1
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Moon Y, Grace Kim YS. Do the relations of vocabulary and attentional control with word reading and spelling change as a function of development and spelling scoring method? J Exp Child Psychol 2024; 246:106019. [PMID: 39033605 DOI: 10.1016/j.jecp.2024.106019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/29/2024] [Accepted: 06/06/2024] [Indexed: 07/23/2024]
Abstract
The current study examined the potentially changing relations of vocabulary knowledge and attentional control with word reading and spelling from Grade 2 to Grade 4. Spelling was scored using a conventional correctness score and an alternative nonbinary scoring method that reflects the degree of correctness (i.e., text distance). A total of 165 Grade 2 English-speaking children in the United States were longitudinally followed from Grade 2 to Grade 4 with annual assessments on word reading, spelling, vocabulary, and attentional control. Results from multiple linear regression models in each grade revealed that spelling was significantly related with vocabulary in Grades 3 and 4 and to attentional control in Grades 2 and 3. A reverse pattern emerged for word reading, where word reading was significantly related with vocabulary only in Grade 2 and to attentional control only in Grade 4. The results were similar for either spelling scoring method. Our findings underscore the dynamic relations of vocabulary and attentional control with word reading and spelling for children in Grades 2 to 4. Nonbinary scoring methods for spelling such as text distance might not provide additional insights compared with conventional correctness scores for the relations of vocabulary and attentional control with spelling.
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Affiliation(s)
- Youngsun Moon
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
| | - Young-Suk Grace Kim
- School of Education, University of California, Irvine, Irvine, CA 92697, USA.
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2
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Monaghan P, Jago LS, Speyer L, Turnbull H, Alcock KJ, Rowland CF, Cain K. Statistical learning ability at 17 months relates to early reading skills via oral language. J Exp Child Psychol 2024; 246:106002. [PMID: 39002185 DOI: 10.1016/j.jecp.2024.106002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 05/23/2024] [Accepted: 05/23/2024] [Indexed: 07/15/2024]
Abstract
Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connections raise the question of whether statistical learning ability affects reading via oral language or directly. Statistical learning is multifaceted, and so different aspects of statistical learning might influence oral language and reading skills distinctly. In a longitudinal study, we determined how two aspects of statistical learning from an artificial language tested on 70 17-month-old infants-segmenting sequences from speech and generalizing the sequence structure-related to oral language skills measured at 54 months and reading skills measured at approximately 75 months. Statistical learning segmentation did not relate significantly to oral language or reading, whereas statistical learning generalization related to oral language, but only indirectly related to reading. Our results showed that children's early statistical learning ability was associated with learning to read via the children's oral language skills.
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Affiliation(s)
| | - Lana S Jago
- Lancaster University, Lancaster LA1 4YF, UK; Liverpool John Moores University, Liverpool L3 5AH, UK
| | | | | | | | - Caroline F Rowland
- University of Liverpool, Liverpool L69 7ZX, UK; Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, the Netherlands
| | - Kate Cain
- Lancaster University, Lancaster LA1 4YF, UK
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3
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Kellenberger MG, Steacy LM, Cooper Borkenhagen MJ, Dozier J, Compton DL. Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors. J Exp Child Psychol 2024; 246:105998. [PMID: 38981331 DOI: 10.1016/j.jecp.2024.105998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/20/2024] [Accepted: 05/22/2024] [Indexed: 07/11/2024]
Abstract
Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.
