Charles Haynes

Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan

This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall, U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems and cultural expectations.

Neural correlates of diacritics in Arabic: An fMRI study

Abstract Though diacritics are a central feature of Arabic reading, their cognitive and neural effects remain less well understood. The present study used functional magnetic resonance imaging (fMRI) to investigate differences between brain activation patterns associated with real words with versus without diacritics in adult Arabic readers using a lexical decision task. We found no significant difference in accuracy between real words with and without diacritics. However, real words with no diacritics yielded shorter response times and stronger activation in the hippocampus and middle temporal gyrus, possibly reflecting a search among multiple lexical entries that may be associated with these words. In contrast, real words with diacritics yielded longer response times and activated the insula and inferior frontal areas, suggesting an engagement of phonological and semantic processes in recognizing words with diacritics. Taken together, the results support a linguistic role for diacritics in isolated word recognition even in experienced Arabic readers.