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    Read The Excerpt and Notice The Tenses Used For Each Verb. Identify The Function of Each Tense As Illustrated in The First Sentence

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    Fani Try Oktaviani
    This document discusses the identification and diagnosis of dyslexia. It notes that approximately 10% of the population is diagnosed with dyslexia, which is often identified through specialized testing in third grade or later. Late identification poses problems for effective remediation, as poor readers fall further behind by this point. The document also discusses research on early identification and correlates of later reading ability, noting that most early reading studies focus on school-aged children, with few examining pre-school aged children. The current study aims to trace the development of phonological processing deficits in a longitudinal study of two-year-olds to determine if early behaviors can predict later reading ability.

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    Read The Excerpt and Notice The Tenses Used For Each Verb. Identify The Function of Each Tense As Illustrated in The First Sentence

    Uploaded by

    Fani Try Oktaviani
    96 views2 pages
    This document discusses the identification and diagnosis of dyslexia. It notes that approximately 10% of the population is diagnosed with dyslexia, which is often identified through specialized testing in third grade or later. Late identification poses problems for effective remediation, as poor readers fall further behind by this point. The document also discusses research on early identification and correlates of later reading ability, noting that most early reading studies focus on school-aged children, with few examining pre-school aged children. The current study aims to trace the development of phonological processing deficits in a longitudinal study of two-year-olds to determine if early behaviors can predict later reading ability.

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    This document discusses the identification and diagnosis of dyslexia. It notes that approximately 10% of the population is diagnosed with dyslexia, which is often identified through specialized testing in third grade or later. Late identification poses problems for effective remediation, as poor readers fall further behind by this point. The document also discusses research on early identification and correlates of later reading ability, noting that most early reading studies focus on school-aged children, with few examining pre-school aged children. The current study aims to trace the development of phonological processing deficits in a longitudinal study of two-year-olds to determine if early behaviors can predict later reading ability.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    96 views2 pages

    Read The Excerpt and Notice The Tenses Used For Each Verb. Identify The Function of Each Tense As Illustrated in The First Sentence

    Uploaded by

    Fani Try Oktaviani
    This document discusses the identification and diagnosis of dyslexia. It notes that approximately 10% of the population is diagnosed with dyslexia, which is often identified through specialized testing in third grade or later. Late identification poses problems for effective remediation, as poor readers fall further behind by this point. The document also discusses research on early identification and correlates of later reading ability, noting that most early reading studies focus on school-aged children, with few examining pre-school aged children. The current study aims to trace the development of phonological processing deficits in a longitudinal study of two-year-olds to determine if early behaviors can predict later reading ability.

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    Assignment

    Read the excerpt and notice the tenses used for each verb. Identify the function of each

    tense as illustrated in the first sentence.  

    Approximately 10% of the population is diagnosed (present simple, function 4) with dyslexia

    (Habib, 2000). Specialized testing most often reveals (present simple, function 4) this

    disability in third grade or later, when there develops (present simple, function 3) an

    observable differential between reading achievement and IQ (Wenar & Kerig, 2000). This

    late identification poses (present past, function 3) severe problems for effective remediation.

    At the time of diagnosis, poor readers are (present simple, function 3) on a trajectory of

    failure that becomes (present perfect, function 2) increasingly difficult to reverse. Attempts

    at intervention must both focus on remediation of the impaired components of reading as well

    as extensive rehabilitation to reverse the growing experience differential. 

    Educators and researchers are (present simple, function 1) aware of the need for early

    diagnosis. In response, research investigating early correlates of later reading

    ability/disability has burgeoned (present perfect, function 3) (e.g. Wagner et al., 1997).

    However, these early reading studies primarily focus (present perfect, function 4) on school

    age children (e.g. Share et al., 1984). To date, only a few studies have focused (present

    perfect, function 3) on the reading trajectories of children younger than preschool, and

    there is (present simple, function 2) little consistency within the existing studies (e.g.

    Scarborough, 1990, 1991). 

    In the current study, we trace (present past, function 2) the development of the two aspects

    of the phonological processing deficit in a longitudinal follow-up study of two-year-olds.

    Shatz et al. (1996, 1999, 2001) investigated (past simple, function 2) the underlying lexical
    structure in two-year-old children. Although their experiments were tailored (past simple,

    function 3) to examine early word learning behavior, their study

    design is uniquely suited (present simple, function 3) to looking at the phonological

    processing skills of two-year old children as well. In this study, we measure (present perfect,

    function 4) the early reading skills of these same two-year-olds at five to seven years of age

    in order to determine the predictivity of the early two-year old behaviors for later reading

    ability. 

    Adapted from Michigan Corpus of Upper-level Student Papers. (2009). Ann Arbor, MI:

    The Regents of the University of Michigan.

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