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Inoue T, Manolitsis G, de Jong PF, Landerl K, Parrila R, Georgiou GK. Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency. Front Psychol 2020; 11:1923. [PMID: 32849130 PMCID: PMC7412602 DOI: 10.3389/fpsyg.2020.01923] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Accepted: 07/13/2020] [Indexed: 11/13/2022] Open
Abstract
We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency (English, Dutch, German, and Greek). Seven hundred and fourteen children were followed from Grade 1 to Grade 2 and tested on emergent literacy skills (vocabulary, letter knowledge, and phonological awareness) at the beginning of Grade 1 and on word reading fluency and spelling at the end of Grade 1, the beginning of Grade 2, and the end of Grade 2. Their parents responded to a questionnaire assessing HLE [parent teaching (PT), shared book reading (SBR), access to literacy resources (ALR)] at the beginning of Grade 1. Results showed first that PT was associated with letter knowledge or phonological awareness in Dutch and Greek, while ALR was associated with emergent literacy skills in all languages. SBR did not predict any cognitive or early literacy skills in any language. Second, PT and ALR had indirect effects on literacy outcomes via different emergent literacy skills in all languages. These findings suggest that not all HLE components are equally important for emergent literacy skills, reading fluency, and spelling. No specific trend in the role of orthographic consistency in the aforementioned relations emerged, which suggests that other factors may account for the observed differences across languages when children start receiving formal reading instruction in Grade 1.
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Parrila R, Dudley D, Song S, Georgiou GK. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. ANNALS OF DYSLEXIA 2020; 70:1-26. [PMID: 31664608 DOI: 10.1007/s11881-019-00187-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Accepted: 10/14/2019] [Indexed: 06/10/2023]
Abstract
We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included children with dyslexia younger than 13 years of age as participants, and included measures of one or more of the potential causes of dyslexia. We identified 21 studies meeting these criteria that examined one or more of phonological awareness, rapid naming, verbal short-term memory, or auditory temporal processing. A random effects model analysis showed first that the groups were matched imperfectly and they differed significantly in word reading measures not used for matching. Second, there were no significant differences between the individuals with dyslexia and their reading-level-matched controls in rapid naming, phonological memory, and auditory temporal processing. Finally, the analyses for phonological awareness showed a significant effect for comparisons that involved manipulating phonemes but not for tasks that involved manipulating syllables. The results are compatible with phonological deficit theories of dyslexia, but this conclusion is qualified by observed differences in reading skills and sample selection concerns.
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Georgiou GK, Parrila R. What mechanism underlies the rapid automatized naming-reading relation? J Exp Child Psychol 2020; 194:104840. [PMID: 32172942 DOI: 10.1016/j.jecp.2020.104840] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 02/12/2020] [Accepted: 02/22/2020] [Indexed: 11/30/2022]
Abstract
We examined why rapid automatized naming (RAN) is related to reading by manipulating one aspect of the RAN task at a time and by inspecting the changes occurring in the RAN-reading relation. In total, 136 Grade 2 English-speaking children and 121 university students were assessed on serial and discrete RAN, cancellation, and yes/no naming as well as on oral and silent reading fluency. The results of regression analyses indicated that seriality, access to phonological representations, and articulation play an important role in the RAN-reading relation. However, their effects were not equal for the two age groups or across the two reading outcomes.
