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Paschoal L, Chacon L. Influence of transparency and opacity on the spelling of fricative phonemes. Codas 2023; 35:e20210212. [PMID: 37283397 PMCID: PMC10266796 DOI: 10.1590/2317-1782/20232021212pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 04/07/2022] [Indexed: 06/08/2023] Open
Abstract
PURPOSE (1) to verify to what extent the occurrence of possible errors is influenced by the relationship (opaque/transparent) between fricative phonemes and the graphemes with which they can be spelled; (2) verify the differences (if present or not) of relationship types among the phonemes that present common graphemic relationships. METHODS We analyzed 750 textual productions from children in the first year of Elementary School (ES), and conducted a survey of the frequency of correct answers and errors in all fricative phonemes of Brazilian Portuguese (BP). RESULTS The errors occurred in greater numbers in the group of phonemes with opaque spelling when compared with the number of errors in the group of phonemes with transparent spelling. In the first group, the errors showed a non-symmetrical behavior, since they varied according to the possibilities of graphemes for each phoneme. In the second group, the errors showed a symmetrical behavior. CONCLUSION Given the symmetry in the errors of the phonemes of the first group and the non-symmetry of those of the second group, our results point to a gradation in the occurrence of errors, which varies as a function of the transparency and degree of opacity in the relations between phonemes and graphemes of a same class.
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Affiliation(s)
- Larissa Paschoal
- Programa de Pós-graduação em Estudos Linguísticos, Universidade Estadual Paulista - UNESP - São José do Rio Preto (SP), Brasil.
| | - Lourenço Chacon
- Programa de Pós-graduação em Estudos Linguísticos, Universidade Estadual Paulista - UNESP - São José do Rio Preto (SP), Brasil.
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2
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Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography: Working memory and visual retention. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04144-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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3
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Reading Strategies for Children with Developmental Language Disorder. CHILDREN 2022; 9:children9111694. [DOI: 10.3390/children9111694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 10/12/2022] [Accepted: 11/02/2022] [Indexed: 11/06/2022]
Abstract
Developmental language disorder (DLD) is considered a neurodevelopmental disorder that compromises language comprehension and/or expression and constitutes a risk factor for learning to read. The aim of the present study was to analyse the reading strategies used by students with DLD to read sentences. There is evidence in the literature that, when linguistic resources are insufficient, the keyword strategy (identifying some of the words in the sentence with their own semantic content, with barely no processing of the function words) is used to read sentences. A total of 31 primary and secondary school students diagnosed with DLD were evaluated using the PEALE battery. The results reveal that students with DLD present heterogeneous profiles that are below the established reading level for their age. In addition, children with DLD and better reading skills use the keyword strategy to read sentences. In conclusion, clinical and educational implications for reading intervention in individuals with DLD are discussed.
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Dorofeeva SV, Iskra E, Goranskaya D, Gordeyeva E, Serebryakova M, Zyryanov A, Akhutina TV, Dragoy O. Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3809-3826. [PMID: 36075212 DOI: 10.1044/2022_jslhr-21-00687] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE The main purpose of this study was to investigate whether the performance on each of seven phonological processing (PP) tests from the Russian Test of Phonological Processing (RuToPP), with their varying levels of linguistic complexity and composite phonological indices, are significant predictors of developmental dyslexia (DD) and can reliably differentiate children with and without reading impairment. Additionally, we examined the general contribution of phonological skills to text reading fluency in children with various levels of reading performance. METHOD A total of 173 Russian-speaking 7- to 11-year-old children participated in this study: 124 who were typically developing (TD) and 49 who had been diagnosed with DD. We assessed reading fluency with a standardized reading test and PP with the RuToPP. We investigated the potential of phonological skills to predict the presence or absence of a dyslexia diagnosis using multinomial logistic regression, receiver operating characteristic (ROC) curve analysis, and calculations of the sensitivity and specificity of each test and index. The contribution of phonological skills to reading fluency was also assessed in a mixed group of children. RESULTS Six of seven RuToPP tests were significant predictors of dyslexia. However, while the RuToPP correctly identified 93%-99% of TD children, for children with dyslexia, it ranged from 4% to 47% depending on the test. In a mixed group of children with and without dyslexia, performance in the more complex phonological tests was a stronger predictor of reading fluency. CONCLUSIONS Our findings are consistent with the literature on predictors of literacy skills and dyslexia while uniquely demonstrating the impact of the complexity level of the phonological tests on the classification outcome. PP is a significant and necessary predictor of reading skills, but it is not sufficient for diagnostic purposes. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20779294.