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Affiliation(s)
- Madison G Kellenberger
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA.
| | - Laura M Steacy
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | | | - Jordan Dozier
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
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4
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Giguere D, Tulloch MK, Core C, Hoff E. Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years. J Exp Child Psychol 2024; 246:105993. [PMID: 38945070 DOI: 10.1016/j.jecp.2024.105993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2023] [Revised: 05/13/2024] [Accepted: 05/20/2024] [Indexed: 07/02/2024]
Abstract
Despite substantial research, the contribution of oral language skills acquired in Spanish to Spanish-English bilingual children's acquisition of English reading skill is unclear. The current study addressed this question with data on the oral language and pre-literacy skills of 101 Spanish-English bilingual learners at 5 years of age and their English word reading (i.e., decoding) and reading comprehension skills at 6, 7, 8, 9, and 10 years. Separate multilevel models using English language, Spanish language, and pre-literacy skills as predictors of these outcomes identified English phonological awareness, Spanish phonological awareness, and concepts of print knowledge as positive predictors of word reading. A final model including all these significant predictors found only Spanish phonological awareness and concept of print to be significant predictors. Significant predictors of reading comprehension in separate models were English vocabulary, Spanish phonological awareness, and concepts about print. In the final model, only English vocabulary and Spanish phonological awareness predicted English reading comprehension. These findings provide evidence that phonological awareness is a language-general skill that supports reading across languages, consistent with the common underlying proficiency model of bilingual reading development. The finding that only English vocabulary predicts English reading comprehension suggests that vocabulary knowledge is not part of a common underlying proficiency but is language specific in its value to reading ability.
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Affiliation(s)
- David Giguere
- Department of Psychology, California State University, Sacramento, Sacramento, CA 95819, USA.
| | - Michelle K Tulloch
- Department of Psychology, Florida Atlantic University, Davie, FL 33314, USA
| | - Cynthia Core
- Department of Speech Language and Hearing Sciences, George Washington University, Washington, DC 20052, USA
| | - Erika Hoff
- Department of Psychology, Florida Atlantic University, Davie, FL 33314, USA
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5
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Webber C, Patel H, Cunningham A, Fox A, Vousden J, Castles A, Shapiro L. An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:282-305. [PMID: 37984992 DOI: 10.1111/bjep.12641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 10/05/2023] [Accepted: 10/23/2023] [Indexed: 11/22/2023]
Abstract
BACKGROUND Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c-a-t = "k - ae - t" = "cat"). To use a decoding strategy, children require letter-sound knowledge (LSK) and the ability to blend sound units (phonological awareness; PA). Training on PA has been shown to benefit struggling beginning readers. However, teachers in English primary schools do not routinely check PA. Instead, struggling beginner readers usually receive additional LSK support. AIMS Until now, there has been no systematic comparison of the effectiveness of training on each component of the decoding process. Should additional support for struggling readers focus on improving PA, or on supplementary LSK and/or decoding instruction? We aim to increase understanding of the roles of LSK and PA in children's acquisition of phonics skills and uncover which types of additional training are most likely to be effective for struggling beginner readers. SAMPLE AND METHOD We will compare training on each of these components, using a carefully controlled experimental design. We will identify reception-age children at risk of reading difficulties (target n = 225) and randomly allocate them to either PA, LSK or decoding (DEC) training. We will test whether training type influences post-test performance on word reading and whether any effects depend on participants' pre-test PA and/or LSK. RESULTS AND CONCLUSIONS Two hundred and twenty-two participants completed the training. Planned analyses showed no effects of condition on word reading. However, exploratory analyses indicated that the advantage of trained over untrained words was significantly greater for the PA and DEC conditions. There was also a significantly greater improvement in PA for the DEC condition. Overall, our findings suggest a potential advantage of training that includes blending skills, particularly when decoding words that had been included in training. Future research is needed to develop a programme of training on blending skills combined with direct vocabulary instruction for struggling beginner readers.