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Georgiou GK, Guo K, Naveenkumar N, Vieira APA, Das J. PASS theory of intelligence and academic achievement: A meta-analytic review. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101431] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Altani A, Protopapas A, Katopodi K, Georgiou GK. From individual word recognition to word list and text reading fluency. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1037/edu0000359] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Giannakis E, Kushta J, Giannadaki D, Georgiou GK, Bruggeman A, Lelieveld J. Exploring the economy-wide effects of agriculture on air quality and health: Evidence from Europe. THE SCIENCE OF THE TOTAL ENVIRONMENT 2019; 663:889-900. [PMID: 30738268 DOI: 10.1016/j.scitotenv.2019.01.410] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 01/29/2019] [Accepted: 01/30/2019] [Indexed: 06/09/2023]
Abstract
Agricultural emissions strongly contribute to fine particulate matter pollution (PM2.5) and associated effects on human health. Environmentally-extended input-output models and a regional atmospheric chemistry model (WRF-Chem) were combined to conduct an economy-wide assessment of air pollution and pre-mature mortality in the European Union (EU), associated with a 20% increase in the final demand for the output of the agricultural sector. Model results revealed significant differences in air pollution originating from agricultural growth across the 28 EU countries (EU-28). The highest impact of agricultural growth on PM2.5 concentrations occur over the Northern Balkan countries (Bulgaria and Romania) and northern Italy. However, the highest excess mortality rates in the EU-28 due to changes in emissions and enhanced PM2.5 concentrations are observed in Malta, Greece, Spain and Cyprus. The least affected countries are mostly located in the northern part of Europe, with the exception of the Scandinavian Countries, which have relatively good air quality under current conditions. Our integrated modelling framework results highlight the importance of capturing both the direct and indirect air pollution emissions of economic sectors via upstream supply chains and underscore the non-linear response of surface PM2.5 levels and their health impacts to emission fluxes.
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Ludwig C, Guo K, Georgiou GK. Are Reading Interventions for English Language Learners Effective? A Meta-Analysis. JOURNAL OF LEARNING DISABILITIES 2019; 52:220-231. [PMID: 30694092 DOI: 10.1177/0022219419825855] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students' risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs' reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs' reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.
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Georgiou GK, Torppa M, Landerl K, Desrochers A, Manolitsis G, de Jong PF, Parrila R. Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? Child Dev 2019; 91:e266-e279. [PMID: 30681137 DOI: 10.1111/cdev.13218] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.
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Georgiou GK. Child and Adolescent Development in China: Not That Different From Western Countries After All? New Dir Child Adolesc Dev 2019; 2019:163-166. [PMID: 30614599 DOI: 10.1002/cad.20270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the major outcome in most studies), we need more cross-cultural studies that contrast the role of multiple factors (e.g., cognitive, linguistic, environmental) simultaneously.
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Cai D, Zhang L, Li Y, Wei W, Georgiou GK. The Role of Approximate Number System in Different Mathematics Skills Across Grades. Front Psychol 2018; 9:1733. [PMID: 30279672 PMCID: PMC6153330 DOI: 10.3389/fpsyg.2018.01733] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Accepted: 08/27/2018] [Indexed: 11/13/2022] Open
Abstract
Although approximate number system (ANS) has been found to predict mathematics ability, it remains unclear if both aspects of ANS (symbolic and non-symbolic estimation) contribute equally well to mathematics performance and if their contribution varies as a function of the mathematics outcome and grade level. Thus, in this study, we examined the effects of both aspects of ANS on different mathematics skills across three grade levels. Three hundred eleven children (100 children from kindergarten, 107 children from Grade 2, and 104 children from Grade 4) from two kindergartens and three elementary schools in Shanghai, China, were assessed on measures of ANS (dot estimation and number line estimation), general cognitive ability (nonverbal intelligence, inhibition, and working memory), and mathematics abilities (numerical operations and mathematical problem solving in all grades, early mathematical skills in kindergarten, and calculation fluency in Grades 2 and 4). Results of hierarchical regression analyses showed that, in kindergarten, non-symbolic estimation predicted all mathematics skills even after controlling for age, gender, and general cognitive ability. In Grades 2 and 4, symbolic estimation accounted for unique variance in mathematical problem solving, but not in calculation fluency. Symbolic estimation also predicted numerical operations in Grade 4. Taken together, these findings suggest that in the early phases of mathematics development different aspects of ANS contribute to different mathematics skills.
