1
|
Sunil AB, Banerjee A, Divya M, Rathod HK, Patel J, Gupta M. Dyslexia: An invisible disability or different ability. Ind Psychiatry J 2023; 32:S72-S75. [PMID: 38370946 PMCID: PMC10871397 DOI: 10.4103/ipj.ipj_196_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 07/18/2023] [Accepted: 08/03/2023] [Indexed: 02/20/2024] Open
Abstract
Background With a global dyslexia prevalence of at least 10%, significant numbers of students with dyslexia go undiagnosed and their symptoms unaddressed, but with timely intervention, 90% of dyslexic children can be educated in regular inclusive classrooms. Aim This study aimed to estimate the prevalence of dyslexia among primary schoolchildren in government and private schools. Material and Methods A cross-sectional study on 128 primary schoolchildren attending selected government and private schools in Western Maharashtra was conducted and evaluated using the Search tool, which is a standardized study tool for screening dyslexia. Microsoft Excel and MedCalc version 3.1 were used for data entry and analysis. The prevalence of dyslexia was estimated, and differences between groups were evaluated using appropriate tests. Results Of the total sample size of 128 children, findings showed 10.9% of students as dyslexic, 9.3% as vulnerable, and the remaining 79.8% as non-dyslexic. Of 14 dyslexic children, 10 were found to be from government schools and the remaining four were from private schools. Conclusion The high prevalence of dyslexia even in a small study sample size is a matter of concern and emphasizes the need for extensive research and initiatives, including awareness campaigns among teachers, parents, and school authorities, and the importance of detection of undiagnosed dyslexic children as early as possible and providing them with appropriate interventions.
Collapse
Affiliation(s)
- Akhila B. Sunil
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Amitav Banerjee
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Madamanchi Divya
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Hetal K. Rathod
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Jhanvi Patel
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Medhavi Gupta
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| |
Collapse
|
2
|
Capin P, Vaughn S, Miller JE, Miciak J, Fall AM, Roberts G, Cho E, Barth AE, Steinle PK, Fletcher JM. Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2023; 28:190-213. [PMID: 38800694 PMCID: PMC11115194 DOI: 10.1080/10888438.2023.2254871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2024]
Abstract
Purpose This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time. Results Analyses revealed four latent profiles emerged: (a) very low word reading and low vocabulary (10%), (b) low word reading and low vocabulary (71%), (c) average word reading and low vocabulary (16%), and (d) high word reading and low vocabulary (3%). Subgroups varied in their reading comprehension initially and over one year. Students in the subgroup marked by very low word reading and low vocabulary showed the lowest reading comprehension performance initially; however, they also showed the greatest growth over one year. Conclusion These findings suggest there is heterogeneity in the reading skill profiles of Spanish-speaking EBs with reading comprehension difficulties. They also underscore the prevalence of word reading difficulties among these students. These may be important factors to consider when developing interventions to prevent and remediate these difficulties.
Collapse
Affiliation(s)
- Philip Capin
- Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin
| | - Sharon Vaughn
- Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin
| | - Joseph E. Miller
- Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin
| | | | - Anna-Mari Fall
- Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin
| | - Greg Roberts
- Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin
| | | | | | - Paul K. Steinle
- Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin
| | | |
Collapse
|
3
|
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]
|
4
|
Freeman L, Staley B, Wigglesworth G. Assessment equity for remote multilingual Australian Aboriginal students through the lens of Sustainable Development Goals. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:157-161. [PMID: 36519259 DOI: 10.1080/17549507.2022.2129788] [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: 05/13/2023]
Abstract
PURPOSE The Foundations of Early Literacy Assessment - Northern Territory (FELA-NT) was funded, developed, and implemented as part of a strategy designed to address the English literacy learning needs of the Northern Territory's Aboriginal student population. In this paper we question whether the FELA-NT English literacy learning benchmarks are representative of remote and very remote Aboriginal students since many speak English as an Additional Language (EAL) or Dialect (EAD). RESULT Using a new data set of scores from 72 Aboriginal students from remote, very remote, and outer-regional communities on the FELA-NT, we demonstrate that it is the student's experience with Standard Australian English, not their remoteness, that impacts their early literacy development. CONCLUSION We use this example to illustrate how current practices and policies homogenise the Australian Aboriginal student population, silencing linguistic diversity in the process. We call for clinical practitioners and educators to shift their practices to assessments and tools that recognise children and youths' diverse linguistic skills and pathways. We talk about what empowerment, participation, and inclusion might really mean in current Australian educational and clinical contexts. We argue here that we need to fundamentally rethink how we work with children with diverse language and literacy knowledge, skills, and backgrounds if we are to reduce inequalities (SDG 10), honour quality education (SDG 4), and support sustainable communities (SDG 11).
Collapse
Affiliation(s)
| | - Bea Staley
- Charles Darwin University, Casuarina, Australia
| | | |
Collapse
|
5
|
Shergill G, Camozzi H, O’Malley MD, Ortiz A. The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2023. [DOI: 10.1177/07342829221149323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in the United States, is critical. This study tested the metric and scaler invariance of CTOPP-2 scores among school-aged children ( n = 242; 41.3% Spanish-speaking DLL). Results indicate that the CTOPP-2’s three-factor (i.e., Phonological Awareness, Phonological Memory, and Rapid Automatic Naming) measurement structure displays metric and scalar invariance for DLLs. Model fit was improved when the Phonological Awareness and Phonological Memory factors were combined. Implications for future research and the practice of psychoeducational diagnostic assessment with DLLs are discussed.