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Affiliation(s)
| | - Ekaterina Iskra
- HSE University, Moscow, Russia
- Center for Speech Pathology and Neurorehabilitation, Moscow, Russia
| | | | | | | | | | | | - Olga Dragoy
- HSE University, Moscow, Russia
- Institute of Linguistics, Russian Academy of Sciences, Moscow
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Liu D, Xu Z, Wang LC. The Interaction Between Morphological Awareness and Word Detection Skills in Predicting Speeded Passage Reading in Primary and Secondary School Chinese Readers. Front Psychol 2022; 13:802005. [PMID: 35310202 PMCID: PMC8927659 DOI: 10.3389/fpsyg.2022.802005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 01/25/2022] [Indexed: 11/13/2022] Open
Abstract
Previous studies suggest that morphological awareness (MA) and word detection skills have facilitating roles in reading fluency; however, it is unknown whether they can interplay with each other in such roles. The present study explored the relationships of MA, word detection, and passage reading fluency across ages. In total, 180 Chinese primary and secondary school students, aged from 8.52 to 15.67 years, completed tasks for these aforementioned capacities. After controlling gender, non-verbal intelligence, and reading ability at the word level, the results showed that the participants with higher scores for MA or word detection performed better in passage reading fluency. However, the predictive effect of word detection on reading fluency became weaker as the children became older. The interaction between MA and word detection was positive in younger children, whereas this interaction tended to be negative for older children. The results demonstrated a dynamic interplay between MA and word detection in contributing to passage reading fluency in Chinese children. While it has a positive interaction with word detection on reading fluency in younger children, MA may become a compensator in older children (e.g., over 14 years old) whose word detection skills are less effective in facilitating fluent reading.
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Affiliation(s)
- Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
- *Correspondence: Duo Liu,
| | - Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Li-Chih Wang
- Department of Special Education, National Tsing Hua University, Hsinchu, Taiwan
- Li-Chih Wang,
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6
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Pasqualotto A, Altarelli I, De Angeli A, Menestrina Z, Bavelier D, Venuti P. Enhancing reading skills through a video game mixing action mechanics and cognitive training. Nat Hum Behav 2022; 6:545-554. [PMID: 35039655 DOI: 10.1038/s41562-021-01254-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 11/01/2021] [Indexed: 11/09/2022]
Abstract
In modern societies, training reading skills is fundamental since poor-reading children are at high risk of struggling both at school and in life. Reading relies not only on oral language abilities but also on several executive functions. Considering their importance for literacy, training executive functions-particularly, attentional control has been suggested as a promising way of improving reading skills. For this reason, we developed a video game-based cognitive intervention aimed at improving several facets of executive functions. This game is composed of mini-games that apply gamified versions of standard clinical exercises linked through a game environment with action video game dynamics. Here, in a study involving 151 typically reading children, we demonstrated that after this general-domain behavioural intervention reading abilities, as well as attentional and planning skills, were significantly improved. Our results showed that training attentional control can translate into better reading efficiency, maintained at a follow-up test 6 months later.
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Affiliation(s)
- Angela Pasqualotto
- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy. .,Faculte de Psychologie et Science de l'Education, University of Geneva, Geneva, Switzerland.
| | | | - Antonella De Angeli
- Department of Information Engineering and Computer Science, University of Trento, Trento, Italy.,Faculty of Computer Science, Free University of Bozen-Bolzano, Bolzano, Italy
| | - Zeno Menestrina
- Department of Information Engineering and Computer Science, University of Trento, Trento, Italy
| | - Daphne Bavelier
- Faculte de Psychologie et Science de l'Education, University of Geneva, Geneva, Switzerland.
| | - Paola Venuti
- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
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Zhang L, Hong T, Li Y, Wang J, Zhang Y, Shu H. Differences and Similarities in the Contributions of Phonological Awareness, Orthographic Knowledge and Semantic Competence to Reading Fluency in Chinese School-Age Children With and Without Hearing Loss. Front Psychol 2021; 12:649375. [PMID: 33967910 PMCID: PMC8100657 DOI: 10.3389/fpsyg.2021.649375] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 03/15/2021] [Indexed: 11/26/2022] Open
Abstract
Compared with the large number of studies on reading of children with hearing loss (HL) in alphabetic languages, there are only a very limited number of studies on reading of Chinese-speaking children with HL. It remains unclear how phonological, orthographic, and semantic skills contribute to reading fluency of Chinese school-age children with HL. The present study explored this issue by examining the performances of children with HL on reading fluency and three linguistic skills compared with matched controls with normal hearing (NH). Specifically, twenty-eight children with HL and 28 chronological-age-matched children with NH were tested on word/sentence reading fluency (WRF/SRF), phonological awareness (PA) which was composed of onset/vowel/lexical tone awareness, orthographic knowledge (OK), and semantic competence (SC) which comprised animal word identification, pseudo-homophone detection, and word segmentation. Results showed that children with HL lagged behind their peers with NH in WRF/SRF and most of the phonological, orthographic, and semantic subskills except onset awareness and pseudo-homophone detection. Furthermore, the significant contributors to WRF differed between the two groups with PA being the significant contributor in the children with NH while OK being the significant contributor in the children with HL. However, the significant contributor to SRF did not differ between the two groups with SC being the only significant contributor. These results revealed not only between-group differences but also similarities in the relative contributions of PA, OK, and SC to reading fluency at both word and sentence levels, which has practical implications for developing better training programs to improve reading for children with HL.