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Affiliation(s)
- Charlotte Webber
- Institute of Health and Neurodevelopment, School of Psychology, Aston University, Birmingham, UK
- Moray House School of Eucation and Sport, University of Edinburgh, Edinburgh, UK
| | - Hetal Patel
- Institute of Health and Neurodevelopment, School of Psychology, Aston University, Birmingham, UK
| | - Anna Cunningham
- Department of Psychology, Nottingham Trent University, Nottingham, UK
| | - Amy Fox
- Institute of Health and Neurodevelopment, School of Psychology, Aston University, Birmingham, UK
- Psychology and Human Development, Institute of Education, Faculty of Education and Society, University College London, London, UK
| | - Janet Vousden
- Department of Psychology, Nottingham Trent University, Nottingham, UK
| | - Anne Castles
- Australian Centre for the Advancement of Literacy, Australian Catholic University, Sydney, New South Wales, Australia
| | - Laura Shapiro
- Institute of Health and Neurodevelopment, School of Psychology, Aston University, Birmingham, UK
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6
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Rosenblau G, Frolichs K, Korn CW. A neuro-computational social learning framework to facilitate transdiagnostic classification and treatment across psychiatric disorders. Neurosci Biobehav Rev 2023; 149:105181. [PMID: 37062494 PMCID: PMC10236440 DOI: 10.1016/j.neubiorev.2023.105181] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 03/14/2023] [Accepted: 04/13/2023] [Indexed: 04/18/2023]
Abstract
Social deficits are among the core and most striking psychiatric symptoms, present in most psychiatric disorders. Here, we introduce a novel social learning framework, which consists of neuro-computational models that combine reinforcement learning with various types of social knowledge structures. We outline how this social learning framework can help specify and quantify social psychopathology across disorders and provide an overview of the brain regions that may be involved in this type of social learning. We highlight how this framework can specify commonalities and differences in the social psychopathology of individuals with autism spectrum disorder (ASD), personality disorders (PD), and major depressive disorder (MDD) and improve treatments on an individual basis. We conjecture that individuals with psychiatric disorders rely on rigid social knowledge representations when learning about others, albeit the nature of their rigidity and the behavioral consequences can greatly differ. While non-clinical cohorts tend to efficiently adapt social knowledge representations to relevant environmental constraints, psychiatric cohorts may rigidly stick to their preconceived notions or overly coarse knowledge representations during learning.
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Affiliation(s)
- Gabriela Rosenblau
- Department of Psychological and Brain Sciences, George Washington University, Washington DC, USA; Autism and Neurodevelopmental Disorders Institute, George Washington University, Washington DC, USA.
| | - Koen Frolichs
- Section Social Neuroscience, Department of General Psychiatry, University of Heidelberg, Heidelberg, Germany; Institute for Systems Neuroscience, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Christoph W Korn
- Section Social Neuroscience, Department of General Psychiatry, University of Heidelberg, Heidelberg, Germany; Institute for Systems Neuroscience, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.
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7
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Kang KY, Lederberg AR, Scott JA. Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2022; 27:453-467. [PMID: 35797712 DOI: 10.1093/deafed/enac022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 06/09/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
Despite the fact that children's word reading and spelling skills are crucial for developing text-level comprehension and composition, little is known about what teachers do in classrooms to promote deaf and hard-of-hearing (DHH) students' learning of word reading and spelling. This observational study examined strategies teachers of DHH students used when teaching word reading and spelling to DHH students who used spoken English. One day of language arts instruction in 23 kindergartens through second-grade classrooms was observed. Teachers' word-level instruction was coded. Results indicated that teachers spent substantially more time on word-level instruction during decoding and encoding contexts than they did during text reading and writing contexts. In addition, differences were found in teachers' use of strategies depending on the instructional contexts. Teachers utilized phonological strategies considerably more frequently than any other strategy in their word-level instruction.