Collapse
Affiliation(s)
| | | | - Meagan D. O’Malley
- Graduate and Professional Studies in Education, California State University, Sacramento, CA, USA
| | - Arlene Ortiz
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, CA, USA
| |
Collapse
|
6
|
Rodrigues ML, Kozak S, Martin-Chang S. Language of Early Reading Instruction: A Correlate of Print Exposure. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2149644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | - Stephanie Kozak
- Department of Education, Concordia University, Montreal, Quebec, Canada
| | | |
Collapse
|
7
|
de Bree EH, Boerma T, Hakvoort B, Blom E, van den Boer M. Word reading in monolingual and bilingual children with developmental language disorder. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
|
8
|
Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study. Brain Sci 2022; 12:brainsci12050563. [PMID: 35624950 PMCID: PMC9138630 DOI: 10.3390/brainsci12050563] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Revised: 04/23/2022] [Accepted: 04/25/2022] [Indexed: 02/04/2023] Open
Abstract
Bilingualism and socio-economic status (SES) differentially affect linguistic and cognitive development. However, less evidence has been collected regarding their impact on literacy trajectories. The present longitudinal study evaluated the literacy development of language minority bilingual children (LMBC) and monolingual peers with different SES. A group of LMBC with low-SES (n = 18) and monolingual peers with low (n = 18) or high (n = 14) SES were followed from 2nd to 5th grade through a set of tasks assessing decoding (words, nonwords, passage), reading, and listening comprehension, and spelling skills. The results showed that all groups achieved better performances over time in all measures, except listening comprehension. However, low-SES LMBC underperformed in spelling tasks compared to the monolingual groups. In reading comprehension, there was a time*group interaction that showed how low-SES LMBC reached similar performances of low-SES monolinguals in fifth grade, but both groups underperformed compared to the high SES monolingual group. The discussion is focused on the need for research and educational settings to consider the differential impact of bilingualism and SES. Bilingualism seems to be associated with a longer time in developing adequate spelling skills, whereas SES was the primary underpinning of the reading comprehension gap over time.
Collapse
|
9
|
Sanabria AA, Restrepo MA, Walker E, Glenberg A. A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:738-759. [PMID: 35050697 DOI: 10.1044/2021_jslhr-21-00266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention. METHOD Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests-Fourth Edition Reading Comprehension subtest administered pre- and post-intervention. RESULTS Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills. CONCLUSIONS The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention.
Collapse
|
10
|
Ibáñez-Alfonso JA, Hernández-Cabrera JA, Duñabeitia JA, Estévez A, Macizo P, Bajo MT, Fuentes LJ, Saldaña D. Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students. Front Psychol 2021; 12:752273. [PMID: 34867643 PMCID: PMC8641651 DOI: 10.3389/fpsyg.2021.752273] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Accepted: 10/20/2021] [Indexed: 11/13/2022] Open
Abstract
Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension.
Collapse
Affiliation(s)
- Joaquín A Ibáñez-Alfonso
- Individual Differences, Language and Cognition Lab, Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain.,Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, Seville, Spain
| | - Juan Andrés Hernández-Cabrera
- Department of Psychobiology and Methodology of Behavioral Sciences, Universidad de La Laguna, Santa Cruz de Tenerife, Spain
| | - Jon Andoni Duñabeitia
- Centro de Investigación Nebrija en Cognición, Universidad Antonio de Nebrija, Madrid, Spain.,Department of Language and Culture, The Arctic University of Norway, Tromsø, Norway
| | - Adelina Estévez
- Department of Cognitive, Social and Organizational Psychology, Universidad de La Laguna, Santa Cruz de Tenerife, Spain
| | - Pedro Macizo
- Memory and Language Research Group, Department of Experimental Psychology, Universidad de Granada, Granada, Spain
| | - María Teresa Bajo
- Memory and Language Research Group, Department of Experimental Psychology, Universidad de Granada, Granada, Spain
| | - Luis J Fuentes
- Department of Basic Psychology and Methodology, Universidad de Murcia, Murcia, Spain
| | - David Saldaña
- Individual Differences, Language and Cognition Lab, Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain
| |
Collapse
|
11
|
Cui G, Wang Y, Zhong X. The Effects of Suprasegmental Phonological Training on English Reading Comprehension: Evidence from Chinese EFL Learners. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2021; 50:317-333. [PMID: 33151474 DOI: 10.1007/s10936-020-09743-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/31/2020] [Indexed: 06/11/2023]
Abstract
This study aims to investigate the effect of suprasegmental phonological training on connected-text reading comprehension of Chinese university students with different English reading proficiency levels. A sample of 160 freshmen was recruited and randomly divided into experimental and control groups, and the experimental group was given a 12-week training on stress, intonation and rhythm in English. Comparison and analysis of the subjects' reading comprehension performance, involving overall accuracy and speed as well as literal and inferential comprehension, reveal that: (1) suprasegmental phonological training exerts positive effects on the subjects' overall reading comprehension, especially on reading time and literal comprehension; (2) lower-proficiency readers improve more remarkably than higher-proficiency readers in terms of overall accuracy and literal comprehension, while the effect of the training on reading time is significant regardless of the subjects' reading proficiency. The results indicate that with explicit instruction and intensive exposure to suprasegmental knowledge, students' automaticity in lower level processing, such as parsing and understanding propositional messages, can be increased. From a perspective of interaction among different cognitive and psychological processes of reading comprehension, this study can shed light on developing students' reading comprehension in EFL contexts.
