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Lecce M, Miazza D, Muzio C, Parigi M, Miazza A, Bergomi MG. Visuospatial, oculomotor, and executive reading skills evolve in elementary school, and errors are significant: a topological RAN study. Front Psychol 2024; 15:1383969. [PMID: 38903458 PMCID: PMC11188999 DOI: 10.3389/fpsyg.2024.1383969] [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: 02/08/2024] [Accepted: 05/13/2024] [Indexed: 06/22/2024] Open
Abstract
We investigate the development of visuospatial and oculomotor reading skills in a cohort of elementary school children. Employing a longitudinal methodology, the study applies the Topological serial digit Rapid Automated Naming (Top-RAN) battery, which evaluates visuospatial reading skills leveraging metrics addressing crowding, distractors, and voluntary attention orientation. The participant pool comprises 142 students (66 males, 76 females), including 46 non-native speakers (21 males, 25 females), representing a diverse range of ethnic backgrounds. The Top-RAN dataset encompasses performance, error, and self-correction metrics for each subtest and student, underscoring the significance of these factors in the process of reading acquisition. Analytical methods include dimensionality reduction, clustering, and classification algorithms, consolidated into a Python package to facilitate reproducible results. Our results indicate that visuospatial reading abilities vary according to the task and demonstrate a marked evolution over time, as seen in the progressive decrease in execution times, errors, and self-corrections. This pattern supports the hypothesis that the growth of oculomotor, attentional, and executive skills is primarily fostered by educational experiences and maturation. This investigation provides valuable insights into the dynamic nature of these skills during pivotal educational stages.
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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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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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Lindström-Sandahl H, Elwér Å, Samuelsson S, Danielsson H. Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:290-311. [PMID: 37699729 DOI: 10.1002/dys.1751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 06/16/2023] [Accepted: 08/29/2023] [Indexed: 09/14/2023]
Abstract
Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre-test and post-test intervention study targeted second-grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9-week intensive phonics-based program was administrated one-to-one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second-grade students with early reading difficulties.
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Affiliation(s)
| | - Åsa Elwér
- Department of Behavioural Sciences, Linköping University, Linköping, Sweden
| | - Stefan Samuelsson
- Department of Behavioural Sciences, Linköping University, Linköping, Sweden
| | - Henrik Danielsson
- Department of Behavioural Sciences, Linköping University, Linköping, Sweden
- The Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
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Wolff U, Åvall M, Gustafsson JE. Challenging the stability of RAN development: Acknowledging PA and Gf in relation to reading. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:235-254. [PMID: 37291693 DOI: 10.1002/dys.1745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/12/2023] [Accepted: 05/17/2023] [Indexed: 06/10/2023]
Abstract
This study had two overriding goals, (1) examine the stability of rapid automatized naming (RAN) in predicting reading achievement while taking into account two other frequently studied constructs, phonological awareness and fluid intelligence (Gf) and (2) examine the predictive power of RAN measured at age 4 on reading ability. The stable pattern of RAN development found in a previously reported growth model was challenged by relating phonological awareness and Gf to the model. Children (N = 364) were followed from age 4 to age 10. At age 4, Gf related strongly to phonological awareness, which in turn related strongly to RAN. The relations between the RAN measures over time was largely unaffected by the inclusion of Gf and phonological awareness. RAN, Gf and phonological awareness at age 4 independently predicted latent factors reflecting reading-related abilities in grade 1 and grade 4. However, when scrutinizing type of reading measure in grade 4, Gf, phonological awareness and RAN at age 4 predicted both spelling and reading fluency, whereas RAN in grade 2 did not predict spelling but was the strongest predictor of reading fluency.
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Affiliation(s)
- Ulrika Wolff
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Malena Åvall
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Jan-Eric Gustafsson
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
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Hoff D, Amland T, Melby-Lervåg M, Lervåg A, Protopapas A. Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. J Exp Child Psychol 2023; 231:105656. [PMID: 36917915 DOI: 10.1016/j.jecp.2023.105656] [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: 04/22/2022] [Revised: 02/06/2023] [Accepted: 02/11/2023] [Indexed: 03/13/2023]
Abstract
A number of cognitive factors have been suggested to underlie development in reading and arithmetic skills. Although the two domains are strongly linked, only a few studies have investigated the processes that are shared between them during the early school years. Rapid automatized naming (RAN) has been identified as a strong predictor of a common fluency factor in reading and arithmetic. In the current study with 232 Norwegian children, we examined how RAN in preschool and Grade 1 relates to the shared and nonshared variance in arithmetic fluency and reading fluency in Grade 3. Furthermore, we examined whether related processing skills (phoneme awareness, working memory, speed of processing, and symbol knowledge) can account for the relationship between RAN and shared fluency-or if they predict variance that is unique to each domain. Our results show that RAN in both preschool and Grade 1 is a strong predictor of shared variance between reading fluency and arithmetic fluency measured several years later, whereas other predictors mainly relate to the nonshared parts of variance in the fluency outcomes. That is, control variables with the theoretical potential to explain some of RAN's relation to the overlap between reading and arithmetic fluency do not in fact account for this relationship. Our findings provide a starting point for future investigations of the mechanisms of rapid naming.
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Affiliation(s)
- David Hoff
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway
| | - Tonje Amland
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway.
| | - Monica Melby-Lervåg
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway
| | - Arne Lervåg
- Department of Education, University of Oslo, Blindern, 0317 Oslo, Norway
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Treiman R, Hulslander J, Olson RK, Samuelsson S, Elwér Å, Furnes B, Byrne B. Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2023; 27:428-442. [PMID: 37981996 PMCID: PMC10655956 DOI: 10.1080/10888438.2023.2186234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2023]
Abstract
Purpose Using data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a child's errors on the kindergarten test help predict later spelling performance even after controlling for the number of correct responses on the kindergarten test? Second, does spelling develop at a faster pace in Swedish than in English? Method We measured kindergarten error quality based on the number of letter additions, deletions, and substitutions needed to transform each error into the correct spelling. Using mixed-model analyses, we examined the relationship of this and other variables to later spelling performance. Results Kindergarten error quality contributed significantly to the prediction of later spelling performance even after consideration of the number of correct spellings in kindergarten and other relevant variables. The Swedish children showed more rapid growth in spelling than the U.S. and Australian children, a difference that may reflect the greater transparency of spelling-to-sound links in Swedish. Conclusion Information from a spelling test that is typically discarded-information about the nature of the errors-has value.
