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Layes S, Lazar K, Mecheri S. Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:113-125. [PMID: 36308724 DOI: 10.1080/21622965.2022.2137024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
We examined the role of phonemic awareness [PA], rapid naming [RAN], and verbal short-term memory [VSTM], phonological verbal fluency (PVF) along with literacy related skills (letter naming and orthographic knowledge) in reading, spelling, and numeracy performances. The study was carried out on a sample that consists of 245 native Arabic children of grade 1 and 2. The results showed a significant effect of Group on PA, RAN, VSTM, PVF, and letter naming and orthographic knowledge. There is also a comorbidity effect on PA and orthographic knowledge. The regression analysis indicated that PA and orthographic knowledge are the strongest predictors of the three academic outcomes, whereas VSTM, PVF and RAN displayed less predictive relationships with reading, spelling and numeracy. The results suggest that there are a number of underpinning factors that are linked to PA and orthographic knowledge, which are also accounted for a comorbidity condition between literacy and numeracy.
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Affiliation(s)
- Smail Layes
- Department of Psychology, University of El-Oued, El-Oued, Algeria
| | - Kheira Lazar
- Department of Psychology, University of El-Oued, El-Oued, Algeria
| | - Soulef Mecheri
- Department of Psychology, University of El-Oued, El-Oued, Algeria
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2
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Waldmann C, Levlin M. Reading profiles in secondary school: concurrent language and cognitive abilities, and retrospective and prospective reading skills. Front Psychol 2024; 14:1287134. [PMID: 38314251 PMCID: PMC10834630 DOI: 10.3389/fpsyg.2023.1287134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 12/26/2023] [Indexed: 02/06/2024] Open
Abstract
Introduction We examined the concurrent language and cognitive abilities in a group of Swedish students with different reading profiles in secondary school, and the retrospective (primary school) and prospective (upper-secondary school) reading skills of each reading profile. Methods Seventy-nine students participated in data collections in primary (grade 2: age 8), secondary (grade 8: age 14) and upper-secondary school (year 2: age 17). Independent variables included measures of word recognition, and vocabulary and text comprehension in secondary school. Dependent variables included measures of phonemic awareness, verbal fluency, listening comprehension, spelling, verbal working memory and nonverbal reasoning skills in secondary school, and word recognition and reading comprehension in primary and upper-secondary school. Results When exploring the concurrent language and cognitive abilities of the reading profiles in secondary school, spelling emerged as a weakness and listening comprehension as a strength for students with poor decoding. Students with poor comprehension experienced weaknesses in spelling, and non-verbal reasoning. Students with both poor decoding and comprehension displayed a multi-deficit profile in language and cognition. As regards the retrospective and prospective reading skills, the relative ranking of the reading profiles was rather consistent in both primary and upper-secondary school. Discussion The findings suggest that limitations in phonological awareness may not be a prominent feature of secondary school students with poor decoding in more transparent orthographies. From an educational perspective, spoken sources may support learning among students with poor decoding, whereas students with poor comprehension or combined difficulties in decoding and comprehension need support when learning from both spoken and written sources.
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Affiliation(s)
| | - Maria Levlin
- Department of Language Studies, Umeå University, Umeå, Sweden
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Ubellacker DM, Hillis AE. The neural underpinnings of word comprehension and production: The critical roles of the temporal lobes. HANDBOOK OF CLINICAL NEUROLOGY 2022; 187:211-220. [PMID: 35964973 DOI: 10.1016/b978-0-12-823493-8.00013-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This chapter explores the involvement of the temporal lobes in distinct language functions. The examination of cases of localized damage to the temporal lobes and the resulting pattern of impairment across language tasks and types of errors made can reveal clear neural regions and associated networks essential for word comprehension, semantics, naming, reading, and spelling. Key regions implicated in these functions include left superior temporal gyrus posterior to the temporal pole in word comprehension, bilateral anterior temporal lobes in semantics, left posterior inferior temporal gyrus (pITG) in naming, and left pITG and fusiform cortex in reading and spelling. Results we review provide evidence that the temporal lobes have a critical role in many language tasks. Although various areas and associated white matter tracts work together in supporting language, damage to specific regions of the temporal lobes results in distinct and relatively predictable impairments of language functions.
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Affiliation(s)
- Delaney M Ubellacker
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States
| | - Argye E Hillis
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States.