Collapse
Affiliation(s)
- Gang Cui
- Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| | - Yuemin Wang
- Department of Foreign Languages, University of Chinese Academy of Sciences, Yuquan Road 19#, Beijing, 100049, China.
| | - Xiaoyun Zhong
- Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| |
Collapse
|
12
|
Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2020.21] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
13
|
Bornstein MH, Putnick DL, Esposito G. Skill-experience transactions across development: Bidirectional relations between child core language and the child's home learning environment. Dev Psychol 2020; 56:1842-1854. [PMID: 32672997 DOI: 10.1037/dev0001092] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The transaction of children's core language skill and their home learning environment was assessed across 5 waves from infancy (15 months) up to adolescence (11 years) in 1,751 low-socioeconomic status families. Child core language skill and the quality of the home learning environment were each stable across waves, and the two covaried at each wave. Over and above these stabilities and concurrent correlations, and net child social competence and maternal education, higher quality stimulation and support in the home learning environment at each wave advanced children's core language skill at each subsequent wave, and reciprocally children with more advanced core language skill at each wave stimulated a higher quality home learning environment at each subsequent wave. These transactions were robust across child gender, ethnicity, birth order, and developmental risk. This bidirectionality shows that children consistently affect their environments from infancy to adolescence and underscores that the home learning environment is a worthy intervention target for improving core language skill in children regardless of age. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Collapse
Affiliation(s)
- Marc H Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health
| | - Diane L Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health
| | - Gianluca Esposito
- Psychology Program, School of Social Sciences, Nanyang Technological University
| |
Collapse
|
14
|
HARDY LM, BANKER S, TOMB M, CHA Y, ZHANG I, THOMAS L, ALGERMISSEN M, PEVERLY ST, NOBLE KG, MARGOLIS AE. Phonological memory problems are magnified in children from language minority homes when predicting reading disability. JOURNAL OF CHILD LANGUAGE 2020; 47:680-694. [PMID: 31685053 PMCID: PMC7263306 DOI: 10.1017/s0305000919000576] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Children from language minority (LM) environments speak a language at home that differs from that at school, are often from socioeconomically disadvantaged backgrounds, and are at risk for reading impairment. We evaluated the main effects and interaction of language status and phonological memory and awareness on reading disorder in 352 children from socioeconomically disadvantaged backgrounds. A significant phonological memory by language status interaction indicated that phonological memory problems were magnified in predicting reading impairment in children from LM versus English dominant (ED) homes. Among children without reading disorder, language minority status was unrelated to phonological processing.
Collapse
Affiliation(s)
- Lindsay M. HARDY
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, USA
| | - Sarah BANKER
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| | - Meghan TOMB
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| | - Yoochai CHA
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| | - Irene ZHANG
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| | - Lauren THOMAS
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| | - Molly ALGERMISSEN
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| | | | | | - Amy E. MARGOLIS
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
| |
Collapse
|
15
|
Binaural processing and phonological awareness in Australian Indigenous children from the Northern Territory: A community based study. Int J Pediatr Otorhinolaryngol 2020; 128:109702. [PMID: 31606681 DOI: 10.1016/j.ijporl.2019.109702] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 09/28/2019] [Accepted: 09/30/2019] [Indexed: 11/22/2022]
Abstract
OBJECTIVE Research has found that otitis media (OM) is highly prevalent in Australian Indigenous children, and repeated bouts of OM is often associated with minimal-to-moderate hearing loss. However, what is not yet clear is the extent to which OM with hearing loss impacts auditory signal processing specifically, but also binaural listening, listening in noise, and the potential impact on phonological awareness (PA) - an important, emergent literacy skill. The goal of this study was to determine whether auditory abilities, especially binaural processing, were associated with PA in children from populations with a high incidence of OM, living in a remote Australian Indigenous community in the Northern Territory (NT). METHODS Forty-seven 5-12-year-olds from a bilingual school participated in the study. All were tested to determine hearing sensitivity (pure tone audiometry and tympanometry), with PA measured on a test specifically developed in the first language of the children. OM often results in a hearing loss that can affect binaural processing: the Dichotic Digit difference Test (DDdT) was used to evaluate the children's dichotic listening and the Listening in Spatialized Noise-sentences test (LiSN-S) was used to evaluate their abilities to listen to speech-in-noise. RESULTS Seventeen (36%) and 16 (34%) had compromised middle ear compliance (combined Type-B and -C) in the right and left ear respectively. Six children demonstrated a bilateral mild hearing loss, and another five children demonstrated a unilateral mild hearing loss. Thirty-one children were able to complete the DDdT listening task, whereas only 24 completed the speech in noise task (LiSN-S). Forty-four children (94%) were able to complete the letter identification subtask, comprising part of the PA task. The findings revealed that age was significantly correlated with all tasks such that the older children performed better across the board. Once hearing thresholds were controlled for, PA also correlated significantly with both binaural processing tasks of dichotic listening (r = 0.59, p < 0.001) and listening to speech in noise (r = -0.56, p = 0.005); indicating a potential association between early, emergent literacy and listening skills. CONCLUSIONS The significant correlations between phonological awareness and dichotic listening as well as phonological awareness with listening to speech-in-noise skills suggests auditory processing, rather than hearing thresholds per se, are associated to phonological awareness abilities of this cohort of children. This suggests that the ability to process the auditory signal is critical.
Collapse
|
16
|
Harrison AG, Stewart M. Diagnostic implications of the double deficit model for young adolescents with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:345-359. [PMID: 31697024 DOI: 10.1002/dys.1638] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Revised: 09/04/2019] [Accepted: 09/19/2019] [Indexed: 06/10/2023]
Abstract
Considerable support exists for both the phonological core deficit and the naming speed deficit models of dyslexia. The double deficit model proposed that many students with dyslexia might also be impaired in both underlying processes. Employing either performance thresholds (i.e., scores below the 16th or 25th percentile) or k-means clustering as classification methods, the current study investigated whether 154 young adolescents with dyslexia could be categorized into subtypes according to the presence or absence of phonological deficits alone, naming speed deficits alone, or a combination of the two and whether group composition changed depending on classification method. Results support the existence of both single and double deficit groups and confirm that those with both deficits are the most severely impaired across multiple measures. Contrary to previous research, most adolescents were classified as either naming speed only (about a third of the group) or double deficit when defining impairment using performance thresholds to classify groups. This may suggest that although early phonological deficits are amenable to remediation, identification of language symbols fails to become automatized in most individuals with dyslexia and may require more targeted intervention. Classification differences reported in the literature may depend on age and methods employed for classification.