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Mercelina GM, Segers E, Severing R, Verhoeven L. Variation in early decoding development in a post-colonial Caribbean context. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2023.102257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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Quiroga Bernardos C, López Gómez S, Iglesias Souto PM, Rivas Torres RM, Taboada Ares EM. The Detection of Early Reading Performance and Its Relationship with Biopsychosocial Risk Factors in the Study of Learning Difficulties. Eur J Investig Health Psychol Educ 2022; 12:1205-1219. [PMID: 36005233 PMCID: PMC9407524 DOI: 10.3390/ejihpe12080084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 08/16/2022] [Accepted: 08/17/2022] [Indexed: 11/16/2022] Open
Abstract
The study of the multiple processes involved in learning how to read can contribute towards the early detection of good and bad readers. However, it is necessary to take into consideration different biopsychosocial risk factors (pre- and perigestational, neonatal, medical, developmental and family-related) that may have a significant impact on neurodevelopment, producing atypical cognitive development that could lead to the presence of reading difficulties. The objective of this study was to identify the main psycholinguistic abilities involved in the early reading performance and analyse their relationship to biopsychosocial risk factors. A total of 110 subjects between the ages of 4 and 7 years old and enrolled in state-run schools in Spain participated in the study. Significant correlations were found between different psycholinguistic abilities and certain biopsychosocial risk factors (having had hyperbilirubinemia, having obtained a score lower than 9 on the Apgar test, having had language problems or a sibling with dyslexia). This relationship should be taken into account in the study of learning difficulties as a potential indicator to predict later reading development and even the presence of developmental dyslexia.
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Affiliation(s)
| | | | - Patricia María Iglesias Souto
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Santiago de Compostela, 15782 Santiago, Spain
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The Association Between Emergent Literacy and Cognitive Abilities in Kindergarten Children. CHILD & YOUTH CARE FORUM 2022. [DOI: 10.1007/s10566-022-09697-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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11
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Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji: Evidence from a longitudinal study. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2022. [DOI: 10.1007/s41809-022-00099-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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12
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Ye Y, McBride C, Yin L, Cheang LML, Tse CY. A Model of Chinese Spelling Development in Hong Kong Kindergarteners. JOURNAL OF LEARNING DISABILITIES 2022; 55:154-167. [PMID: 33349140 DOI: 10.1177/0022219420979959] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness), visual-orthographic judgment, motor coordination, pure copying of foreign scripts, and delayed copying to Chinese spelling were examined among 294 typically developing Hong Kong kindergarteners. With all other variables statistically controlled, rapid automatized naming, phonological awareness, morphological awareness, orthographic awareness, motor coordination, and delayed copying all uniquely explained Chinese spelling. To further investigate how delayed copying interacts with other skills, path analyses were conducted. The final model showed that vocabulary knowledge, visual-orthographic judgment, and pure copying had indirect effects on spelling through delayed copying. These findings partly support spelling models developed in alphabetic writing systems, but also reflect the uniqueness of Chinese. In addition, results suggest that delayed copying is a unique window into how children learn to write words in Chinese. The potentially critical role of delayed copying in Chinese spelling makes it a potentially good clinical indicator of early spelling proficiency and spelling difficulties.
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Affiliation(s)
- Yanyan Ye
- The Chinese University of Hong Kong, Hong Kong SAR, China
| | | | - Li Yin
- Tsinghua University, Beijing, China
| | | | - Chun Yu Tse
- City University of Hong Kong, Hong Kong, SAR, China
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Christoforou C, Fella A, Leppänen PHT, Georgiou GK, Papadopoulos TC. Fixation-related potentials in naming speed: A combined EEG and eye-tracking study on children with dyslexia. Clin Neurophysiol 2021; 132:2798-2807. [PMID: 34592558 DOI: 10.1016/j.clinph.2021.08.013] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Revised: 07/17/2021] [Accepted: 08/08/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE We combined electroencephalography (EEG) and eye-tracking recordings to examine the underlying factors elicited during the serial Rapid-Automatized Naming (RAN) task that may differentiate between children with dyslexia (DYS) and chronological age controls (CAC). METHODS Thirty children with DYS and 30 CAC (Mage = 9.79 years; age range 7.6 through 12.1 years) performed a set of serial RAN tasks. We extracted fixation-related potentials (FRPs) under phonologically similar (rime-confound) or visually similar (resembling lowercase letters) and dissimilar (non-confounding and discrete uppercase letters, respectively) control tasks. RESULTS Results revealed significant differences in FRP amplitudes between DYS and CAC groups under the phonologically similar and phonologically non-confounding conditions. No differences were observed in the case of the visual conditions. Moreover, regression analysis showed that the average amplitude of the extracted components significantly predicted RAN performance. CONCLUSION FRPs capture neural components during the serial RAN task informative of differences between DYS and CAC and establish a relationship between neurocognitive processes during serial RAN and dyslexia. SIGNIFICANCE We suggest our approach as a methodological model for the concurrent analysis of neurophysiological and eye-gaze data to decipher the role of RAN in reading.
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Affiliation(s)
- Christoforos Christoforou
- Division of Computer Science, Mathematics and Science, St. John's University, New York, United States.
| | - Argyro Fella
- School of Education, University of Nicosia, Cyprus.
| | | | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Canada.
| | - Timothy C Papadopoulos
- Department of Psychology & Center for Applied Neuroscience, University of Cyprus, Cyprus.
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Collette E, Schelstraete MA. Accès aux représentations sémantiques en lecture et inhibition cognitive chez les étudiants dyslexiques : l’apport de la tâche Stroop sémantique. ANNEE PSYCHOLOGIQUE 2021. [DOI: 10.3917/anpsy1.213.0177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Cohen M, Mahé G, Zesiger P, Laganaro M. Does learning to read affect naming skills? Insights from ERPs during letter and picture naming tasks. Neuropsychologia 2021; 157:107861. [PMID: 33894244 DOI: 10.1016/j.neuropsychologia.2021.107861] [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: 10/21/2019] [Revised: 04/14/2021] [Accepted: 04/14/2021] [Indexed: 11/20/2022]
Abstract
Numerous studies report that poor readers display low performance in naming tasks. However, very few studies have investigated the development of naming skills along with the development of reading fluency and its variability in typically developing children. In this study, we used electro-encephalographic (EEG) recordings acquired during letter and picture naming tasks to investigate how naming skills develop and, possibly, interact with age and reading level variations. Ninety-three children aged 7-12 years named letters and pictures under an EEG recording, and their reading performance was assessed. ERP results on amplitudes show that age and reading level have similar effects on the entire letter naming time-course. By contrast, age and reading level have different effects on the picture naming time-course, with a specific effect of reading level on the N1 time-interval, associated with visuo-conceptual processing and an effect of both age and reading on later time-windows. On the microstate analysis, age remains the only predictor of the variance in global electric field at scalp for both letter and picture naming indicating that reading skill is not related to a modulation of the mental processes underlying naming.