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Affiliation(s)
- Linjun Zhang
- Beijing Advanced Innovation Center for Language Resources and College of Advanced Chinese Training, Beijing Language and Culture University, Beijing, China
| | - Tian Hong
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Yu Li
- Department of Applied Psychology, Beijing Normal University-Hong Kong Baptist University United International College, Guangdong, China
| | - Jiuju Wang
- Peking University Sixth Hospital (Institute of Mental Health), Beijing, China.,NHC Key Laboratory of Mental Health (Peking University) and National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences and Center for Neurobehavioral Development, University of Minnesota, Minneapolis, MN, United States
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
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Martinez D, Georgiou GK, Inoue T, Falcón A, Parrila R. How does rapid automatized naming influence orthographic knowledge? J Exp Child Psychol 2021; 204:105064. [PMID: 33445106 DOI: 10.1016/j.jecp.2020.105064] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2020] [Revised: 10/12/2020] [Accepted: 12/01/2020] [Indexed: 10/22/2022]
Abstract
Rapid automatized naming (RAN) is a strong predictor of reading fluency across languages, and some researchers have attributed this to the contribution of RAN to the development of orthographic knowledge, which is predictive of reading fluency. However, to date, it remains unclear whether RAN (alphanumeric and nonalphanumeric) predicts orthographic knowledge (OK) and what skills may mediate their relation. To examine the RAN-OK relations, we assessed 114 Grade 3 Spanish-speaking Mexican children (58 girls; Mage = 7.9 years, SD = 0.3) on RAN (objects and digits), orthographic knowledge (lexical and sublexical; accuracy and response time), speed of processing, multi-element processing, phonemic awareness, and reading fluency. Path analyses showed first that, OK (both lexical and sublexical) partly mediated the effects of RAN on reading fluency. Second, multiple mediation analyses showed an indirect effect of both RAN tasks on lexical and sublexical OK through phonological awareness. In view of Ehri's amalgamation hypothesis and Share's self-teaching hypothesis, our findings suggest that RAN may reflect, in part, the speed with which the phonological representations of letters are accessed and retrieved, which subsequently influences how quickly orthographic representations can be formed and accessed.
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Affiliation(s)
- Dalia Martinez
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada.
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong
| | - Alberto Falcón
- Department of Human Communication, University of Morelos, Cuernavaca, Morelos, Mexico
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney NSW 2109, Australia
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Levlin M, Nakeva von Mentzer C. An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:427-441. [PMID: 32989836 PMCID: PMC7702055 DOI: 10.1002/dys.1669] [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: 09/10/2019] [Revised: 04/23/2020] [Accepted: 09/04/2020] [Indexed: 05/14/2023]
Abstract
The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.
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Affiliation(s)
- Maria Levlin
- Department of Language StudiesUmeå UniversityUmeåSweden
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10
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Bai J, Li W, Yang Y, Wu J, He W, Xu M. Cognitive Correlates of Reading Fluency in Chinese School-Aged Children. Front Psychol 2020; 11:903. [PMID: 32581901 PMCID: PMC7287183 DOI: 10.3389/fpsyg.2020.00903] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2019] [Accepted: 04/14/2020] [Indexed: 12/24/2022] Open
Abstract
Previous studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive factors contribute to the development of reading fluency in logographic Chinese, a language in which the graphic forms map onto morphemes (meaning) rather than phonemes. In Study 1, we tested 179 Chinese children aged 6 to 9 on a set of cognitive tasks as well as for word reading accuracy and sentence reading fluency. The results showed that rapid naming, writing fluency, and phonological awareness significantly predicted reading fluency in both beginning and intermediate readers. In addition, while the contribution of rapid naming and writing fluency increased with grades, the effect of phonological awareness decreased. In Study 2, we examined the role of visual crowding in reading fluency in a subgroup of 86 children and found that visual crowding accounted for the unique variance of individual differences in reading fluency. The findings reflect both universal and language-specific cognitive correlates of reading fluency and provide important implications for potentially effective treatment for individuals suffering from Chinese reading disabilities, particularly in terms of reading fluency.
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Affiliation(s)
- Jing Bai
- College of Psychology and Sociology, Shenzhen University, Shenzhen, China
- Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China
- Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
| | - Wenlong Li
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
| | - Yang Yang
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
| | - Jianhui Wu
- Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China
| | - Wei He
- Nanshan Educational Science Research Institute, Shenzhen, China
| | - Min Xu
- Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China
- Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
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