Collapse
Affiliation(s)
- Allyson G Harrison
- Regional Assessment and Resource Centre, Queen's University, Kingston, Ontario, Canada
| | - Matthew Stewart
- Regional Assessment and Resource Centre, Queen's University, Kingston, Ontario, Canada
| |
Collapse
|
17
|
Crosson AC, McKeown MG, Robbins KP, Brown KJ. Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents. Lang Speech Hear Serv Sch 2019; 50:493-505. [DOI: 10.1044/2019_lshss-voia-18-0127] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g.,
diminish
,
ambiguous
). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed.
Conclusions
Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill.
Supplemental Material
https://doi.org/10.23641/asha.9745169
Collapse
Affiliation(s)
- Amy C. Crosson
- Department of Curriculum and Instruction, College of Education, Pennsylvania State University, University Park
| | | | | | | |
Collapse
|
18
|
Cho E, Capin P, Roberts G, Roberts GJ, Vaughn S. Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 111:982-1000. [PMID: 31435078 PMCID: PMC6703840 DOI: 10.1037/edu0000332] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
In the present study, we compared the extent to which linguistic comprehension (vocabulary and listening comprehension) and word reading explain reading comprehension differentially for English learners (ELs) and non-ELs with reading difficulties, and we investigated whether different mechanisms of reading comprehension failure exist for each group. Using the simple view of reading as our framework, we tested a model in which vocabulary exerts a direct effect on reading comprehension and indirect effects through listening comprehension and word reading. Results from a multigroup structural equation model with a sample of 446 struggling fourth-grade readers (n = 229 for ELs; n = 211 for non-ELs) demonstrated both similarities and differences in the sources and mechanisms of reading comprehension difficulties for ELs and non-ELs with reading problems. Word reading was an important source of reading comprehension difficulty for both groups. For non-ELs, the effect of word reading was larger than the effects of linguistic comprehension (vocabulary and listening comprehension combined); however, for ELs, the effects of linguistic comprehension were greater than the effect of word reading. Vocabulary had indirect effects via both listening comprehension and word reading for ELs, but it demonstrated a direct effect on reading comprehension for non-ELs. These results suggest that developing a range of linguistic comprehension skills (e.g., word-level and sentence-level language skills) may be important for ELs with reading comprehension difficulties in the upper-elementary grades.
Collapse
Affiliation(s)
- Eunsoo Cho
- Michigan State University, 620 Farm Lane, East Lansing, MI 48824,
| | - Philip Capin
- The Meadows Center for Preventing Educational, Risk University of Texas at Austin, 1912 Speedway D4900, Austin, TX 78712,
| | - Greg Roberts
- The Meadows Center for Preventing Educational, Risk University of Texas at Austin, 1912 Speedway D4900, Austin, TX 78712,
| | | | - Sharon Vaughn
- The Meadows Center for Preventing Educational, Risk University of Texas at Austin, 1912 Speedway D4900, Austin, TX 78712,
| |
Collapse
|
19
|
Cognitive and linguistic precursors of early first and second language reading development. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.03.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
|
20
|
O'Connor M, Geva E, Koh PW. Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens. JOURNAL OF LEARNING DISABILITIES 2018; 52:232-246. [PMID: 30484366 DOI: 10.1177/0022219418815646] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.
Collapse
Affiliation(s)
| | - Esther Geva
- 1 University of Toronto, Toronto, ON, Canada
| | - Poh Wee Koh
- 2 Texas A&M University, College Station, TX, USA
| |
Collapse
|
21
|
Yamasaki BL, Luk G. Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences. Lang Speech Hear Serv Sch 2018; 49:889-901. [DOI: 10.1044/2018_lshss-dyslc-18-0006] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 05/07/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose
We examined the association between language experience and elementary students' eligibility for special education in Massachusetts.
Method
A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated.
Results
A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities.
Conclusions
Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research–practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.
Collapse
Affiliation(s)
| | - Gigi Luk
- Harvard Graduate School of Education, Cambridge, MA
| |
Collapse
|
22
|
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages. EDUCATION SCIENCES 2018. [DOI: 10.3390/educsci8040175] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic delays or disabilities. As early as preschool, many ELs are performing academically lower than their monolingual peers in literacy, and the gap can be even greater for ELs identified as having a delay or disability. However, providing explicit phonological awareness interventions in the child’s native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency. This intervention study looked at how a phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers affected their emergent literacy and phonological awareness outcomes in English and Spanish. All of the children increased their overall emergent literacy and phonological awareness skills in both English and Spanish. The findings indicated that all four children showed some increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge, while sound isolation and sound segmentation demonstrated mixed results across participants.
Collapse
|
23
|
Patel P, Torppa M, Aro M, Richardson U, Lyytinen H. GraphoLearn India: The Effectiveness of a Computer-Assisted Reading Intervention in Supporting Struggling Readers of English. Front Psychol 2018; 9:1045. [PMID: 29997547 PMCID: PMC6029415 DOI: 10.3389/fpsyg.2018.01045] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2018] [Accepted: 06/04/2018] [Indexed: 11/29/2022] Open
Abstract
India, a country with a population of more than 1.3 billion individuals, houses the world's second largest educational system. Despite this, 100 of millions of individuals in India are still illiterate. As English medium education sweeps the country, many are forced to learn in a language which is foreign to them. Those living in poverty further struggle to learn English as it tends to be a language which they have no prior exposure to and no support at home for. Low-quality schools and poor instructional methods further exacerbate the problem. Without access to quality education, these individuals continue to struggle and are ultimately never given the chance to break the cycle of poverty. The aim of this study was to determine whether GraphoLearn, a computer-assisted reading tool, could be used to support the English reading skills of struggling readers in India. Participants were 7-year-old, grade 3 students (N = 30), who were attending an English-medium public school in Ahmedabad, India. English was not a native language for any of the students and all were reading at a level below that of Grade 1 despite having attended school for 2 years. Half of the students played GraphoLearn (n = 16) while the other half played a control math game (n = 14) for 20-30 min a day, over a period of 8 weeks. GraphoLearn led to significant improvements in children's letter-sound knowledge, a critical factor in early reading development. Overall, the study opens doors for GraphoLearn as a potential intervention to support struggling readers of English in India, including those who are learning a non-native language and coming from at-risk backgrounds.