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Affiliation(s)
- Marjolaine Cohen
- FPSE, University of Geneva, Geneva, Switzerland; Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway.
| | - Gwendoline Mahé
- FPSE, University of Geneva, Geneva, Switzerland; Department of Psychology, SCALab (UMR CNRS 9193), University of Lille, Lille, France
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Zoccolotti P, De Luca M, Marinelli CV, Spinelli D. Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition. Front Hum Neurosci 2020; 14:573998. [PMID: 33364927 PMCID: PMC7750359 DOI: 10.3389/fnhum.2020.573998] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 11/10/2020] [Indexed: 11/13/2022] Open
Abstract
In a previous study (Zoccolotti et al., 2020) we examined reading, spelling, and maths skills in an unselected group of 129 Italian children attending fifth grade by testing various cognitive predictors; results showed a high degree of predictors' selectivity for each of these three behaviors. In the present study, we focused on the specificity of the predictors by performing cross-analyses on the same dataset; i.e., we predicted spelling and maths skills based on reading predictors, reading based on maths predictors and so on. Results indicated that some predictors, such as the Orthographic Decision and the Arithmetic Facts tests, predicted reading, spelling and maths skills in similar ways, while others predicted different behaviors but only for a specific parameter, such as fluency but not accuracy (as in the case of RAN), and still others were specific for a single behavior (e.g., Visual-auditory Pseudo-word Matching test predicted only spelling skills). To interpret these results, we propose a novel model of learning skills separately considering factors in terms of competence, performance and acquisition (automatization). Reading, spelling and calculation skills would depend on the development of discrete and different abstract competences (accounting for the partial dissociations among learning disorders reported in the literature). By contrast, overlap among behaviors would be accounted for by defective acquisition in automatized responses to individual "instances"; this latter skill is item specific but domain independent. Finally, performance factors implied in task's characteristics (such as time pressure) may contribute to the partial association among learning skills. It is proposed that this new model may provide a useful base for interpreting the diffuse presence of comorbidities among learning disorders.
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Affiliation(s)
- Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy
- Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Maria De Luca
- Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Chiara Valeria Marinelli
- Lab of Applied Psychology and Intervention, Department of History, Society and Human Studies, University of Salento, Lecce, Italy
| | - Donatella Spinelli
- Department of Movement, Human and Health Sciences, Foro Italico University of Rome, Rome, Italy
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Anwyl-Irvine AL, Dalmaijer ES, Quinn AJ, Johnson A, Astle DE. Subjective SES is Associated with Children's Neurophysiological Response to Auditory Oddballs. Cereb Cortex Commun 2020; 2:tgaa092. [PMID: 34296147 PMCID: PMC8152887 DOI: 10.1093/texcom/tgaa092] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 11/24/2020] [Accepted: 11/24/2020] [Indexed: 12/05/2022] Open
Abstract
Language and reading acquisitions are strongly associated with a child's socioeconomic status (SES). There are a number of potential explanations for this relationship. We explore one potential explanation-a child's SES is associated with how children discriminate word-like sounds (i.e., phonological processing), a foundational skill for reading acquisition. Magnetoencephalography data from a sample of 71 children (aged 6 years and 11 months-12 years and 3 months), during a passive auditory oddball task containing word and nonword deviants, were used to test "where" (which sensors) and "when" (at what time) any association may occur. We also investigated associations between cognition, education, and this neurophysiological response. We report differences in the neural processing of word and nonword deviant tones at an early N200 component (likely representing early sensory processing) and a later P300 component (likely representing attentional and/or semantic processing). More interestingly we found "parental subjective" SES (the parents rating of their own relative affluence) was convincingly associated with later responses, but there were no significant associations with equivalized income. This suggests that the SES as rated by their parents is associated with underlying phonological detection skills. Furthermore, this correlation likely occurs at a later time point in information processing, associated with semantic and attentional processes. In contrast, household income is not significantly associated with these skills. One possibility is that the subjective assessment of SES is more impactful on neural mechanisms of phonological processing than the less complex and more objective measure of household income.
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Affiliation(s)
| | - Edwin S Dalmaijer
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, CB2 7EF, UK
| | - Andrew J Quinn
- Oxford Centre for Human Brain Activity, Wellcome Centre for Integrative Neuroimaging, Department of Psychiatry, University of Oxford, Oxford, OX3 7JX, UK
| | - Amy Johnson
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, CB2 7EF, UK
| | - Duncan E Astle
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, CB2 7EF, UK
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Moura O, Pereira M, Moreno J, Simões MR. Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth. ANNALS OF DYSLEXIA 2020; 70:43-61. [PMID: 32096102 DOI: 10.1007/s11881-020-00190-1] [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: 01/18/2019] [Accepted: 02/14/2020] [Indexed: 06/10/2023]
Abstract
The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.
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Affiliation(s)
- Octávio Moura
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal.
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal.
| | - Marcelino Pereira
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| | - Joana Moreno
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| | - Mário R Simões
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
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19
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Mehringer H, Fraga-González G, Pleisch G, Röthlisberger M, Aepli F, Keller V, Karipidis II, Brem S. (Swiss) GraphoLearn: an app-based tool to support beginning readers. RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING 2020; 15:5. [PMID: 32175013 PMCID: PMC7048874 DOI: 10.1186/s41039-020-0125-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Accepted: 01/29/2020] [Indexed: 06/10/2023]
Abstract
We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software.
