professionals, and family members to develop a comprehensive treatment plan can help ensure that the individual receives the support they need to succeed academically.
It is important to note that each individual with a learning disorder is unique and may respond differently to different treatments. A comprehensive assessment and ongoing monitoring by a qualified professional is necessary to determine the most effective treatment plan for each individual.
The diagnosis of PVS is made by a team of healthcare professionals, including neurosurgeons, neurologists, and rehabilitation specialists. The diagnosis is based on a combination of clinical examination and medical imaging studies, such as electroencephalograms (EEGs) and functional magnetic resonance imaging (fMRI).
There are three main criteria for diagnosing PVS:
1. Lack of awareness: The patient is unable to open their eyes or respond purposefully to stimuli.
2. Lack of purposeful movement: The patient is unable to move voluntarily, except for possibly some reflex movements.
3. Abnormal sleep-wake cycle: The patient exhibits a persistent vegetative state sleep-wake cycle, characterized by periods of sleep and wakefulness that are not consistent with normal sleep patterns.
Treatment for PVS is focused on supporting the patient's basic needs, such as breathing and nutrition, and managing any underlying medical conditions. However, there is no cure for PVS, and the condition is often permanent. Some patients may eventually recover some cognitive and behavioral functions over time, but many will remain in a state of persistent vegetative state for the rest of their lives.
In summary, the definition of persistent vegetative state (PVS) in the medical field refers to a severe loss of cognitive and behavioral function, resulting from traumatic brain injury or other causes, characterized by a lack of awareness, purposeful movement, and abnormal sleep-wake cycle. The diagnosis is made by a team of healthcare professionals, and treatment focuses on supporting the patient's basic needs and managing any underlying medical conditions.
Comprehension
Reading comprehension
List comprehension
Comprehension (logic)
Program comprehension
Comprehension approach
Remedial Reading Comprehension
Comprehension of idioms
Prediction in language comprehension
Comparison of programming languages (list comprehension)
Patricia A. Edwards
Mental management
ST type theory
Media ecology
Compu-Read
Tiger by the Tail (Chase novel)
S. H. Burton
Polytechnic University of Milan
Phonics
National Center for Assessment in Higher Education
George R. Klare
Eleanor Saffran
Cortical deafness
Voice activity detection
Wilga Rivers
Word problem (mathematics education)
Lee Konstantinou
Embodied language processing
SS Politician
Emily Riehl
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reading comprehension
Wordless is Clueless: Using New Technologies to Build Vocabulary and Strengthen Comprehension
Strategies8
- Here are some simple tips to help you begin improving your reading comprehension and writing strategies. (italki.com)
- Comprehension is critically important to development of vocabulary and text comprehension and in preparing children's reading skills and therefore their ability to teachers to teach comprehension strategies? (nih.gov)
- This executive summary attempts to prepare teachers to implement in naturalistic covers these three areas, and the format therefore settings in the classroom instruction of proven text differs slightly in organization from the other report comprehension strategies that have evolved during the executive summaries. (nih.gov)
- Comprehension strategies are conscious plans - sets of steps that good readers use to make sense of text. (readingrockets.org)
- These seven strategies have research-based evidence for improving text comprehension. (readingrockets.org)
- Literature on issues relating to comprehension during the process of obtaining informed consent (IC) has largely focused on the challenges potential participants can face in understanding the IC documents , and the strategies used to enhance comprehension of those documents . (bvsalud.org)
- In this review , we set out to describe the factors that have an impact on comprehension and the strategies used to enhance the IC process in sub-Saharan African countries. (bvsalud.org)
- Our review showed wide recognition that the process of achieving IC in SSA is inherently challenging, and there are limitations in the strategies aimed at improving comprehension in IC. (bvsalud.org)
Reading comprehension strategy1
- This bundle will provide a weekly focus theme and reading comprehension strategy for your whole group guided reading. (teacherspayteachers.com)
Cognitive2
- NRP) began its analysis of the extant research data on To carry out scientific reviews, the NRP searched the reading comprehension, three predominant themes research literature on vocabulary and text emerged: (1) reading comprehension is a cognitive comprehension instruction from 1979 to the present. (nih.gov)
- Satisfactory acquisition and maintenance of both written and oral language comprehension skills are dependent upon a complex interaction among sensory, perceptual, and cognitive processes. (nih.gov)
Passages1
- When you get to the Paragraph Comprehension subtest of the ASVAB, you have several passages to read. (dummies.com)
Teach2
- For preparation of teachers to critical and intimately tied to the development of reading teach text comprehension in naturalistic settings, the comprehension. (nih.gov)
- Literacy programs with integrated technology that target reading comprehension and teach higher-order thinking skills with engaging Fiction and Nonfiction student materials and standards-aligned instruction that focuses on determining text-based evidence and reading closely and deeply. (sundancepub.com)
Grades1
- Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension. (readingrockets.org)
Evidence1
- Evidence suggests that factors associated with the development of reading and oral language comprehension skills (e.g., the age of acquisition, the proficiency attained in early life, diagnoses of learning disabilities and subsequent interventions) and ongoing experiences (e.g., education, occupation, leisure activities, social interaction) influence the skill levels attained during adulthood. (nih.gov)
Relation2
- This research aimed to explore the relation between the reading comprehension and the academic performance, considering the age and gender of the students. (bvsalud.org)
- The results showed a significant association between reading comprehension and performance in relation to the course, the age and gender. (bvsalud.org)