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Papadopoulos TC, Georgiou GK, Deng C, Das JP. The Structure of Speed of Processing Across Cultures. Adv Cogn Psychol 2018; 14:112-125. [PMID: 32337001 PMCID: PMC7171427 DOI: 10.5709/acp-0243-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
We examined whether a general processing factor emerges when using response times for cognitive processing tasks and whether such a factor is valid across three different cultural groups (Chinese, Canadian, and Greek). Three hundred twenty university students from Canada (n = 115), China (n = 110), and Cyprus (n = 95) were assessed on an adaptation of the Das-Naglieri Cognitive Assessment System (D-N CAS; Naglieri & Das, 1997). Three alternative models were contrasted: a distinct abilities processing speed model (Model 1) that is dictated by the latent four cognitive factors of planning, attention, simultaneous and successive (PASS) processing, a unitary ability processing speed model (Model 2) that is dictated by the response time nature of all measures, and a bifactor model (Model 3) which included the latent scores of Models 1 and 2 and served as the full model. Results of structural equation modeling showed that (a) the model representing processing speed as a collection of four cognitive processes rather than a unitary processing speed factor was the most parsimonious, and (b) the loadings of the obtained factors were invariant across the three cultural groups. These findings enhance our understanding of the nature of speed of processing across diverse cultures and suggest that even when cognitive processes (i.e., PASS) are operationalized with response time measures, the processing component dominates speed.
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Zhou W, Xia Z, Georgiou GK, Shu H. The Distinct Roles of Dorsal and Ventral Visual Systems in Naming of Chinese Characters. Neuroscience 2018; 390:256-264. [PMID: 30176323 DOI: 10.1016/j.neuroscience.2018.08.024] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2018] [Revised: 08/20/2018] [Accepted: 08/23/2018] [Indexed: 11/28/2022]
Abstract
We aimed to investigate the role of dorsal and ventral visual systems in rapid naming of simple Chinese characters. Twenty college students (10 female; Mage = 22.5 years) were required to covertly read a character- and a cross-matrix during an fMRI experiment. A basic prosaccade and a prosaccade-naming task were also performed to confirm the functional significance of the findings. The results of whole brain analysis showed that both dorsal and ventral visual systems were activated in the character-matrix reading. The cross-matrix scanning elicited weaker activation in the left middle frontal gyrus, superior temporal gyrus, and ventral occipitotemporal cortex. Next, whereas both top-down and bottom-up effective connectivities (ECs) were found between these two systems in the character-matrix reading, only top-down ECs were observed in the cross-matrix scanning. Moreover, in the character-matrix reading, we found a negative correlation between the reaction time of naming in the prosaccade-naming task and the EC strength from visual word form area to superior temporal gyrus and a positive correlation between the reaction time in the basic prosaccade task and the EC strength from middle frontal gyrus to intraparietal sulcus. The cross-matrix scanning did not show any brain-behavior relationship. These results suggest that while the dorsal visual system is mainly engaged in eye-movement control, the ventral system is associated more with orthographic processing and orthography-phonology mapping.
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Georgiou GK, Ghazyani R, Parrila R. Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation? ANNALS OF DYSLEXIA 2018; 68:85-103. [PMID: 29511958 DOI: 10.1007/s11881-018-0156-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2017] [Accepted: 01/18/2018] [Indexed: 06/08/2023]
Abstract
The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Results showed first that the dyslexia group was slower than the control group on all RAN tasks and the differences remained significant after controlling for discrete naming time. Second, both groups were slower in the large item set condition (20 × 4) than in the small set condition (5 × 16). Third, the dyslexia group was slower than the control group in both the pause and the articulation times. Although none of the processing skills was sufficient on its own to eliminate group differences in RAN Letters components, phonological awareness, and orthographic processing were sufficient on their own to eliminate group differences in the RAN Objects pause time. Taken together, our findings suggest that the deficits in RAN are not due to impaired anchoring, but rather due to subtle impairments in lexical access (specific to alphanumeric RAN), serial processing, and articulation.