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Affiliation(s)
- Hannah Mehringer
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
| | - Gorka Fraga-González
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
| | - Georgette Pleisch
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- MR-Center of the University Hospital of Psychiatry and the Department of Child and Adolescent Psychiatry and Psychotherapy, University of Zurich, Zurich, Switzerland
| | - Martina Röthlisberger
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
| | - Franziska Aepli
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
| | - Vera Keller
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
| | - Iliana I. Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- MR-Center of the University Hospital of Psychiatry and the Department of Child and Adolescent Psychiatry and Psychotherapy, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- MR-Center of the University Hospital of Psychiatry and the Department of Child and Adolescent Psychiatry and Psychotherapy, University of Zurich, Zurich, Switzerland
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20
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Huang Y, He M, Li A, Lin Y, Zhang X, Wu K. Personality, Behavior Characteristics, and Life Quality Impact of Children with Dyslexia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17041415. [PMID: 32098297 PMCID: PMC7068303 DOI: 10.3390/ijerph17041415] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2020] [Revised: 02/19/2020] [Accepted: 02/19/2020] [Indexed: 02/05/2023]
Abstract
Dyslexia is one of the most common neurobehavioral disorders. Children with dyslexia usually suffer from negative, behavior personality problems, and impacted life quality. We aimed to identify family environment factors for dyslexia, and to evaluate the personality, behavior characteristics and life quality of children with dyslexia. A total of 60 children diagnosed with dyslexia and 180 normal children that were aged 7-12 who speak Chinese were recruited from four primary schools in Shantou City, China. Self-designed questionnaire, children's edition of the Eysenck Personality Questionnaire (EPQ), Conners' Parent Rating Scale (CPRS), and Quality of Life scale for children and adolescents (QLSCA) were employed for investigation. Multiple logistic regressions show that antenatal training (OR = 0.36), higher household income, higher parents' educational levels, and parents engaging in white-collar jobs were negatively associated with dyslexia; while, family members also suffering from dyslexia (OR = 12.17), lower frequency of communication between parents and children, and worse parent-child relationship were positively associated with dyslexia. Children with dyslexia scored higher in psychoticism and neuroticism (p = 0.040, 0.008), but lower in extroversion and dissimulation than normal children (p = 0.025, 0.007) in the EPQ test. They tended to be more introversion (68.3% vs. 43.0%), psychoticism (25.0% vs. 13.3%), and neuroticism (46.7% vs. 18.8%) than the controls. In addition, children with dyslexia had higher scores in conduct problem, learning problem, hyperactivity, and Conners' index of hyperactivity (CIH) in CPRS test; and, lower scores of psychosocial function, physical and mental health, and satisfaction of living quality in QLSCA test (all p < 0.05). Several family environment and parenting factors were associated with children's dyslexia significantly. Children with dyslexia had the personality of psychoticism, neuroticism, introversion, and more behavioral problems. Dyslexia significantly impacted the children's quality of life. Our findings provide multiple perspectives for early intervention of dyslexia in children, particularly in family factors and the parenting environment.
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Affiliation(s)
- Yanhong Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (Y.H.); (Y.L.); (X.Z.)
| | - Meirong He
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China; (M.H.); (A.L.)
| | - Anna Li
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China; (M.H.); (A.L.)
| | - Yuhang Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (Y.H.); (Y.L.); (X.Z.)
| | - Xuanzhi Zhang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (Y.H.); (Y.L.); (X.Z.)
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China; (M.H.); (A.L.)
- Correspondence: ; Tel.: +86-754-8890-0445
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21
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Song S, Zhang Y, Shu H, Su M, McBride C. Universal and Specific Predictors of Chinese Children With Dyslexia - Exploring the Cognitive Deficits and Subtypes. Front Psychol 2020; 10:2904. [PMID: 31969853 PMCID: PMC6960230 DOI: 10.3389/fpsyg.2019.02904] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2019] [Accepted: 12/09/2019] [Indexed: 11/13/2022] Open
Abstract
While previous studies have shown that the impact of phonological awareness (PA) and rapid automatized naming (RAN) on dyslexia depends on orthographic complexity in alphabetic languages, it remains unclear whether this relationship generalizes to the more complex orthography of Chinese. We investigated the predictive power of PA, RAN, and morphological awareness (MA) in dyslexia diagnosis status in a sample of 241 typically developing and 223 dyslexic Chinese-speaking children. Compared with the control group, children with dyslexia performed notably worse on character reading and all three cognitive measures. A logistic regression analysis showed that PA and RAN were both significant predictors, while MA also played a relatively important role for predicting dyslexia status in Chinese children. In the next step, we used multigroup analyses to test if these three cognitive predictors were of the same importance in predicting reading variance in different reading proficiency groups. And the results showed that the regression coefficient of MP is stronger for the control group than the dyslexia group, while the regression coefficient of PD tends to be stronger for the dyslexic group. Further cluster analysis identified four subtypes of dyslexia in this sample: a global deficit group, a phonological deficit group, a RAN deficit group, and a mild morphological deficit group. Our findings are largely consistent with previous studies of predictors of dyslexia, while uniquely demonstrating the differences in predictive power of these three cognitive variables on reading, as well as the unique contribution of MA in Chinese reading.
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Affiliation(s)
- Shuang Song
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.,College of Teacher Education, Capital Normal University, Beijing, China
| | - Yuping Zhang
- Sichuan Research Center of Applied Psychology, Chengdu Medical College, Chengdu, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.,State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Mengmeng Su
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.,Elementary Education College, Capital Normal University, Beijing, China
| | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
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22
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Roivainen E. European and American
WAIS IV
norms: Cross‐national differences in perceptual reasoning, processing speed and working memory subtest scores. Scand J Psychol 2019; 60:513-519. [DOI: 10.1111/sjop.12581] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Accepted: 08/14/2019] [Indexed: 12/28/2022]
Affiliation(s)
- Eka Roivainen
- Department of Medical Rehabilitation Oulu University Hospital PL 26 90029 OYS Oulu Finland
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23
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Khodadoust M, Mohamadi R, Janani L, Javadi Z, Sadeghi A. The effect of phonological awareness on rapid automatized naming. Med J Islam Repub Iran 2019; 33:32. [PMID: 31456956 PMCID: PMC6708104 DOI: 10.34171/mjiri.33.32] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Indexed: 11/05/2022] Open
Abstract
Background: Phonological awareness (PA) is a fundamental predictor of reading disability. However, researches on reading have indicated that PA assessment alone is not sufficient to prevent reading problems. Rapid automatized naming (RAN) has been suggested as another influential factor in reading deficits independent of PA. This study investigated the impact of phonological awareness on rapid automatized naming.