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Affiliation(s)
- Ki Young Kang
- Department of Learning Sciences, Georgia State University, Atlanta, GA, USA
| | - Amy R Lederberg
- Department of Learning Sciences, Georgia State University, Atlanta, GA, USA
| | - Jessica A Scott
- Department of Learning Sciences, Georgia State University, Atlanta, GA, USA
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8
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Beyersmann E, Wegener S, Pescuma VN, Nation K, Colenbrander D, Castles A. EXPRESS: The effect of oral vocabulary training on reading novel complex words. Q J Exp Psychol (Hove) 2022; 76:1321-1332. [PMID: 35801809 DOI: 10.1177/17470218221113949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Do readers benefit from their knowledge of the phonological form and meaning of stems when seeing them embedded in morphologically complex words for the first time in print? This question was addressed using a word learning paradigm. Participants were trained on novel spoken word stems and their meanings ("tump"). Following training, participants then saw the novel stems for the first time in print, either in combination with a real affix (tumpist, tumpor) or a non-affix (tumpel, tumpain). Untrained items were also included to test if the affix effect was modulated by the prior training of the spoken word stems. First, the complex words were embedded in meaningful sentences which participants read as their eye movements were recorded (first orthographic exposure). Second, participants were asked to read aloud and spell each individual complex novel word (second orthographic exposure). Participants spent less time fixating on words that included trained stems compared to untrained stems. However, the training effect did not change depending on whether stems were accompanied by a real affix or a non-affix. In the reading aloud and spelling tasks, there was no effect of training, suggesting that the effect of oral vocabulary training did not extend beyond the initial print exposure. The results indicate that familiarity with spoken stems influences how complex words containing those stems are processed when being read for the first time. Our findings highlight the flexibility and adaptability of the morphological processing system to novel complex words during the first print exposure.
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Affiliation(s)
- Elisabeth Beyersmann
- School of Psychological Sciences, Macquarie University, Sydney, Australia 7788.,Macquarie University Centre for Reading, Macquarie University, Sydney, Australia
| | - Signy Wegener
- School of Psychological Sciences, Macquarie University, Sydney, Australia 7788.,Macquarie University Centre for Reading, Macquarie University, Sydney, Australia
| | - Valentina N Pescuma
- Department of German Studies and Linguistics, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Kate Nation
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Danielle Colenbrander
- School of Psychological Sciences, Macquarie University, Sydney, Australia 7788.,Macquarie University Centre for Reading, Macquarie University, Sydney, Australia
| | - Anne Castles
- School of Psychological Sciences, Macquarie University, Sydney, Australia 7788.,Macquarie University Centre for Reading, Macquarie University, Sydney, Australia
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9
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García Gómez L, Rueda Sánchez MI. Vocabulary depth as preliteracy skill. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2022. [DOI: 10.5209/rlog.79647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
The aim of this study is to explore the predictive value of vocabulary breadth and depth together with the classical variables of phonological awareness, naming speed and alphabetic knowledge in explaining progress in the initial learning of reading and writing in a sample of 162 students in the 3rd year of kindergarten. Early detection of risks in learning to read is essential to be able to intervene proactively if signs of dyslexia are found. The study of skills that predict successful literacy acquisition may be useful to identify risk indicators of learning disabilities in reading and writing in early childhood education. The results found confirm the contribution of classical variables and reveal that especially vocabulary depth seems to be a good predictor of success in early literacy performance. The educational implications of these findings are discussed.
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10
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van Viersen S, Protopapas A, de Jong PF. Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences. Front Psychol 2022; 12:789313. [PMID: 35082727 PMCID: PMC8784374 DOI: 10.3389/fpsyg.2021.789313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Accepted: 12/07/2021] [Indexed: 11/23/2022] Open
Abstract
In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate (familiar words), word-list reading fluency (increasingly difficult words), and sentence reading fluency. Word-level processes were individual word recognition speed (discrete word reading) and sequential processing efficiency (serial digit naming). Text-level processes were receptive vocabulary and syntactic skills. The results showed that word- and text-level processes combined accounted for a comparable amount of variance in all fluency outcomes. Both word-level processes were moderate predictors of all fluency outcomes. However, vocabulary only moderately predicted sentence reading fluency, and syntactic skills merely contributed to sentence reading fluency indirectly through vocabulary. The findings indicate that sequential processing efficiency has a crucial role in reading fluency across various measures besides individual word recognition speed. Additionally, text-level processes come into play when complexity and context availability of fluency measures increases, but the exact timing requires further study. Findings are discussed in terms of future directions and their possible value for diagnostic assessment and intervention of reading difficulties.