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Wei W, Guo L, Georgiou GK, Tavouktsoglou A, Deng C. Different Subcomponents of Executive Functioning Predict Different Growth Parameters in Mathematics: Evidence From a 4-Year Longitudinal Study With Chinese Children. Front Psychol 2018; 9:1037. [PMID: 29977222 PMCID: PMC6021516 DOI: 10.3389/fpsyg.2018.01037] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2018] [Accepted: 06/01/2018] [Indexed: 11/17/2022] Open
Abstract
Executive functioning (EF), an umbrella term used to represent cognitive skills engaged in goal-directed behaviors, has been found to be a unique predictor of mathematics performance. However, very few studies have examined how the three core EF subcomponents (inhibition, shifting, and working memory) predict the growth parameters (intercept and slope) in mathematics skills and even fewer studies have been conducted in a non-Western country. Thus, the purpose of this study was to examine how inhibition, shifting, and working memory predict the growth parameters in arithmetic accuracy and fluency in a group of Chinese children (n = 179) followed from Grade 2 (mean age = 97.89 months) to Grade 5 (mean age = 133.43 months). In Grade 2, children were assessed on measures of nonverbal IQ, number sense, speed of processing, inhibition, shifting, and working memory. In addition, in Grades 2–5, they were assessed on arithmetic accuracy and fluency. Results of structural equation modeling showed that nonverbal IQ, speed of processing, and number sense predicted the intercept in arithmetic accuracy, while working memory was the only EF subcomponent to predict the slope (rate of growth) in arithmetic accuracy. In turn, number sense, speed of processing, inhibition, and shifting were significant predictors of the intercept in arithmetic fluency. None of the EF subcomponents predicted the slope in arithmetic fluency. Our findings reinforce those of previous studies in North America and Europe showing that EF contributes to mathematics performance over and above other key predictors of mathematics, and suggest that different EF subcomponents may predict different growth parameters in mathematics.
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Wang X, Georgiou GK, Li Q, Tavouktsoglou A. Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning? Front Psychol 2018; 9:906. [PMID: 29928246 PMCID: PMC5997895 DOI: 10.3389/fpsyg.2018.00906] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Accepted: 05/18/2018] [Indexed: 11/13/2022] Open
Abstract
Several studies have shown that Executive Functioning (EF) is a unique predictor of mathematics performance. However, whether or not children with mathematics difficulties (MD) experience deficits in EF remains unclear. Thus, the purpose of this study was to examine if Chinese children with MD experience deficits in EF. We assessed 23 children with MD (9 girls, mean age = 10.40 years), 30 children with reading difficulties and MD (RDMD; 12 girls, mean age = 10.82 years), and 31 typically-developing (TD) peers (16 girls, mean age = 10.41 years) on measures of inhibition (Color-Word Stroop, Inhibition), shifting of attention (Planned Connections, Rapid Alternating Stimuli), working memory (Digit Span Backwards, Listening Span), processing speed (Visual Matching, Planned Search), reading (Character Recognition, Sentence Verification), and mathematics (Addition and Subtraction Fluency, Math Standard Achievement Test). The results of MANOVA analyses showed first that the performance of the MD children in all EF tasks was worse than their TD peers. Second, with the exception of the shifting tasks in which the MD children performed better than the RDMD children, the performance of the two groups was similar in all measures of working memory and inhibition. Finally, covarying for the effects of processing speed eliminated almost all differences between the TD and MD groups (the only exception was Listening Span) as well as the differences between the MD and RDMD groups in shifting of attention. Taken together, our findings suggest that although Chinese children with MD (with or without comorbid reading difficulties) experience significant deficits in all EF skills, most of their deficits can be accounted by lower-level deficits in processing speed.
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Sideridis GD, Simos P, Mouzaki A, Stamovlasis D, Georgiou GK. Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties. JOURNAL OF LEARNING DISABILITIES 2018; 52:59-70. [PMID: 29771185 DOI: 10.1177/0022219418775112] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis. Participants were 587 elementary schoolchildren (Grades 2-4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.