Methods: This was a randomized clinical trial study in which 62 Persian monolingual first graders were recruited from 3 schools using convenience sampling. Inclusion criteria were lack of deficits with sensory-motor skills and knowledge of the Persian alphabets. Measures of PA and RAN were utilized. The participants were randomly assigned into either the intervention or the control group. The intervention group was divided into small groups of 4-6 children who received thirty 40-minute training sessions in PA. T test, Mann-Whitney, and Wilcoxon tests were used for data analysis.
Results: The results revealed that the RAN time was significantly reduced (p≤0.001), with a significant increase in PA scores (p≤0.001). In addition, there was a significant inverse relationship between some of the measures of the phonological awareness subtests and rapid automatized naming (eg, phonemic blending & RAN (numbers): ρ=-0.52 with p≤0.001).
Conclusion: The findings showed that in the initial assessment, PA and RAN had a significant relationship, but RAN could be significantly improved by PA training.
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Affiliation(s)
- Mahdi Khodadoust
- School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran.,Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
| | - Reyhane Mohamadi
- School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran
| | - Leila Janani
- Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran
| | - Zakiye Javadi
- School of Paramedical Sciences, Mashhad University of Medical Sciences, Tehran, Iran
| | - Amir Sadeghi
- School of Teacher Education, University of Canterbury, New Zealand
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24
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Ferreira-Mattar TDL, Roama-Alves RJ, Araceli Gomes F, Freire T, Ciasca SM, de Abreu Pinheiro Crenitte P. An Exploration of the Rapid Automatic Naming Test as Administered to Brazilian Children. Folia Phoniatr Logop 2019; 72:316-324. [PMID: 31434086 DOI: 10.1159/000501535] [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: 05/30/2018] [Accepted: 06/17/2019] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The purpose of this research was to conduct an exploratory study of the performance of Brazilian children on the Rapid Automatic Naming (RAN) test, examining schooling effects of schooling and associations with reading speed, comprehension, and reading level for each of the RAN subtests of colour, numbers, letters, and objects. METHODS Participants were 97 children, aged 7-11 years, enrolled in the first to fifth grade of elementary public education. RESULTS The findings indicated a school-year effect on RAN performance, with recurrent differences in grades 1-4 and no effect in RAN Numbers. Correlations ranged from moderate to high for reading level, speed, and comprehension. In addition, multiple linear regression analysis indicated that RAN Letters could significantly predict performance in the three reading abilities studied. CONCLUSION Thus, the study provided initial evidence of RAN's performance in testing Brazilian children's phonological processing as a form of predictive monitoring of reading development in school-age children as it relates to scholastic progress and reading speed, comprehension, and level.
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Affiliation(s)
- Tais de Lima Ferreira-Mattar
- School of Dentistry of Bauru, University of São Paulo, São Paulo, Brazil, .,Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil,
| | - Rauni Jandé Roama-Alves
- Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil.,Federal University of Rondonópolis, Rondonópolis, Brazil
| | | | - Thais Freire
- School of Dentistry of Bauru, University of São Paulo, São Paulo, Brazil
| | | | - Patrícia de Abreu Pinheiro Crenitte
- School of Dentistry of Bauru, University of São Paulo, São Paulo, Brazil.,Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil
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25
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Onochie-Quintanilla E, Defior SA, Simpson IC. RAN and orthographic processing: What can syllable frequency tell us about this relationship? J Exp Child Psychol 2019; 182:1-17. [DOI: 10.1016/j.jecp.2019.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Revised: 12/29/2018] [Accepted: 01/04/2019] [Indexed: 11/27/2022]
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26
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Tilanus EA, Segers E, Verhoeven L. Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:190-206. [PMID: 31016832 PMCID: PMC6593814 DOI: 10.1002/dys.1614] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Revised: 01/17/2019] [Accepted: 03/18/2019] [Indexed: 06/09/2023]
Abstract
The present study aimed to predict responsiveness to a sustained two-phase reading and spelling intervention with a focus on declarative and procedural learning respectively in 122 second-grade Dutch children with dyslexia. We related their responsiveness to intervention to precursor measures (phonological awareness, rapid automatized naming ability, letter knowledge, and verbal working memory) and related word and pseudoword reading and spelling outcomes of the sustained intervention to initial reading and spelling abilities, and first-phase, initial treatment success. Results showed that children with dyslexia improved in reading accuracy and efficiency and in spelling skills during the two phases of the intervention although the gap with typical readers increased. In reading efficiency, rapid automatized naming, and in reading and spelling accuracy phoneme deletion predicted children's responsiveness to intervention. Additionally, children's initial reading abilities at the start of the intervention directly (and indirectly, via initial treatment success, in reading efficiency) predicted posttest outcomes. Responsiveness to intervention in spelling was predicted by phoneme deletion, and spelling at posttest was indirectly, via initial treatment success, predicted by children's initial spelling abilities. Finally, children's initial treatment success directly predicted reading efficiency and spelling outcomes at posttest.
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Affiliation(s)
- Elisabeth A.T. Tilanus
- Behavioural Science InstituteRadboud UniversityNijmegenThe Netherlands
- Marant, ElstGelderlandThe Netherlands
| | - Eliane Segers
- Behavioural Science InstituteRadboud UniversityNijmegenThe Netherlands
| | - Ludo Verhoeven
- Behavioural Science InstituteRadboud UniversityNijmegenThe Netherlands
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27
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Georgiou GK, Torppa M, Landerl K, Desrochers A, Manolitsis G, de Jong PF, Parrila R. Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? Child Dev 2019; 91:e266-e279. [PMID: 30681137 DOI: 10.1111/cdev.13218] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.
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28
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Borleffs E, Maassen BAM, Lyytinen H, Zwarts F. Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia. Front Psychol 2019; 9:2534. [PMID: 30662416 PMCID: PMC6328448 DOI: 10.3389/fpsyg.2018.02534] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Accepted: 11/27/2018] [Indexed: 11/13/2022] Open
Abstract
Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic complexity of alphabetic languages. These notions are elaborated to show that differences in reading acquisition reflect fundamental differences in the nature of the phonological recoding and reading strategies developing in response to the specific orthography to be learned. The present paper provides a narrative, cross-linguistic and integrated literature review, thereby contributing to the development of universal reading models and at the same time pointing out the important differences between orthographies at the more detailed level. Our review also yields suggestions to devise language-specific instruction and interventions for the development of the specific reading strategies required by the characteristics of the orthography being acquired.