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Dębska A, Banfi C, Chyl K, Dzięgiel-Fivet G, Kacprzak A, Łuniewska M, Plewko J, Grabowska A, Landerl K, Jednoróg K. Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit. Brain Struct Funct 2021; 226:1467-1478. [PMID: 33761000 PMCID: PMC8096730 DOI: 10.1007/s00429-021-02255-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 03/07/2021] [Indexed: 02/07/2023]
Abstract
There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components and whether they rely, in a similar fashion, on sublexical and lexical pathways of word processing. The present study investigates whether the neural substrates of word processing differ in children with various patterns of reading and spelling deficits. Using functional magnetic resonance imaging, we compared written and auditory processing in three groups of 9-13-year olds (N = 104): (1) with age-adequate reading and spelling skills; (2) with reading and spelling deficits (i.e., dyslexia); (3) with isolated spelling deficits but without reading deficits. In visual word processing, both deficit groups showed hypoactivations in the posterior superior temporal cortex compared to typical readers and spellers. Only children with dyslexia exhibited hypoactivations in the ventral occipito-temporal cortex compared to the two groups of typical readers. This is the result of an atypical pattern of higher activity in the occipito-temporal cortex for non-linguistic visual stimuli than for words, indicating lower selectivity. The print-speech convergence was reduced in the two deficit groups. Impairments in lexico-orthographic regions in a reading-based task were associated primarily with reading deficits, whereas alterations in the sublexical word processing route could be considered common for both reading and spelling deficits. These findings highlight the partly distinct alterations of the language network related to reading and spelling deficits.
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Affiliation(s)
- Agnieszka Dębska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
| | - Chiara Banfi
- Institute of Psychology, University of Graz, Graz, Austria
| | - Katarzyna Chyl
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Gabriela Dzięgiel-Fivet
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agnieszka Kacprzak
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- Faculty of Psychology, Warsaw University, Warsaw, Poland
| | - Magdalena Łuniewska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Joanna Plewko
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Anna Grabowska
- Faculty of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | - Karin Landerl
- Institute of Psychology, University of Graz, Graz, Austria
- BioTechMed-Graz, Graz, Austria
- Department of Cognitive Science, Macquarie University, Sydney, NSW, Australia
| | - Katarzyna Jednoróg
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
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de Chambrier AF, Sermier Dessemontet R, Martinet C, Fayol M. Rapid automatized naming skills of children with intellectual disability. Heliyon 2021; 7:e06944. [PMID: 34013083 PMCID: PMC8113839 DOI: 10.1016/j.heliyon.2021.e06944] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 02/20/2021] [Accepted: 04/23/2021] [Indexed: 11/15/2022] Open
Abstract
Background A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existing studies mainly focused on adolescent or adults with ID matched to typically developing (TD) children on verbal mental age, or used a single RAN task. Aims The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills. Method 30 children with mild to moderate ID with mixed etiology (M = 9.4 years-old) were pair-matched to 30 TD children (M = 4.3 years-old) on phonological awareness- and reading-level. They were all administered color, object, finger, and vowel RAN tasks. Outcomes and results Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers. Conclusions and implications This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities.
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Affiliation(s)
- Anne-Françoise de Chambrier
- University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland
- Corresponding author.
| | - Rachel Sermier Dessemontet
- University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland
| | - Catherine Martinet
- University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland
| | - Michel Fayol
- University of Clermont Auvergne, LAPSCO CNRS, Av. Carnot 34, 63000, Clermont, France
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Silinskas G, Aunola K, Lerkkanen MK, Raiziene S. Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1. Front Psychol 2021; 11:610870. [PMID: 33510687 PMCID: PMC7837123 DOI: 10.3389/fpsyg.2020.610870] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 12/02/2020] [Indexed: 11/28/2022] Open
Abstract
We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills.
