Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia
Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4–6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The c...
Published in: | Journal of Educational Computing Research |
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Online Access: | http://dx.doi.org/10.2190/r783-4g36-58v7-5154 http://journals.sagepub.com/doi/pdf/10.2190/R783-4G36-58V7-5154 |
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crsagepubl:10.2190/r783-4g36-58v7-5154 2024-05-12T08:09:34+00:00 Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia Winn, William Berninger, Virginia Richards, Todd Aylward, Elizabeth Stock, Pat Lee, Yen-Ling Lovitt, Dan 2006 http://dx.doi.org/10.2190/r783-4g36-58v7-5154 http://journals.sagepub.com/doi/pdf/10.2190/R783-4G36-58V7-5154 en eng SAGE Publications http://journals.sagepub.com/page/policies/text-and-data-mining-license Journal of Educational Computing Research volume 34, issue 4, page 381-404 ISSN 0735-6331 1541-4140 Computer Science Applications Education journal-article 2006 crsagepubl https://doi.org/10.2190/r783-4g36-58v7-5154 2024-04-18T08:34:06Z Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4–6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The children attended class for three hours each day, 45 minutes of which were devoted to working with a computer-based, interactive, three-dimensional simulation of the ocean. The rest of the time was spent on hands-on, problem-based, non-verbal classroom activities. Data obtained from logs of the children's activity using the computer, maps drawn on two occasions from memory, and brain activation obtained from fMRI before and after the class showed that the dyslexic children were as able to use the simulation and construct spatial mental models as the good readers. However, significant correlations among activation of areas of the brain associated with working memory were found during fMRI imaging for good readers performing a 2-back visual memory task, but not for dyslexics. Significant correlations were also found among time taken for dyslexics, but not good readers, to complete computer-based exercises and activation of area V5 while they performed tasks requiring visual decoding of pseudowords. These findings, which suggest that good readers and dyslexics might use their brains differently to reach similar levels of performance, were interpreted within cognitive and neurocognitive theories of learning. Article in Journal/Newspaper Orca SAGE Publications Journal of Educational Computing Research 34 4 381 404 |
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English |
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Computer Science Applications Education |
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Computer Science Applications Education Winn, William Berninger, Virginia Richards, Todd Aylward, Elizabeth Stock, Pat Lee, Yen-Ling Lovitt, Dan Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia |
topic_facet |
Computer Science Applications Education |
description |
Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4–6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The children attended class for three hours each day, 45 minutes of which were devoted to working with a computer-based, interactive, three-dimensional simulation of the ocean. The rest of the time was spent on hands-on, problem-based, non-verbal classroom activities. Data obtained from logs of the children's activity using the computer, maps drawn on two occasions from memory, and brain activation obtained from fMRI before and after the class showed that the dyslexic children were as able to use the simulation and construct spatial mental models as the good readers. However, significant correlations among activation of areas of the brain associated with working memory were found during fMRI imaging for good readers performing a 2-back visual memory task, but not for dyslexics. Significant correlations were also found among time taken for dyslexics, but not good readers, to complete computer-based exercises and activation of area V5 while they performed tasks requiring visual decoding of pseudowords. These findings, which suggest that good readers and dyslexics might use their brains differently to reach similar levels of performance, were interpreted within cognitive and neurocognitive theories of learning. |
format |
Article in Journal/Newspaper |
author |
Winn, William Berninger, Virginia Richards, Todd Aylward, Elizabeth Stock, Pat Lee, Yen-Ling Lovitt, Dan |
author_facet |
Winn, William Berninger, Virginia Richards, Todd Aylward, Elizabeth Stock, Pat Lee, Yen-Ling Lovitt, Dan |
author_sort |
Winn, William |
title |
Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia |
title_short |
Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia |
title_full |
Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia |
title_fullStr |
Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia |
title_full_unstemmed |
Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia |
title_sort |
effects of nonverbal problem solving treatment on skills for externalizing visual representation in upper elementary grade students with and without dyslexia |
publisher |
SAGE Publications |
publishDate |
2006 |
url |
http://dx.doi.org/10.2190/r783-4g36-58v7-5154 http://journals.sagepub.com/doi/pdf/10.2190/R783-4G36-58V7-5154 |
genre |
Orca |
genre_facet |
Orca |
op_source |
Journal of Educational Computing Research volume 34, issue 4, page 381-404 ISSN 0735-6331 1541-4140 |
op_rights |
http://journals.sagepub.com/page/policies/text-and-data-mining-license |
op_doi |
https://doi.org/10.2190/r783-4g36-58v7-5154 |
container_title |
Journal of Educational Computing Research |
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34 |
container_issue |
4 |
container_start_page |
381 |
op_container_end_page |
404 |
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1798852853961326592 |