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Affiliation(s)
- Elisabeth Borleffs
- Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands
| | - Ben A M Maassen
- Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands
| | - Heikki Lyytinen
- Department of Psychology, Agora Center, University of Jyväskylä, Jyväskylä, Finland.,Niilo Mäki Institute, Jyväskylä, Finland
| | - Frans Zwarts
- Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands
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29
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Torkildsen JVK, Arciuli J, Wie OB. Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2018.11.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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30
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Silva CD, Gualberto BD, Neves IMP. The performance of elementary public and private school students pre and post phonological intervention. REVISTA CEFAC 2019. [DOI: 10.1590/1982-0216/201921215718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Purpose: this study aims to compare the performance, pre and post phonological intervention, of 2nd year students in public and private education, with and without learning disabilities. Methods: 30 students from the 2nd year of elementary education, public and private participated in these study, distributed in: GI, GII and GIII, composed of 15 public school students, submitted to pre and post testing and phonological intervention; and GIV, GV and GVI, comprising 15 private school students, submitted to pre and post testing and phonological intervention. In the pre and post testing moment, the Linguistic Cognitive Skills Assessment Protocol Adaptive was performed. For the intervention, the phonological tasks of letter/sound relationship, analysis, synthesis and manipulation of phonemes and syllables were conducted. Results: there was a statistically significant performance for the students submitted to the phonological intervention program of the public and private education, in all skills analyzed. Conclusion: the intervention was effective in both scopes, public and private, however, private school students did better in a greater number of skills analyzed as compared to public school ones, suggesting the influence of the intervention associated with the stimuli offered in the process of schooling.
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31
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Giorgetti M, Lorusso ML. Specific conditions for a selective deficit in memory for order in children with dyslexia. Child Neuropsychol 2018; 25:742-771. [PMID: 30309282 DOI: 10.1080/09297049.2018.1530746] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Short-term memory (STM) models distinguish between item and order memorization. The present study aims to explore how item and order STM are affected by the nature of the stimuli, the sequential versus simultaneous mode of presentation, the visual versus auditory presentation modality, the possibility of verbal recoding. A total of 20 children with dyslexia were matched one-by-one with 20 typically reading children on sex, age (8-14 years), and grade. Computerized STM tasks were administered while manipulating type (item vs. order), stimuli (letters vs. colors), sequentiality, input and output modality, as well as the presence/absence of articulatory suppression and distractors. General Linear Model analyses were conducted on accuracy scores for item and order STM. Both item and order recall scores were lower for children with dyslexia. Although order STM in the visual input condition turned out to be more impaired than item STM in the dyslexic group, both item and order memory impairments become evident when verbal recoding is prevented through articulatory suppression. Moreover, dyslexic children, unlike typical readers, were not facilitated by the linguistic nature of the stimuli to be remembered. The present findings suggest that the often-reported selective impairment of serial memory in dyslexia is restricted to stimuli that are verbal in nature or can be verbally recoded, whereas both item and order memory impairments become evident when verbal recoding is prevented through articulatory suppression. The presence of distractors is particularly detrimental to STM in the dyslexic group. The sensitivity to distractors, suppression, and stimuli in STM is predictive of reading performance.
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Affiliation(s)
- Marisa Giorgetti
- a Department of Psychology , Catholic University of the Sacred Heart , Milan , Italy
| | - Maria Luisa Lorusso
- b Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology , Scientific Institute IRCCS "E. Medea" , Bosisio Parini , Italy
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32
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Nayar K, Gordon PC, Martin GE, Hogan AL, La Valle C, McKinney W, Lee M, Norton ES, Losh M. Links between looking and speaking in autism and first-degree relatives: insights into the expression of genetic liability to autism. Mol Autism 2018; 9:51. [PMID: 30338047 PMCID: PMC6180594 DOI: 10.1186/s13229-018-0233-5] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2018] [Accepted: 09/20/2018] [Indexed: 12/31/2022] Open
Abstract
Background Rapid automatized naming (RAN; naming of familiar items presented in an array) is a task that taps fundamental neurocognitive processes that are affected in a number of complex psychiatric conditions. Deficits in RAN have been repeatedly observed in autism spectrum disorder (ASD), and also among first-degree relatives, suggesting that RAN may tap features that index genetic liability to ASD. This study used eye tracking to examine neurocognitive mechanisms related to RAN performance in ASD and first-degree relatives, and investigated links to broader language and clinical-behavioral features. Methods Fifty-one individuals with ASD, biological parents of individuals with ASD (n = 133), and respective control groups (n = 45 ASD controls; 58 parent controls) completed RAN on an eye tracker. Variables included naming time, frequency of errors, and measures of eye movement during RAN (eye-voice span, number of fixations and refixations). Results Both the ASD and parent-ASD groups showed slower naming times, more errors, and atypical eye-movement patterns (e.g., increased fixations and refixations), relative to controls, with differences persisting after accounting for spousal resemblance. RAN ability and associated eye movement patterns were correlated with increased social-communicative impairment and increased repetitive behaviors in ASD. Longer RAN times and greater refixations in the parent-ASD group were driven by the subgroup who showed clinical-behavioral features of the broad autism phenotype (BAP). Finally, parent-child dyad correlations revealed associations between naming time and refixations in parents with the BAP and increased repetitive behaviors in their child with ASD. Conclusions Differences in RAN performance and associated eye movement patterns detected in ASD and in parents, and links to broader social-communicative abilities, clinical features, and parent-child associations, suggest that RAN-related abilities might constitute genetically meaningful neurocognitive markers that can help bridge connections between underlying biology and ASD symptomatology.
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Affiliation(s)
| | - Peter C Gordon
- University of North Carolina at Chapel Hill, Chapel Hill, USA
| | | | - Abigail L Hogan
- Northwestern University, Evanston, USA
- University of South Carolina, Columbia, USA
| | - Chelsea La Valle
- Northwestern University, Evanston, USA
- Boston University, Boston, USA
| | - Walker McKinney
- Northwestern University, Evanston, USA
- University of Kansas, Lawrence, USA
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Shechter A, Lipka O, Katzir T. Predictive Models of Word Reading Fluency in Hebrew. Front Psychol 2018; 9:1882. [PMID: 30356726 PMCID: PMC6189333 DOI: 10.3389/fpsyg.2018.01882] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Accepted: 09/13/2018] [Indexed: 11/13/2022] Open
Abstract
This study examined a multi-componential approach to reading fluency in first and third grade Hebrew speaking children. Measures of naming speed, phonological awareness (PA), morphological awareness (MA), syntax awareness, and vocabulary were administered to first (N = 68) and third (N = 67) graders. Hierarchical regression models revealed that in both grades, naming speed accounted for most of the variance in each model. However, while in the first grade, word reading fluency was also predicted by vocabulary, in the third grade, both PA and MA were significant additional predictors. Predictive models of word reading fluency in Hebrew and applied implications are proposed.