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Affiliation(s)
| | - Kaisa Aunola
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | | | - Saule Raiziene
- Institute of Psychology, Vilnius University, Vilnius, Lithuania.,Institute of Psychology, Mykolas Romeris University, Vilnius, Lithuania
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Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2020.101956] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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Conover KM. Tell Me A Story: Promoting resiliency in military children with a bibliotherapy intervention. Nurs Forum 2020; 55:439-446. [PMID: 32251528 DOI: 10.1111/nuf.12449] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2019] [Revised: 02/26/2020] [Accepted: 03/15/2020] [Indexed: 06/11/2023]
Abstract
PURPOSE Research demonstrates the complex effect of the military lifestyle on children of military members. Problem behaviors can manifest in military children as young as 6 years old (eg, physical violence). Some military children have better outcomes (ie, resiliency). These differences in outcomes are not fully understood; literature agrees that parent's interaction with their children predicts resiliency. Nurses can utilize resiliency interventions to improve the health and wellbeing of families. Tell Me A Story (TMAS), a bibliotherapy intervention, role models for parents reading with their children, using story as a platform to deal with issues in a safe way. The purpose of this pilot study was to determine if child resiliency increased and problem behavior decreased with TMAS participation. DESIGN AND METHODS A community-based study examined the impact of TMAS intervention on parent's perceptions of their school-aged children's behavior. Participants were active-duty military parents, recruited on or near seven military installations in the continental United States. RESULTS Child problem behavior showed a change from baseline, with sex and parental deployment factoring for improved or worsening behavior among children. Total and internalizing problem behavior scores increased after intervention if a parent was deployed. Girls experienced increased resiliency scores after TMAS intervention while boys experienced decreased scores. PRACTICE IMPLICATIONS Overall, TMAS intervention is beneficial for behavior and resiliency for some children and provides research for future programming offered by nurses for military families.
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Ammawat W, Attanak A, Kornpetpanee S, Wongupparaj P. Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective. Heliyon 2019; 5:e02587. [PMID: 31660445 PMCID: PMC6806663 DOI: 10.1016/j.heliyon.2019.e02587] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2019] [Revised: 08/14/2019] [Accepted: 10/02/2019] [Indexed: 12/21/2022] Open
Abstract
Naming speed is considered to be one of the essential components used to predict reading capacity in school. The current study examined how visual perception and attention networks influence naming speed, and analyzed the relationship between visual perception and attention networks. The total number of participants was 163 Thai preschool children between the ages of five and seven years selected through multistage random sampling. Visual perception, attention networks, and naming speed were assessed using the Developmental Test of Visual Perception 3 (DTVP-3), Attention Network Task (ANT), and Rapid Automatized Naming (RAN), respectively. Structural equation modeling was used to test naming speed hypotheses. The hypothesis of a causal model was supported by the evidence generated by this study. A direct positive association between both visual perception and attention networks to naming speed was observed. Compared with attention networks, visual perception had a higher significant effect on naming speed performance. Consequently, children who have higher visual perception are more likely to demonstrate a better naming speed performance. These results indicate that visual perception is strongly urged to naming speed, as doing so can help predict children's reading readiness before they start learning to read.
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Affiliation(s)
- Watthanaree Ammawat
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
- Division of Occupational Therapy, Faculty of Physical Therapy, Mahidol University, Thailand
| | - Attapol Attanak
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
- Language Institute, Khon Kaen University, Thailand
| | - Suchada Kornpetpanee
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
| | - Peera Wongupparaj
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
- Department of Psychology, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, UK
- Corresponding author.
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10
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Yeung SSS, Qiao S. Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 93:103456. [PMID: 31445498 DOI: 10.1016/j.ridd.2019.103456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Revised: 07/20/2019] [Accepted: 08/04/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Invented spelling has been viewed as a window to young children's spelling development. AIMS This longitudinal study investigated the developmental trends in invented spelling as a function of phoneme position in very young ESL children. It also investigated cognitive-linguistic precursors of L2 spelling difficulties. METHODS AND PROCEDURES We identified 2 groups of spellers in kindergarten based on their invented spelling performances at the end of kindergarten: average spellers and at-risk spellers. The two groups were compared on invented spelling performance at varied phoneme positions of a word. They were also administered a battery of cognitive-linguistic tasks, including letter knowledge, phonemic awareness, vocabulary and rapid automatized naming at an earlier timepoint. OUTCOMES AND RESULTS Both groups performed better in invented spelling on initial consonants than on medial vowels, which in turn were better than final consonants at two time points. In addition, the average spellers improved significantly more than the at-risk spellers at all phoneme positions. Vocabulary was a significant predictor of spelling difficulties when other crucial cognitive-linguistic variables were taken into consideration simultaneously. CONCLUSIONS AND IMPLICATIONS The current findings suggest the unique features of invented spelling development in L2 learners and identified precursors to L2 spelling difficulties. Very young average and at-risk L2 spellers showed differential gains in L2 invented spelling. Implications of the present study are (1) invented spelling at kindergarten is able to differentiate average and at-risk spellers and (2) invented spelling training and vocabulary intervention could be useful in the remediation of spelling difficulties.