Collapse
Affiliation(s)
- Priyanka Patel
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Mikko Aro
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Ulla Richardson
- Centre for Applied Language Studies, University of Jyväskylä, Jyväskylä, Finland
| | - Heikki Lyytinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Niilo Mäki Institute, Jyväskylä, Finland
| |
Collapse
|
24
|
Online processing of causal relations in beginning first and second language readers. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2017.11.007] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
25
|
Sermier Dessemontet R, de Chambrier AF, Martinet C, Moser U, Bayer N. Exploring Phonological Awareness Skills in Children With Intellectual Disability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:476-491. [PMID: 29115877 DOI: 10.1352/1944-7558-122.6.476] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed.
Collapse
Affiliation(s)
- Rachel Sermier Dessemontet
- Rachel Sermier Dessemontet, Anne-Françoise de Chambrier, and Catherine Martinet, University of Teacher Education of State of Vaud, Switzerland
| | - Anne-Françoise de Chambrier
- Rachel Sermier Dessemontet, Anne-Françoise de Chambrier, and Catherine Martinet, University of Teacher Education of State of Vaud, Switzerland
| | - Catherine Martinet
- Rachel Sermier Dessemontet, Anne-Françoise de Chambrier, and Catherine Martinet, University of Teacher Education of State of Vaud, Switzerland
| | - Urs Moser
- Urs Moser and Nicole Bayer, University of Zürich, Switzerland
| | - Nicole Bayer
- Urs Moser and Nicole Bayer, University of Zürich, Switzerland
| |
Collapse
|
26
|
Simard D, Labelle M, Bergeron A. Measuring Metasyntactic Abilities: On a Classification of Metasyntactic Tasks. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2017; 46:433-456. [PMID: 27507147 DOI: 10.1007/s10936-016-9445-z] [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: 06/06/2023]
Abstract
Researchers working on metasyntactic abilities (i.e., the metalinguistic ability associated with syntax) face the problem of defining and measuring them. Metasyntactic abilities is a multifaceted concept, which encompasses various types of behaviours, from being able to intentionally manipulate syntactic structures to being able to state syntactic rules, and the way in which it is defined and measured varies greatly from one study to another. The present paper proposes a theoretically informed classification of syntax related tasks. The first part presents previous research defining and distinguishing various types of syntactic and metasyntactic abilities and their interrelations. In the second part, commonly used tasks are described and analyzed in terms of the framework presented, with the aim of better pinpointing the type of ability measured by each task. Ultimately, with this analysis of commonly used tasks, we hope to offer criteria for discriminating between the various measures of metasyntactic abilities.
Collapse
Affiliation(s)
- Daphnée Simard
- Département de linguistique, Université du Québec à Montréal, C.P. 8888, Succursale Centre Ville, Montreal, H3C 3P8, Canada.
| | - Marie Labelle
- Département de linguistique, Université du Québec à Montréal, C.P. 8888, Succursale Centre Ville, Montreal, H3C 3P8, Canada
| | - Annie Bergeron
- Département de linguistique, Université du Québec à Montréal, C.P. 8888, Succursale Centre Ville, Montreal, H3C 3P8, Canada
| |
Collapse
|
27
|
Bowyer-Crane C, Fricke S, Schaefer B, Lervåg A, Hulme C. Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. READING AND WRITING 2017; 30:771-790. [PMID: 28356655 PMCID: PMC5352779 DOI: 10.1007/s11145-016-9699-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.
Collapse
Affiliation(s)
| | - Silke Fricke
- Department of Human Communication Sciences, University of Sheffield, Sheffield, UK
| | - Blanca Schaefer
- Department of Human Communication Sciences, University of Sheffield, Sheffield, UK
| | - Arne Lervåg
- Department of Education, University of Oslo, Oslo, Norway
| | - Charles Hulme
- Division of Psychology and Language Sciences, UCL, London, UK
| |
Collapse
|
28
|
Uppal HK, Lee Swanson H. Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues? APPLIED COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1002/acp.3273] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - H. Lee Swanson
- Educational Psychology; University of California-Riverside; Riverside USA
| |
Collapse
|
29
|
Zhao J, Quiroz B, Dixon LQ, Joshi RM. Comparing Bilingual to Monolingual Learners on English Spelling: A Meta-analytic Review. DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:193-213. [PMID: 27315421 DOI: 10.1002/dys.1530] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2015] [Revised: 03/30/2016] [Accepted: 05/18/2016] [Indexed: 06/06/2023]
Abstract
This study reports on a meta-analysis to examine how bilingual learners compare with English monolingual learners on two English spelling outcomes: real-word spelling and pseudo-word spelling. Eighteen studies published in peer-reviewed journals between 1990 and 2014 were retrieved. The study-level variables and characteristics (e.g. sample size, study design and research instruments) were coded, and 29 independent effect sizes across the 18 retrieved studies were analysed. We found that bilinguals outperformed monolinguals on real-word spelling overall and more so in early grades, but monolinguals outperformed bilinguals on pseudo-word spelling. Further, bilinguals at risk for reading difficulties did better on real-word spelling than monolinguals at risk for reading difficulties. Having investigated systematic sources of variability in effect sizes, we conclude that in comparison with their monolingual peers, bilingual learners, especially those from alphabetic L1 backgrounds, are able to master constrained skills, such as English spelling, in the current instructional context. Copyright © 2016 John Wiley & Sons, Ltd.