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Affiliation(s)
- Adi Shechter
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel
| | - Orly Lipka
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel
| | - Tami Katzir
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel.,Department of Special Education, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel
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Hulme C, Zhou L, Tong X, Lervåg A, Burgoyne K. Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Dev Sci 2018; 22:e12745. [DOI: 10.1111/desc.12745] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2017] [Accepted: 06/22/2018] [Indexed: 11/26/2022]
Affiliation(s)
- Charles Hulme
- Department of EducationUniversity of Oxford Oxford UK
| | - Lulin Zhou
- Psychology and Language SciencesUniversity College London London UK
| | - Xiuli Tong
- Faculty of EducationHong Kong University Hong Kong
| | - Arne Lervåg
- Department of EducationUniversity of Oslo Oslo Norway
| | - Kelly Burgoyne
- Human Communication, Development and Hearing, University of Manchester Manchester UK
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35
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Grewal S, Williams GJ. Writing product and process in children with English as an additional language. JOURNAL OF COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1080/20445911.2018.1518326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Sarjan Grewal
- Department of Psychology, Nottingham Trent University, Nottingham, UK
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36
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van den Bunt MR, Groen MA, van der Kleij SW, Noordenbos MW, Segers E, Pugh KR, Verhoeven L. Deficient Response to Altered Auditory Feedback in Dyslexia. Dev Neuropsychol 2018; 43:622-641. [PMID: 30001162 DOI: 10.1080/87565641.2018.1495723] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10-13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading.
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Affiliation(s)
- M R van den Bunt
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M A Groen
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - S W van der Kleij
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M W Noordenbos
- b Centre for Language Studies , Radboud University , Nijmegen , The Netherlands
| | - E Segers
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - K R Pugh
- c Haskins Laboratories , Yale University , New Haven , Connecticut , USA
| | - L Verhoeven
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
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37
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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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38
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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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39
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Bühler JC, von Oertzen T, McBride CA, Stoll S, Maurer U. Influence of dialect use on early reading and spelling acquisition in German-speaking children in Grade 1. JOURNAL OF COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1080/20445911.2018.1444614] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Jessica C. Bühler
- Department of Psychology, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Timo von Oertzen
- Department of Psychology, Universität der Bundeswehr München, Neubiberg, Germany
| | - Catherine A. McBride
- Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong
- Brain and Mind Institute, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong
| | - Sabine Stoll
- Department of Comparative Linguistics, Psycholinguistics Laboratory, University of Zurich, Zurich, Switzerland
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong
- Brain and Mind Institute, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong
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40
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Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.02.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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41
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Lúcio PS, Salum G, Swardfager W, Mari JDJ, Pan PM, Bressan RA, Gadelha A, Rohde LA, Cogo-Moreira H. Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks. Front Psychol 2017; 8:1891. [PMID: 29118733 PMCID: PMC5661119 DOI: 10.3389/fpsyg.2017.01891] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 10/12/2017] [Indexed: 11/13/2022] Open
Abstract
Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6–15 with normal IQ (≥70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.
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Affiliation(s)
- Patrícia S Lúcio
- Department of Psychology and Psychoanalysis, State University of Londrina, Londrina, Brazil.,Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil
| | - Giovanni Salum
- Department of Psychiatry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Walter Swardfager
- Department of Pharmacology and Toxicology, University of Toronto, Toronto, ON, Canada
| | - Jair de Jesus Mari
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Pedro M Pan
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Rodrigo A Bressan
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Ary Gadelha
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Luis A Rohde
- Department of Psychiatry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Hugo Cogo-Moreira
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil
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42
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Lundetræ K, Thomson JM. Rhythm production at school entry as a predictor of poor reading and spelling at the end of first grade. READING AND WRITING 2017; 31:215-237. [PMID: 29367807 PMCID: PMC5752745 DOI: 10.1007/s11145-017-9782-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading and spelling at the end of grade 1. The participants were 479 Norwegian 6-year-old first graders randomized as controls in the longitudinal RCT on track (n = 1171). Rhythmic timing and pre-reading skills were tested individually at school entry on a digital tablet. On the rhythm task, the students were told to tap a drum appearing on the screen to two different rhythms (2 Hz paced and 1.5 Hz paced). Children's responses were recorded as they tapped on the screen with their index finger. Significant group differences were found in rhythm tapping ability measured at school entry, when groups were defined upon whether children went on to score above or below the 20th percentile reading and spelling thresholds in national assessment tests at the end of grade one. Inclusion of the school-entry rhythmic tapping measure into a model of classification accuracy for above or below threshold reading and spelling improved accuracy of classification by 6.2 and 9.2% respectively.
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Affiliation(s)
- Kjersti Lundetræ
- Norwegian Centre for Reading Education and Research, University of Stavanger, 4036 Stavanger, Norway
| | - Jenny M. Thomson
- Norwegian Centre for Reading Education and Research, University of Stavanger, 4036 Stavanger, Norway
- University of Sheffield, Sheffield, UK
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43
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Hornung C, Martin R, Fayol M. General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach. Front Psychol 2017; 8:1746. [PMID: 29056920 PMCID: PMC5635811 DOI: 10.3389/fpsyg.2017.01746] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2017] [Accepted: 09/21/2017] [Indexed: 11/13/2022] Open
Abstract
In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.