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Affiliation(s)
- Susanna Siu-Sze Yeung
- Department of Psychology, The Education University of Hong Kong, Tai Po, Hong Kong Special Administrative Region.
| | - Shen Qiao
- Faculty of Education, The University of Hong Kong, Hong Kong Special Administrative Region
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Moll K, Gangl M, Banfi C, Schulte-Körne G, Landerl K. Stability of Deficits in Reading Fluency and/or Spelling. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2019; 24:241-251. [PMID: 32308569 PMCID: PMC7155837 DOI: 10.1080/10888438.2019.1659277] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency deficits (irrespective of spelling skills) were stable over time, while spelling deficits were stable in the RSD-group but not in the SD-group. Lower stability in the SD-group resulted from the fact that many children improved their spelling skills over time. Improvement in spelling was associated with good performance in phoneme awareness together with intact RAN and decoding skills.
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Affiliation(s)
- Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Ludwig-Maximilians-University Munich, Munich, Germany
| | - Melanie Gangl
- Institute of Psychology, University of Graz, Austria
| | - Chiara Banfi
- Institute of Psychology, University of Graz, Austria
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Ludwig-Maximilians-University Munich, Munich, Germany
| | - Karin Landerl
- Institute of Psychology, University of Graz, Austria
- Department of Cognitive Science, Macquarie University, Sydney, NSW
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Cho E, Capin P, Roberts G, Roberts GJ, Vaughn S. Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 111:982-1000. [PMID: 31435078 PMCID: PMC6703840 DOI: 10.1037/edu0000332] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
In the present study, we compared the extent to which linguistic comprehension (vocabulary and listening comprehension) and word reading explain reading comprehension differentially for English learners (ELs) and non-ELs with reading difficulties, and we investigated whether different mechanisms of reading comprehension failure exist for each group. Using the simple view of reading as our framework, we tested a model in which vocabulary exerts a direct effect on reading comprehension and indirect effects through listening comprehension and word reading. Results from a multigroup structural equation model with a sample of 446 struggling fourth-grade readers (n = 229 for ELs; n = 211 for non-ELs) demonstrated both similarities and differences in the sources and mechanisms of reading comprehension difficulties for ELs and non-ELs with reading problems. Word reading was an important source of reading comprehension difficulty for both groups. For non-ELs, the effect of word reading was larger than the effects of linguistic comprehension (vocabulary and listening comprehension combined); however, for ELs, the effects of linguistic comprehension were greater than the effect of word reading. Vocabulary had indirect effects via both listening comprehension and word reading for ELs, but it demonstrated a direct effect on reading comprehension for non-ELs. These results suggest that developing a range of linguistic comprehension skills (e.g., word-level and sentence-level language skills) may be important for ELs with reading comprehension difficulties in the upper-elementary grades.
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Affiliation(s)
- Eunsoo Cho
- Michigan State University, 620 Farm Lane, East Lansing, MI 48824,
| | - Philip Capin
- The Meadows Center for Preventing Educational, Risk University of Texas at Austin, 1912 Speedway D4900, Austin, TX 78712,
| | - Greg Roberts
- The Meadows Center for Preventing Educational, Risk University of Texas at Austin, 1912 Speedway D4900, Austin, TX 78712,
| | | | - Sharon Vaughn
- The Meadows Center for Preventing Educational, Risk University of Texas at Austin, 1912 Speedway D4900, Austin, TX 78712,
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Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study. Dev Cogn Neurosci 2019; 39:100683. [PMID: 31377570 PMCID: PMC6969364 DOI: 10.1016/j.dcn.2019.100683] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2019] [Revised: 07/05/2019] [Accepted: 07/17/2019] [Indexed: 11/21/2022] Open
Abstract
The manuscript reports a study on a large sample (N = 170) of Polish speaking 8-13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed to relate brain activation to individual differences in reading and spelling. We found that individual proficiency in both reading and spelling significantly correlated with activation of the left ventral occipito-temporal cortex encompassing the Visual Word Form Area which has been implicated in automatic orthographic activations. Reading but not spelling was found to correlate with activation in the left anterior dorsal stream (anterior supramarginal and postcentral gyri). Our results indicate that the level of both reading and spelling is related to activity in areas involved in the storage of fine-grained orthographic representations. However, only the reading level is uniquely related to activity of regions responsible for the articulation, motor planning and grapheme-to-phoneme correspondence, which form the basis for effective decoding skill.