Collapse
Affiliation(s)
- Jing Zhao
- Sun Yat-sen University, Guangzhou, China
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
| | | | | | | |
Collapse
|
30
|
Chua SM, Rickard Liow SJ, Yeong SHM. Using Spelling to Screen Bilingual Kindergarteners At Risk for Reading Difficulties. JOURNAL OF LEARNING DISABILITIES 2016; 49:227-239. [PMID: 24935887 DOI: 10.1177/0022219414538519] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
For bilingual children, the results of language and literacy screening tools are often hard to interpret. This leads to late referral for specialized assessment or inappropriate interventions. To facilitate the early identification of reading difficulties in English, we developed a method of screening that is theory-driven yet suitable for first-language (L1) and second-language learners of English. We administered five conventional tests (phonological awareness, vocabulary,Wide Range Achievement Test-4[WRAT-4] spelling, letter identification, rapid naming of digits) to 127 five-year-olds (60 English-L1, 67 Mandarin-L1) about 6 months after they started kindergarten, and used the WRAT-4 word reading score 6 months later as the outcome measure. Consistent with previous research, and with children with reading disabilities defined as below the 25 percentile on the reading outcome, logistic regression revealed that the full set of screening measures predicted reading disability status. However, when each predictor was taken as a single measure, spelling scores provided the best fit in terms of the compromise between sensitivity (.75) and specificity (.73) for an optimal cutoff point. Based on this exploratory study, group-administered spelling tasks could provide an efficient solution to screening difficulties in large classes of bilingual children.
Collapse
|
31
|
Crossing barriers: Profiles of reading and comprehension skills in early and late bilinguals, poor comprehenders, reading impaired, and typically developing children. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.013] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
|
32
|
Yow WQ, Markman EM. Children Increase Their Sensitivity to a Speaker's Nonlinguistic Cues Following a Communicative Breakdown. Child Dev 2016; 87:385-94. [DOI: 10.1111/cdev.12479] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- W. Quin Yow
- Singapore University of Technology and Design
| | | |
Collapse
|
33
|
Etmanskie JM, Partanen M, Siegel LS. A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities. JOURNAL OF LEARNING DISABILITIES 2016; 49:21-35. [PMID: 24596111 DOI: 10.1177/0022219414522706] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had typical reading performance in Grade 4, whereas there was 0.7% with poor word reading, 12.6% with poor reading comprehension, 2.5% with poor word reading and comprehension, and 12.2% with borderline performance. We also showed that there were similar proportions of children who had early versus late emerging reading difficulties; however, most of the late emerging poor readers recovered by Grade 7. Furthermore, our study showed that poor comprehenders showed poorer performance than typical readers on word reading, pseudoword decoding, and spelling between Grade 1 and Grade 7 and poorer performance on a working memory task in kindergarten. Overall, this study showed that most children recover from late emerging reading problems and that working memory may be an early indicator for reading comprehension difficulties.
Collapse
|
34
|
Yeung SS, King RB. Home Literacy Environment and English Language and Literacy Skills Among Chinese Young Children Who Learn English as a Second Language. READING PSYCHOLOGY 2015. [DOI: 10.1080/02702711.2015.1009591] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
35
|
Vocabulary development and intervention for English learners in the early grades. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2014; 46:281-338. [PMID: 24851353 DOI: 10.1016/b978-0-12-800285-8.00010-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
The purpose of this chapter is to describe the vocabulary development and promising, evidence-based vocabulary interventions for English learners (ELs) from preschool through second grade. To achieve this purpose, we have taken six steps. First, we describe the elements of language development in the native language (L1) and a second language (L2) and how these elements relate to three phases of reading development (i.e., the prereading phase, the learning to read phase, and the reading to learn phase). We contend that in order for ELs to succeed in school, they need a strong language foundation prior to entering kindergarten. This language foundation needs to continue developing during the "learning to read" and "reading to learn" phases. Second, we describe the limitations of current practice in preschool for ELs related to vocabulary instruction and to family involvement to support children's language development. Third, we report curricular challenges faced by ELs in early elementary school, and we relate these challenges to the increase in reading and language demands outlined in the Common Core State Standards (CCSS). Specific language activities that can help meet some of the demands are provided in a table. Fourth, we synthesize the research on evidence-based vocabulary instruction and intervention and discuss implications for practice with ELs. Fifth, we describe two intervention projects under development that have the potential to improve EL vocabulary and language proficiency in the early grades. We conclude with a summary of the chapter and provide additional resources on the topic.
Collapse
|
36
|
Effets de l’enseignement de la langue arabe en classe ELCO (Enseignement des langues et cultures d’origine) sur les performances scolaires et langagières en français. ENFANCE 2014. [DOI: 10.4074/s0013754513004035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
37
|
Barac R, Bialystok E, Castro DC, Sanchez M. The Cognitive Development of Young Dual Language Learners: A Critical Review. EARLY CHILDHOOD RESEARCH QUARTERLY 2014; 29:699-714. [PMID: 25284958 PMCID: PMC4180217 DOI: 10.1016/j.ecresq.2014.02.003] [Citation(s) in RCA: 110] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.