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Affiliation(s)
- Sietske van Viersen
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
| | | | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
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11
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Features of Known and Unknown Words for First Graders of Different Proficiency Levels in Winter and Spring. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10120389] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring. A sample of 411 students was placed into four groups (very high, high, middle, and low) based on their median correct words per minute in spring. Each word in the assessment was coded on 11 features: numbers of phonemes, letters, syllables, blends, morphemes, percentages of multisyllabic and of morphologically complex words, concreteness, age of acquisition, decodability, and U function. Words were classified as known if more than 50% of the students within a group were able to correctly read those words. Features of known and unknown words were contrasted for all but the highest group, which made no errors, at each point in time. An analysis of the patterns of known words across groups from winter to spring shows that students followed a similar general progression in the number and type of words recognized. The most prominent feature of unknown words in winter and spring for the middle group of students was the presence of multiple syllables. The lowest-performing group of students continued to be limited by word length and frequency in their recognition of words, but on both features, their proficiency increased from winter to spring. The discussion addresses several critical issues, most notably the relationship of words in oral reading assessments to the word recognition curriculum of many beginning reading programs.
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12
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Destoky F, Bertels J, Niesen M, Wens V, Vander Ghinst M, Leybaert J, Lallier M, Ince RAA, Gross J, De Tiège X, Bourguignon M. Cortical tracking of speech in noise accounts for reading strategies in children. PLoS Biol 2020; 18:e3000840. [PMID: 32845876 PMCID: PMC7478533 DOI: 10.1371/journal.pbio.3000840] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 09/08/2020] [Accepted: 08/12/2020] [Indexed: 11/29/2022] Open
Abstract
Humans' propensity to acquire literacy relates to several factors, including the ability to understand speech in noise (SiN). Still, the nature of the relation between reading and SiN perception abilities remains poorly understood. Here, we dissect the interplay between (1) reading abilities, (2) classical behavioral predictors of reading (phonological awareness, phonological memory, and rapid automatized naming), and (3) electrophysiological markers of SiN perception in 99 elementary school children (26 with dyslexia). We demonstrate that, in typical readers, cortical representation of the phrasal content of SiN relates to the degree of development of the lexical (but not sublexical) reading strategy. In contrast, classical behavioral predictors of reading abilities and the ability to benefit from visual speech to represent the syllabic content of SiN account for global reading performance (i.e., speed and accuracy of lexical and sublexical reading). In individuals with dyslexia, we found preserved integration of visual speech information to optimize processing of syntactic information but not to sustain acoustic/phonemic processing. Finally, within children with dyslexia, measures of cortical representation of the phrasal content of SiN were negatively related to reading speed and positively related to the compromise between reading precision and reading speed, potentially owing to compensatory attentional mechanisms. These results clarify the nature of the relation between SiN perception and reading abilities in typical child readers and children with dyslexia and identify novel electrophysiological markers of emergent literacy.