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Hebert M, Kearns DM, Hayes JB, Bazis P, Cooper S. Why Children With Dyslexia Struggle With Writing and How to Help Them. Lang Speech Hear Serv Sch 2018; 49:843-863. [PMID: 30458545 DOI: 10.1044/2018_lshss-dyslc-18-0024] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2018] [Accepted: 07/09/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function-all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia. Method For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches. Results Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development. Conclusions Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.
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Affiliation(s)
- Michael Hebert
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
| | - Devin M Kearns
- Department of Educational Psychology, University of Connecticut, Storrs
| | | | - Pamela Bazis
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
| | - Samantha Cooper
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
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15
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Gangl M, Moll K, Banfi C, Huber S, Schulte-Körne G, Landerl K. Reading strategies of good and poor readers of German with different spelling abilities. J Exp Child Psychol 2018; 174:150-169. [PMID: 29957357 DOI: 10.1016/j.jecp.2018.05.012] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 04/06/2018] [Accepted: 05/24/2018] [Indexed: 11/18/2022]
Abstract
Reading and spelling abilities are thought to be highly correlated during development, and orthographic knowledge is assumed to underpin both literacy skills. Interestingly, recent studies showed that reading and spelling skills can also dissociate. The current study investigated whether spelling skills (indicating orthographic knowledge) are associated with the application of orthographic strategies during reading. We examined eye movements of 137 third- and fourth-graders who were either good or poor readers with or without a spelling deficit: 43 children with typical reading and spelling skills, 28 with isolated spelling deficits, 28 with isolated reading deficits, and 38 with combined reading and spelling deficits. Although we expected to find reduced reliance on orthographic reading processes among poor spellers, this was evident for the group with combined deficits only. Both isolated deficit groups applied sublexical and lexical processes in a similar amount to typically developing children. Our findings suggest that reading rests on orthographic strategies even if lexical representations are poor as indicated by a deficit in spelling skills. Findings also show that dysfluent reading does not result only from overreliance on decoding.
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Affiliation(s)
- Melanie Gangl
- Institute of Psychology, University of Graz, 8010 Graz, Austria
| | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU Munich, 80336 Munich, Germany
| | - Chiara Banfi
- Institute of Psychology, University of Graz, 8010 Graz, Austria
| | - Stefan Huber
- Knowledge Media Research Center, 72076 Tübingen, Germany
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU Munich, 80336 Munich, Germany
| | - Karin Landerl
- Institute of Psychology, University of Graz, 8010 Graz, Austria.
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Vander Stappen C, Reybroeck MV. Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study. Front Psychol 2018; 9:320. [PMID: 29593618 PMCID: PMC5859220 DOI: 10.3389/fpsyg.2018.00320] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2017] [Accepted: 02/26/2018] [Indexed: 11/26/2022] Open
Abstract
Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs. RAN) could improve word reading and word spelling performances, and (c) to assess the efficacy of a RAN-objects’ intervention. Thirty-six French-speaking second graders, from two Belgian elementary schools, were divided into two groups, and received either a PA- or a RAN-objects’ intervention. Twenty-five-minute lessons took place at school twice a week over a period of 2 months. Both groups were compared on multiple experimental measures (PA, RAN, word reading, and word spelling), before and immediately after the intervention, and 6 months later. Results showed specific efficacy of the two interventions, with participants trained in one ability outperforming those from the other group on this specific ability at post-test. Moreover, the PA intervention revealed transfer effects on the sub-lexical processes of spelling, while the RAN intervention enhanced word reading speed. Finally, the results demonstrated the efficacy of a RAN-objects’ intervention for the first time. These findings provide a new piece of evidence showing the independence of PA and RAN, each process influencing the acquisition of literacy skills in a different way. The efficacy and the specific transfer effects of both interventions open up new perspectives for prevention and targeted remediation of reading disabilities.
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Affiliation(s)
- Caroline Vander Stappen
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Marie Van Reybroeck
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
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