Collapse
Affiliation(s)
- Raluca Barac
- York University, 4700 Keele Street, Behavioral Science Building, room 101, Toronto, M3J 1P3, Canada
| | - Ellen Bialystok
- York University, 4700 Keele Street, Toronto, M3J 1P3, Canada
| | - Dina C Castro
- Arizona State University, Arizona State University, PO Box 871811, Farmer 342D, Tempe, AZ 85287-1811, USA
| | - Marta Sanchez
- Duke University, Duke Centre for Child and Family Policy, Erwin Square Mill Building, Bay C, Room 226, Duke Box 90539 Durham, NC 27708-0539, USA
| |
Collapse
|
38
|
Ramirez G, Walton P, Roberts W. Morphological awareness and vocabulary development among kindergartners with different ability levels. JOURNAL OF LEARNING DISABILITIES 2014; 47:54-64. [PMID: 24306459 DOI: 10.1177/0022219413509970] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Our goal was to investigate the growth of vocabulary and morphological awareness over time in the context of an intervention for kindergartners with different ability levels in these skills. Participants in this exploratory study were 108 children from schools serving socioeconomically disadvantaged neighborhoods. Results indicated that children significantly improved their morphological awareness skills and vocabulary over a period of 4 months ( eta(p)(2) = .61 for morphological awareness and eta(p)(2) = .53 for vocabulary), with the greatest gains made by children who were initially low on these measures. Morphological awareness and vocabulary skills were reciprocally related; each made a unique contribution to growth in the other. The results suggest that it may be beneficial to combine instruction in vocabulary and morphological awareness and that kindergarten teachers can successfully do so with guidance.
Collapse
|
39
|
Abu-Rabia S, Shakkour W. Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners. ACTA ACUST UNITED AC 2014. [DOI: 10.4236/ojml.2014.41001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
40
|
Goldfeld S, O’Connor M, Mithen J, Sayers M, Brinkman S. Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2013. [DOI: 10.1177/0165025413505945] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Children who enter school with limited proficiency in the language of instruction face a range of challenges in negotiating this new context, yet limited data have been available to describe the early developmental outcomes of this subpopulation in the Australian context. The Australian Early Development Index (AEDI) is a teacher-rated checklist that measures five important domains of child development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. In 2009, the AEDI was completed for 97.5% of Australian children in their first year of schooling ( N = 261,147; M = 5 years, 7 months of age), providing a unique opportunity to explore the cross-sectional associations between language background, proficiency in English, and early developmental outcomes at the population-level. Logistic regression analyses revealed that, compared to their peers from English-speaking backgrounds, bilingual children who were not yet proficient in English had substantially higher odds of being in the “vulnerable” range (bottom 10th percentile) on the AEDI domains ( OR = 2.88, p < .001, to OR = 7.49, p < .001), whereas English-proficient bilingual children had equal or slightly lower odds ( OR = .84, p < .001, to OR = .97, ns). Future research with longitudinal data is now needed to establish causal pathways and explore long term outcomes.
Collapse
Affiliation(s)
- Sharon Goldfeld
- The University of Melbourne, Australia
- Centre for Community Child Health, Royal Children's Hospital, Australia
- Murdoch Childrens Research Institute, Australia
| | - Meredith O’Connor
- The University of Melbourne, Australia
- Centre for Community Child Health, Royal Children's Hospital, Australia
- Murdoch Childrens Research Institute, Australia
| | | | - Mary Sayers
- The University of Melbourne, Australia
- Centre for Community Child Health, Royal Children's Hospital, Australia
- Murdoch Childrens Research Institute, Australia
| | - Sally Brinkman
- Telethon Institute for Child Health Research, Australia
- University of Western Australia, Australia
- Curtin University, Australia
| |
Collapse
|
41
|
Yeung SS, Chan CKK. Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2013; 83:550-68. [PMID: 24175682 DOI: 10.1111/j.2044-8279.2012.02082.x] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2011] [Accepted: 07/05/2012] [Indexed: 11/28/2022]
Abstract
BACKGROUND Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners. AIMS This study aims to investigate L1 and L2 phonological awareness and oral language proficiency as predictors of English reading among children with Chinese as L1. SAMPLE One hundred and sixty-one typically developing children with a mean age of 5.16 (SD=.35) selected from seven preschools in Hong Kong. METHOD Participants were assessed for English reading, English and Chinese phonological awareness at different levels, English oral language skills, and letter naming ability. RESULTS Hierarchical regression analyses indicated that both oral language proficiency and phonological awareness measures significantly predicted L2 word reading, when statistically controlled for age and general intelligence. Among various phonological awareness units, L2 phonemic awareness was the best predictor of L2 word reading. Cross-language transfer was shown with L1 phonological awareness at the tone level, uniquely predicting L2 word reading. CONCLUSIONS The present findings show the important role of phonological awareness at the subsyllabic levels (rime and phoneme) and oral language proficiency in the course of L2 reading development in Chinese ESL learners. The significant contribution of L1 tone awareness to L2 reading suggests that phonological sensitivity is a general competence that ESL children need to acquire in early years. The findings have significant implications for understanding L2 reading development and curriculum development.
Collapse
Affiliation(s)
- Susanna S Yeung
- Department of Psychological Studies, The Hong Kong Institution of Education, Hong Kong; Faculty of Education, The University of Hong Kong, Hong Kong
| | | |
Collapse
|
42
|
Duzy D, Ehm JH, Souvignier E, Schneider W, Gold A. Prädiktoren der Lesekompetenz bei Kindern mit Deutsch als Zweitsprache. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2013. [DOI: 10.1026/0049-8637/a000093] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Die vorliegende Längsschnittstudie beschäftigt sich mit der Frage, ob sich Ergebnisse hinsichtlich vorschulischer Prädiktoren der Lesekompetenz einsprachig deutscher Kinder auf Kinder mit Deutsch als Zweitsprache (DaZ) übertragen lassen. Ein Pfadmodell zur Vorhersage der Lesekompetenz zum Ende der ersten bzw. zweiten Klassenstufe wurde dabei sowohl auf einsprachige (n = 111) als auch auf DaZ-Kinder (n = 282) angewendet. Zunächst wurde die Pfadstruktur der am Ende der Kindergartenzeit bzw. zu Beginn der Schulzeit erfassten Vorläuferfertigkeiten nonverbale Intelligenz, phonologisches Arbeitsgedächtnis, sprachliche Kompetenz, Schnelles Benennen, Buchstabenkenntnis und phonologische Bewusstheit untereinander betrachtet. Hier unterschieden sich die Effektmuster bei einsprachigen und DaZ-Kindern nicht signifikant. Ebenso zeigt sich in beiden Sprachgruppen ein vergleichbares Bild hinsichtlich der Einflussfaktoren des Leseverständnisses. Bedeutsame Unterschiede zwischen den Sprachgruppen ergaben sich jedoch bezüglich der Vorhersage der Lesegeschwindigkeit: In der Gruppe der einsprachigen Kinder war die phonologische Bewusstheit der bedeutsamste Prädiktor. Bei den DaZ-Kindern hingegen war der Einfluss der phonologischen Bewusstheit auf die Lesegeschwindigkeit nicht von Bedeutung, dafür erfolgte der größte Teil der Varianzaufklärung durch die nonverbale Intelligenz.