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Affiliation(s)
- Caroline Hornung
- Luxembourg Center for Educational Testing, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Romain Martin
- Luxembourg Center for Educational Testing, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Michel Fayol
- UMR 6024, Laboratoire de Psychologie Sociale et Cognitive, Centre National de la Recherche Scientifique (CNRS), Clermont-Ferrand, France.,University of Auvergne, Clermont-Ferrand, France
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44
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Predicting the integrated development of word reading and spelling in the early primary grades. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.09.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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45
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Lenhard W, Schroeders U, Lenhard A. Equivalence of Screen Versus Print Reading Comprehension Depends on Task Complexity and Proficiency. DISCOURSE PROCESSES 2017. [DOI: 10.1080/0163853x.2017.1319653] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Wolfgang Lenhard
- Department of Psychology IV, University of Würzburg, Würzburg, Germany
| | - Ulrich Schroeders
- Department of Educational Science, University of Bamberg, Bamberg, Germany
| | - Alexandra Lenhard
- Psychometrica, Institute for Psychological Diagnostics Dettelbach, Dettelbach, Germany
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46
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Lúcio PS, Kida ABDS, Carvalho CAFD, Cogo-Moreira H, Avila CRBD. Prova de Nomeação Rápida de Figuras para Crianças: Evidências de Validade e Normas Intragrupo. PSICO-USF 2017. [DOI: 10.1590/1413-82712017220104] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo A nomeação seriada rápida é utilizada para avaliar o acesso lexical. O trabalho relata um estudo de validação e normas para a Prova de Nomeação Rápida, composta por seis figuras que se repetem aleatoriamente em dois cartões (Parte A e Parte B). Uma amostra representativa de alunos do 2o ao 5o ano do Ensino Fundamental de escolas públicas e particulares de São Paulo-SP (N = 728) respondeu à Prova de Nomeação e realizou uma tarefa de leitura de palavras. O tempo de execução e o número de acertos foram computados. Conforme esperado: (1) ocorreu efeito de escolaridade para o tempo de execução e precisão; (2) houve menor precisão e maior tempo de execução para a Parte B; (3) as duas partes apresentaram correlações estatisticamente significantes (p < 0,05); (4) o tempo de execução e a precisão foram preditores da leitura. Os resultados fornecem evidências de validade para a tarefa criada.
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47
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Torppa M, Georgiou GK, Niemi P, Lerkkanen MK, Poikkeus AM. The precursors of double dissociation between reading and spelling in a transparent orthography. ANNALS OF DYSLEXIA 2017; 67:42-62. [PMID: 27286963 DOI: 10.1007/s11881-016-0131-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Accepted: 04/12/2016] [Indexed: 06/06/2023]
Abstract
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1-4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers' shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments.
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Affiliation(s)
- Minna Torppa
- Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland.
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Alberta, Canada
| | - Pekka Niemi
- Department of Psychology, University of Turku, Turku, Finland
| | | | - Anna-Maija Poikkeus
- Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland
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48
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Mähler C, Petermann U, Greve W. Sozial-Emotionale und Kognitive Fertigkeiten als Regulationskompetenzen. KINDHEIT UND ENTWICKLUNG 2017. [DOI: 10.1026/0942-5403/a000210] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die Bedeutung von sozial-emotionalen und kognitiven Kompetenzen und Prozessen für Wohlbefinden und Schulerfolg von Kindern ist bislang zu wenig zusammenhängend untersucht worden. Aus diesem Grund kann man den gemeinsamen Einfluss dieser Ressourcen für den Alltag und den Schulerfolg nur erahnen. Eine Systematik möglicher Zusammenhänge und Wechselwirkungen zwischen kognitiven und sozial-emotionalen Kompetenzen, Regulationsprozessen, Schulerfolg und Wohlbefinden wird vorgestellt und diskutiert.
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Affiliation(s)
| | - Ulrike Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Werner Greve
- Institut für Psychologie der Universität Hildesheim
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49
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Assessment of Reading Precursors in Spanish-Speaking Children. SPANISH JOURNAL OF PSYCHOLOGY 2016; 19:E85. [PMID: 27881196 DOI: 10.1017/sjp.2016.92] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This study's purpose was to analyse basic reading processes in different age groups of Spanish-speaking children using confirmatory factor analysis (CFA) and regression analysis. Two hundred forty-five children (aged 4 years and 9 months, to 9 years and 7 months; 120 boys, 125 girls), native Spanish-speakers, were selected from schools in Madrid. All participants were in either their last year of preschool or the first three years of elementary school, depending on their age. Nine classic reading tasks were created and administered to measure three reading skills: word recognition, phonological awareness, and reading comprehension. The results of the CFA show that data fit to proposed model with a general reading factor based on these three reading skills χ2(27) = 29.03, p = .36, RMSEA = .02, 90% CIs [.0, .05], CFI = 1.0. The word recognition skills were the best at describing reading performance in preschool children (R 2 = .51 for word identification task); phonological awareness, especially rhyme identification task, discriminated well until second grade (R 2 = .60); and finally, reading comprehension, basically phrase completion task, were the best measure of reading performance in third grade (R 2 = .45).
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50
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Heikkilä R, Torppa M, Aro M, Närhi V, Ahonen T. Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading. JOURNAL OF LEARNING DISABILITIES 2016; 49:546-560. [PMID: 25716215 DOI: 10.1177/0022219415572895] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This study explored the double-deficit hypothesis (DDH) in a transparent orthography (Finnish) and extended the view from reading disabilities to comorbidity of learning-related problems in math and attention. Children referred for evaluation of learning disabilities in second through sixth grade (N = 205) were divided into four groups based on rapid automatized naming (RAN) and phonological awareness (PA) according to the DDH: the double-deficit group, the naming speed deficit-only group, the phonological deficit-only group, and the no-deficit group. The results supported the DDH in that the prevalence and severity of reading disability were greatest in the double-deficit group. Despite the greater prevalence of reading disabilities in single-deficit groups compared to the no-deficit group, the means of reading measures in the single-deficit groups were similar to those of the no-deficit group. The PA single-deficit group was poorer in spelling than the no-deficit group and single-naming-deficit group. Deficits in RAN or PA were primarily linked to reading disabilities but not with math or attention problems. The results supported the DDH partially and indicate that deficits in RAN and PA are specific to reading disabilities.
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Affiliation(s)
- Riikka Heikkilä
- Niilo Mäki Institute, Jyväskylä, Finland Department of Psychology, University of Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Finland
| | - Mikko Aro
- Department of Education, University of Jyväskylä, Finland
| | - Vesa Närhi
- Niilo Mäki Institute, Jyväskylä, Finland University of Eastern Finland, School of Educational Sciences and Psychology, Joensuu, Finland
| | - Timo Ahonen
- Department of Psychology, University of Jyväskylä, Finland
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