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Altani A, Protopapas A, Georgiou GK. Using Serial and Discrete Digit Naming to Unravel Word Reading Processes. Front Psychol 2018; 9:524. [PMID: 29706918 PMCID: PMC5908969 DOI: 10.3389/fpsyg.2018.00524] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Accepted: 03/27/2018] [Indexed: 11/13/2022] Open
Abstract
During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics.
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Ruan Y, Georgiou GK, Song S, Li Y, Shu H. Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1037/edu0000216] [Citation(s) in RCA: 65] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Cai D, Viljaranta J, Georgiou GK. Direct and indirect effects of self-concept of ability on math skills. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2017.11.009] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Altani A, Georgiou GK, Deng C, Cho JR, Katopodi K, Wei W, Protopapas A. Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. J Exp Child Psychol 2017; 164:117-135. [DOI: 10.1016/j.jecp.2017.07.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Revised: 07/11/2017] [Accepted: 07/11/2017] [Indexed: 11/28/2022]
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Manolitsis G, Grigorakis I, Georgiou GK. The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek. Front Psychol 2017; 8:1793. [PMID: 29081759 PMCID: PMC5645533 DOI: 10.3389/fpsyg.2017.01793] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 09/27/2017] [Indexed: 12/04/2022] Open
Abstract
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2-5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.
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Rollans C, Cheema K, Georgiou GK, Cummine J. Pathways of the inferior frontal occipital fasciculus in overt speech and reading. Neuroscience 2017; 364:93-106. [PMID: 28918257 DOI: 10.1016/j.neuroscience.2017.09.011] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2017] [Revised: 09/05/2017] [Accepted: 09/06/2017] [Indexed: 01/18/2023]
Abstract
In this study, we examined the relationship between tractography-based measures of white matter integrity (ex. fractional anisotropy [FA]) from diffusion tensor imaging (DTI) and five reading-related tasks, including rapid automatized naming (RAN) of letters, digits, and objects, and reading of real words and nonwords. Twenty university students with no reported history of reading difficulties were tested on all five tasks and their performance was correlated with diffusion measures extracted through DTI tractography. A secondary analysis using whole-brain Tract-Based Spatial Statistics (TBSS) was also used to find clusters showing significant negative correlations between reaction time and FA. Results showed a significant relationship between the left inferior fronto-occipital fasciculus FA and performance on the RAN of objects task, as well as a strong relationship to nonword reading, which suggests a role for this tract in slower, non-automatic and/or resource-demanding speech tasks. There were no significant relationships between FA and the faster, more automatic speech tasks (RAN of letters and digits, and real word reading). These findings provide evidence for the role of the inferior fronto-occipital fasciculus in tasks that are highly demanding of orthography-phonology translation (e.g., nonword reading) and semantic processing (e.g., RAN object). This demonstrates the importance of the inferior fronto-occipital fasciculus in basic naming and suggests that this tract may be a sensitive predictor of rapid naming performance within the typical population. We discuss the findings in the context of current models of reading and speech production to further characterize the white matter pathways associated with basic reading processes.
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Georgiou GK, Li J, Das JP. Tower of London: What Level of Planning Does it Measure? PSYCHOLOGICAL STUDIES 2017. [DOI: 10.1007/s12646-017-0416-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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Georgiou GK, Hirvonen R, Manolitsis G, Nurmi JE. Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:438-455. [PMID: 28401989 DOI: 10.1111/bjep.12158] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2016] [Revised: 03/04/2017] [Indexed: 11/30/2022]
Abstract
BACKGROUND Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. AIM The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. SAMPLE One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. METHODS Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. RESULTS Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. CONCLUSIONS This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning.
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Torppa M, Georgiou GK, Niemi P, Lerkkanen MK, Poikkeus AM. The precursors of double dissociation between reading and spelling in a transparent orthography. ANNALS OF DYSLEXIA 2017; 67:42-62. [PMID: 27286963 DOI: 10.1007/s11881-016-0131-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Accepted: 04/12/2016] [Indexed: 06/06/2023]
Abstract
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1-4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers' shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments.
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