Collapse
Affiliation(s)
| | - Jan-Henning Ehm
- Deutsches Institut für Internationale Pädagogische Forschung (DIPF)
| | | | | | | |
Collapse
|
43
|
Geva E, Massey-Garrison A. A comparison of the language skills of ELLs and monolinguals who are poor decoders, poor comprehenders, or normal readers. JOURNAL OF LEARNING DISABILITIES 2013; 46:387-401. [PMID: 23213049 DOI: 10.1177/0022219412466651] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.
Collapse
Affiliation(s)
- Esther Geva
- Department of Human Development and Applied Psychology, University of Toronto, Toronto, ON, Canada.
| | | |
Collapse
|
44
|
Yeung SSS, Siegel LS, Chan CKK. Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. READING AND WRITING 2013; 26:681-704. [PMID: 23626405 PMCID: PMC3632718 DOI: 10.1007/s11145-012-9383-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.
Collapse
Affiliation(s)
- Susanna S. S. Yeung
- Department of Psychological Studies, The Hong Kong Institute of Education, Tai Po, Hong Kong SAR
- Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong
| | - Linda S. Siegel
- Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC Canada
| | - Carol K. K. Chan
- Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong
| |
Collapse
|
45
|
Pierce ME, Wechsler-Zimring A, Noam G, Wolf M, Katzir T. Behavioral Problems and Reading Difficulties Among Language Minority and Monolingual Urban Elementary School Students. READING PSYCHOLOGY 2013. [DOI: 10.1080/02702711.2011.626108] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
46
|
Levey S, Sola J. Speech-Language Pathology Students' Awareness of Language Differences Versus Language Disorders. ACTA ACUST UNITED AC 2013. [DOI: 10.1044/cicsd_40_s_8] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
|
47
|
Glick JE, Walker L, Luz L. Linguistic isolation in the home and community: Protection or risk for young children? SOCIAL SCIENCE RESEARCH 2013; 42:140-54. [PMID: 23146603 PMCID: PMC3499731 DOI: 10.1016/j.ssresearch.2012.08.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2011] [Revised: 06/21/2012] [Accepted: 08/01/2012] [Indexed: 05/17/2023]
Abstract
Studies of immigrant adaptation in the United States emphasize the importance of duration of residence, language use, location of schooling and other factors related to the migration process in determining outcomes for immigrants. Research also points to the variability of socioeconomic mobility among immigrants and their descendants across receiving contexts encountered in the United States. This paper extends this model to young children and examines how the linguistic environment of the family and the community interact to produce differential developmental outcomes. The analyses rely on data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) and 2000 US Census. Children's cognitive scores vary considerably by mothers' nativity and household linguistic isolation; a result that is largely influenced by the greater likelihood of living in poverty for children in linguistically isolated homes. The level of linguistic isolation in the community is also associated with cognitive scores but the greatest variation in scores across communities occurs among children of US born mothers.
Collapse
Affiliation(s)
- Jennifer E Glick
- Center for Population Dynamics (CePoD), Arizona State University, United States.
| | | | | |
Collapse
|
48
|
Kim YS. The relations among L1 (Spanish) literacy skills, L2 (English) language, L2 text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first grade students. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2012.06.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
49
|
Hedman C. Profiling dyslexia in bilingual adolescents. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2012; 14:529-542. [PMID: 22909151 DOI: 10.3109/17549507.2012.693201] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This article addresses the issue of whether difficulties with reading and writing in a second language learner stem from developmental dyslexia or from issues associated with second language acquisition. In line with a phonological explanatory model of dyslexia, phonological processing and reading (decoding at both word and text levels) were tested, using data from 10 Spanish-Swedish speaking adolescents whose teachers had identified them as possibly having dyslectic difficulties, and a matched comparison group of 10 Spanish-Swedish speaking adolescents with no reading difficulties. Unlike previous studies, this analysis takes into account results from both languages and uses a matched bilingual comparison group as the norm. Based on these results, a bilingual dyslexia continuum is proposed as an analytical tool to be used for the assessment of developmental dyslexia from a bilingual perspective. The systematized continuum offers various degrees of difficulty -from high indications of dyslexia to no indications of dyslexia-and the positioning along this continuum by the target group participants of this study provides examples of both over- and under-identification of dyslexia. Overall, a greater number of participants in the target group were under-identified rather than over-identified by the schools. An important insight of this study is that the positioning of bilingual participants on the continuum would have been different if the analysis had taken only one of the two languages into account. Furthermore, possible effects from differences between Spanish and Swedish orthographies and syllable structure were observed, as, in general, the participants read more accurately in Spanish. The present data also suggest that decoding processing might vary more in second-language learners with dyslexia compared to monolingual individuals with dyslexia.
Collapse
|
50
|
McBride-Chang C, Liu PD, Wong T, Wong A, Shu H. Specific reading difficulties in Chinese, English, or both: longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. JOURNAL OF LEARNING DISABILITIES 2012; 45:503-514. [PMID: 21421936 DOI: 10.1177/0022219411400748] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.
Collapse
|