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Affiliation(s)
- Florian Destoky
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Julie Bertels
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
- Consciousness, Cognition and Computation group, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Maxime Niesen
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
- Service d'ORL et de chirurgie cervico-faciale, ULB-Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Vincent Wens
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
- Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Marc Vander Ghinst
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Jacqueline Leybaert
- Laboratoire Cognition Langage et Développement, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Marie Lallier
- BCBL, Basque Center on Cognition, Brain and Language, San Sebastian, Spain
| | - Robin A. A. Ince
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, United Kingdom
| | - Joachim Gross
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, United Kingdom
- Institute for Biomagnetism and Biosignal analysis, University of Muenster, Muenster, Germany
| | - Xavier De Tiège
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
- Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Mathieu Bourguignon
- Laboratoire de Cartographie fonctionnelle du Cerveau, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
- Laboratoire Cognition Langage et Développement, UNI–ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
- BCBL, Basque Center on Cognition, Brain and Language, San Sebastian, Spain
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13
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Steacy LM, Compton DL. Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. J Exp Child Psychol 2019; 178:226-250. [PMID: 30414511 PMCID: PMC6433598 DOI: 10.1016/j.jecp.2018.09.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 09/06/2018] [Accepted: 09/13/2018] [Indexed: 11/28/2022]
Abstract
This study explored word reading accuracy and word learning efficiency in first- and second-grade students (N = 125). In two experiments, students participated in a short training exposing them to words that varied on orthographic regularity and imageability. In Experiment 1 the form of word feedback was manipulated (phonemic vs. whole word), whereas in Experiment 2 pretraining exposure was manipulated (training on meaning vs. imageability). Crossed random effects models were used to explore child- and item-level predictors related to number of exposures to mastery, posttest word reading performance, and maintenance performance after 1 week. Results from Experiment 1 indicate that imageability plays a role in irregular word learning. Results from Experiment 2 suggest that students who received imageability training required fewer exposures to reach mastery. There was a significant interaction between initial word reading skill and condition, with students with low word reading skills requiring fewer exposures for mastery if they were in the imageability condition. Overall, these findings suggest that word imageability significantly affects both word reading accuracy and rate of word learning.
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Affiliation(s)
- Laura M Steacy
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA.
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
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14
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Colenbrander D, Ricketts J, Breadmore HL. Early Identification of Dyslexia: Understanding the Issues. Lang Speech Hear Serv Sch 2018; 49:817-828. [DOI: 10.1044/2018_lshss-dyslc-18-0007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 06/05/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia.
Method
The literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed.
Conclusions
Early identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient—difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.
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Affiliation(s)
- Danielle Colenbrander
- School of Experimental Psychology, University of Bristol, United Kingdom
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Sydney, Australia
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway University of London, Egham England
| | - Helen L. Breadmore
- Centre for Advances in Behavioural Science, Coventry University, England
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15
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Pritchard SC, Coltheart M, Marinus E, Castles A. A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading. Cogn Sci 2018; 42:722-770. [PMID: 29566266 DOI: 10.1111/cogs.12571] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2016] [Revised: 07/19/2017] [Accepted: 10/16/2017] [Indexed: 11/29/2022]
Abstract
The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present a new computational implementation of self-teaching within the dual-route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self-teaching under a variety of circumstances. The new model (ST-DRC) uses DRC's sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight-word reading. ST-DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular-word learning. Beyond modeling orthographic learning and self-teaching, ST-DRC's performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.
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Affiliation(s)
- Stephen C Pritchard
- ARC Centre of Excellence in Cognition and its Disorders and Department of Cognitive Science, Macquarie University
| | - Max Coltheart
- ARC Centre of Excellence in Cognition and its Disorders and Department of Cognitive Science, Macquarie University
| | - Eva Marinus
- ARC Centre of Excellence in Cognition and its Disorders and Department of Cognitive Science, Macquarie University
| | - Anne Castles
- ARC Centre of Excellence in Cognition and its Disorders and Department of Cognitive Science, Macquarie University
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16
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Zhao J, Li T, Elliott MA, Rueckl JG. Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2017; 22:191-208. [PMID: 30906185 PMCID: PMC6426310 DOI: 10.1080/10888438.2017.1414219] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This paper reports two experiments in which the artificial orthography paradigm was used to investigate the mechanisms underlying learning to read. In each experiment, participants were taught the meanings and pronunications of words written in an unfamiliar orthography and the statistical structure of the mapping between written and spoken forms (O-P) was manipulated independently of the mapping between written forms and their meanings (O-S). Our results support three main conclusions. First, the statistical structure of O-P and O-S mappings determined how easily each of those mappings was learned, suggesting that the learning of both mappings engages a common statistical learning mechnism. Second, learning to read is a cooperative process, in that learning in any particular component of the reading system is influenced by knowledge stored in the rest of the system. Finally, knowledge of sublexical regularities can be acquired as the result of exposure to words embodying those regularities.