Processes1
- Beyond translations, perspectives for researchers to consider to enhance comprehension during consent processes for health research in sub-saharan Africa: a scoping review. (bvsalud.org)
Participants1
- We propose moving beyond the literal translations and technical language to understanding IC comprehension from the participants' perspectives and the researchers ' views, while examining contextual factors that impact the IC process. (bvsalud.org)
Informed consent1
- The effect of format modifications and reading comprehension on recall of informed consent information by low-income parents: A comparison of print, video, and computer-based presentations. (cdc.gov)
Readers2
- These studies also evaluated the issues pertinent to each of the three subareas are effectiveness of the preparation on comprehension by discussed in a common section, the results and the readers. (nih.gov)
- Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. (readingrockets.org)
Vocabulary1
- Reading skills covered in Spanish Reading Comprehension include drawing conclusions, identifying main idea, building vocabulary, and determining fact or opinion for level 4 Spanish learners. (carsondellosa.com)
Research4
- Panel intensively analyzed four relevant studies that decided to organize its review and analysis of reading appeared in the search of the text comprehension comprehension research in these three areas, and to literature. (nih.gov)
- PURPOSE The National Institute on Aging (NIA) and the National Institute of Child Health and Human Development (NICHD) invite qualified researchers to submit grant applications for research projects designed to examine age-related changes in reading and language comprehension abilities and to develop interventions that prevent or compensate for declines. (nih.gov)
- RESEARCH OBJECTIVES Background For the elderly, as well as for adolescents and adults, accurate and efficient comprehension of both written and oral language is essential for success across a wide spectrum of important behaviors, including social participation, performing instrumental activities of daily living, and engaging in occupational endeavors, in addition to general psychological well-being and survival. (nih.gov)
- Participant comprehension of research for which they volunteer: a systematic review. (nih.gov)
Skills2
- Language comprehension greatly involves your listening skills. (omniglot.com)
- You can improve your listening comprehension skills through the following ways. (omniglot.com)
Instruction2
Language1
- Late adulthood is associated with changes, generally declining, in the communicative abilities important for reading and language comprehension. (nih.gov)
Ability2
- Listening comprehension is the ability to grasp and make sense of what you hear. (omniglot.com)
- The comprehension ability of reading in the higher education can be the difference between a quality scientific technical learning or not. (bvsalud.org)
Text1
- During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. (readingrockets.org)
Understand2
- Understand that speaking practice improves listening comprehension. (omniglot.com)
- Students who are good at monitoring their comprehension know when they understand what they read and when they do not. (readingrockets.org)
Page1
- This is a thumbnail of the "The Old Lady and the Fly - Multiple choice comprehension quiz" page. (enchantedlearning.com)
Improve1
- Medical Graphic Narratives to Improve Patient Comprehension and Periprocedural Anxiety Before Coronary Angiography and Percutaneous Coronary Intervention: A Randomized Trial. (nih.gov)
List2
- Optimization of list comprehensions? (erlang.org)
- I really like list comprehensions, they seem so, declarative. (erlang.org)
Issues1
- Chapter 4: Comprehension analyses do not meet the formal criteria for inclusion in Teacher Preparation and Comprehension the analysis, they are relevant to the issues at hand. (nih.gov)
Research5
- NRP) began its analysis of the extant research data on To carry out scientific reviews, the NRP searched the reading comprehension, three predominant themes research literature on vocabulary and text emerged: (1) reading comprehension is a cognitive comprehension instruction from 1979 to the present. (nih.gov)
- Panel intensively analyzed four relevant studies that decided to organize its review and analysis of reading appeared in the search of the text comprehension comprehension research in these three areas, and to literature. (nih.gov)
- PURPOSE The National Institute on Aging (NIA) and the National Institute of Child Health and Human Development (NICHD) invite qualified researchers to submit grant applications for research projects designed to examine age-related changes in reading and language comprehension abilities and to develop interventions that prevent or compensate for declines. (nih.gov)
- RESEARCH OBJECTIVES Background For the elderly, as well as for adolescents and adults, accurate and efficient comprehension of both written and oral language is essential for success across a wide spectrum of important behaviors, including social participation, performing instrumental activities of daily living, and engaging in occupational endeavors, in addition to general psychological well-being and survival. (nih.gov)
- Does informed consent to research require comprehension? (nih.gov)
Levels1
- Evidence suggests that factors associated with the development of reading and oral language comprehension skills (e.g., the age of acquisition, the proficiency attained in early life, diagnoses of learning disabilities and subsequent interventions) and ongoing experiences (e.g., education, occupation, leisure activities, social interaction) influence the skill levels attained during adulthood. (nih.gov)
Education1
- The comprehension ability of reading in the higher education can be the difference between a quality scientific technical learning or not. (bvsalud.org)
Important1
- Late adulthood is associated with changes, generally declining, in the communicative abilities important for reading and language comprehension. (nih.gov)
Oral1
- COMPREHENSION DEFICIT - difficulty in understanding oral instructions on single or multiusage commands. (nih.gov)
High1
- A person who typically has high health literacy may experience challenging comprehension moments if they are upset or distracted, for example. (nih.gov)
Results1
- These studies also evaluated the issues pertinent to each of the three subareas are effectiveness of the preparation on comprehension by discussed in a common section, the results and the readers. (nih.gov)