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Affiliation(s)
- Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi’an, Shaanxi, China
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
| | - Tong Li
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
| | - Mark A. Elliott
- School of Psychology, National University of Ireland, Galway, Ireland
| | - Jay G. Rueckl
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
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17
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Quémart P, Gonnerman LM, Downing J, Deacon SH. The development of morphological representations in young readers: a cross-modal priming study. Dev Sci 2017; 21:e12607. [DOI: 10.1111/desc.12607] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2017] [Accepted: 07/11/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Pauline Quémart
- Université de Poitiers; Université de Tours and Centre National de la Recherche Scientifique; Poitiers France
| | - Laura M. Gonnerman
- School of Communication Sciences and Disorders; McGill University; Montral Canada
| | - Jennifer Downing
- Department of Psychology; Dalhousie University; Halifax Nova Scotia Canada
| | - S. Hélène Deacon
- Department of Psychology; Dalhousie University; Halifax Nova Scotia Canada
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18
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Joyal M, Brambati SM, Laforce RJ, Montembeault M, Boukadi M, Rouleau I, Macoir J, Joubert S, Fecteau S, Wilson MA. The Role of the Left Anterior Temporal Lobe for Unpredictable and Complex Mappings in Word Reading. Front Psychol 2017; 8:517. [PMID: 28424650 PMCID: PMC5380751 DOI: 10.3389/fpsyg.2017.00517] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2016] [Accepted: 03/21/2017] [Indexed: 11/13/2022] Open
Abstract
The anterior temporal lobes (ATLs) have been consistently associated with semantic processing which, in turn, has a key role in reading aloud single words. This study aimed to investigate (1) the reading abilities in patients with the semantic variant of primary progressive aphasia (svPPA), and (2) the relationship between gray matter (GM) volume of the left ATL and word reading performance using voxel-based morphometry (VBM). Three groups of participants (svPPA, Alzheimer’s Disease, AD and healthy elderly adults) performed a reading task with exception words, regular words and pseudowords, along with a structural magnetic resonance imaging scan. For exception words, the svPPA group had a lower accuracy and a greater number of regularization errors as compared to the control groups of healthy participants and AD patients. Similarly, for regular words, svPPA patients had a lower accuracy in comparison with AD patients, and a greater number of errors related to complex orthography-to-phonology mappings (OPM) in comparison to both control groups. VBM analyses revealed that GM volume of the left ATL was associated with the number of regularization errors. Also, GM volume of the left lateral ATL was associated with the number of errors with complex OPM during regular word reading. Our results suggest that the left ATL might play a role in the reading of exception words, in accordance with its role in semantic processing. Results further support the involvement of the left lateral ATL in combinatorial processes, including the integration of semantic and phonological information, for both exception and regular words.
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Affiliation(s)
- Marilyne Joyal
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada.,Centre Interdisciplinaire de Recherche en Réadaptation et Intégration Sociale and Département de Réadaptation, Université Laval, Québec CityQC, Canada
| | - Simona M Brambati
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Robert J Laforce
- Clinique Interdisciplinaire de Mémoire, Centre Hospitalier Universitaire de Québec and Département des Sciences Neurologiques, Université Laval, Québec CityQC, Canada
| | - Maxime Montembeault
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Mariem Boukadi
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Isabelle Rouleau
- Centre de Recherche du Centre Hospitalier de l'Université de Montréal, Axe Neurosciences et Département de Psychologie, Université du Québec à Montréal, MontréalQC, Canada
| | - Joël Macoir
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada
| | - Sven Joubert
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Shirley Fecteau
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada.,Centre Interdisciplinaire de Recherche en Réadaptation et Intégration Sociale and Département de Réadaptation, Université Laval, Québec CityQC, Canada
| | - Maximiliano A Wilson
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada
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19
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Individual differences in the vocabulary skills of children with poor reading comprehension. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.07.021] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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