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Memisevic H, Dedic A, Biscevic I, Hadzic S, Pasalic A, Malec D. Identifying predictors of reading speed and reading comprehension in Bosnian. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 11:297-306. [PMID: 32873074 DOI: 10.1080/21622965.2020.1815023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.
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Affiliation(s)
- Haris Memisevic
- Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
| | - Admira Dedic
- Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
| | - Inga Biscevic
- Department of Special Education, Herzegovina University, Mostar, Bosnia and Herzegovina
| | - Selmir Hadzic
- Department of Speech and Language Pathology, University of Tuzla, Tuzla, Bosnia and Herzegovina
| | - Arnela Pasalic
- Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
| | - Daniel Malec
- Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
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Diuk B, Barreyro JP, Ferroni M, Mena M, Serrano F. Reading Difficulties in Low-SES Children: A Study of Cognitive Profiles. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2018.1545656] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Beatriz Diuk
- Laboratory of Research in Human Sciences, National University of San Martín, and National Council for Scientific and Technical Research (CONICET), Argentina
| | - Juan Pablo Barreyro
- Department of Research in Basic Processing, Research Institute, Faculty of Psychology, University of Buenos Aires (UBA) and National Council for Scientific and Technical Research (CONICET), Argentina
| | - Marina Ferroni
- Laboratory of Research in Human Sciences, National University of San Martín, and National Council for Scientific and Technical Research (CONICET), Argentina
| | - Milagros Mena
- Laboratory of Research in Human Sciences, National University of San Martín, and National Council for Scientific and Technical Research (CONICET), Argentina
| | - Francisca Serrano
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), Faculty of Psychology, University of Granada, Spain
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Chamberlain R, Brunswick N, Siev J, McManus IC. Meta-analytic findings reveal lower means but higher variances in visuospatial ability in dyslexia. Br J Psychol 2018; 109:897-916. [PMID: 29938776 DOI: 10.1111/bjop.12321] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2017] [Indexed: 12/13/2022]
Abstract
Conflicting empirical and theoretical accounts suggest that dyslexia is associated with either average, enhanced, or impoverished high-level visuospatial processing relative to controls. Such heterogeneous results could be due to the presence of wider variability in dyslexic samples, which is unlikely to be identified at the single study level, due to lack of power. To address this, this study reports a meta-analysis of means and variances in high-level visuospatial ability in 909 non-dyslexic and 956 dyslexic individuals. The findings suggest that dyslexia is associated not only with a lower mean performance on visuospatial tasks but also with greater variability in performance. Through novel meta-analytic techniques, we demonstrate a negative effect size for mean differences (-.457), but a positive effect size for SD differences (+.118; SD ratio = 1.107). In doing so, this is the first study to demonstrate impoverished visuospatial processing of the majority of individuals with dyslexia in addition to greater variance in performance in this group. The findings advocate for further consideration of both the presence of, and reasons for, increased variance in perception, attention, and memory across neurodevelopmental disorders.
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Affiliation(s)
| | | | - Joseph Siev
- Department of Psychology, Brooklyn College, City University of New York, USA
| | - I C McManus
- Department of Psychology, University College London, UK
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Moura O, Albuquerque CP, Salomé Pinho M, Vilar M, Filipa Lopes A, Alberto I, Pereira M, Santos MJS, Simões MR. Factor Structure and Measurement Invariance of the Coimbra Neuropsychological Assessment Battery (BANC). Arch Clin Neuropsychol 2017; 33:66-78. [DOI: 10.1093/arclin/acx052] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2017] [Accepted: 05/11/2017] [Indexed: 11/14/2022] Open
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Moura O, Pereira M, Alfaiate C, Fernandes E, Fernandes B, Nogueira S, Moreno J, Simões MR. Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy. J Clin Exp Neuropsychol 2016; 39:296-312. [PMID: 27617883 DOI: 10.1080/13803395.2016.1225007] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
INTRODUCTION This study aimed to investigate the neurocognitive functioning of children with developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD). METHOD Four groups of children between the ages of 8 and 10 years participated in the study: typically developing children (TDC; N = 34), children with DD-only (N = 32), children with ADHD-only (N = 32), and children with DD+ADHD (N = 18). RESULTS Children with DD and ADHD exhibited significant weaknesses on almost all neurocognitive measures compared with TDC. Large effect sizes were observed for naming speed and phonological awareness. The comorbid group showed deficits consistent with both DD and ADHD without additional impairments. Results from binary logistic regression and receiver-operating characteristic (ROC) curve analyses suggested that some neurocognitive measures revealed an adequate sensitivity for the clinical diagnosis of both neurodevelopmental disorders. Specifically, naming speed and phonological awareness were the strongest predictors to correctly discriminate both disorders. CONCLUSIONS Taken together, the results lend support to the multiple cognitive deficit hypothesis showing a considerable overlap of neurocognitive deficits between both disorders.
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Affiliation(s)
- Octávio Moura
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal
| | - Marcelino Pereira
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal.,c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
| | - Cláudia Alfaiate
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Eva Fernandes
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Boavida Fernandes
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Susana Nogueira
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Joana Moreno
- c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
| | - Mário R Simões
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal.,c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
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Moura O, Moreno J, Pereira M, Simões MR. Developmental dyslexia and phonological processing in European Portuguese orthography. DYSLEXIA (CHICHESTER, ENGLAND) 2015; 21:60-79. [PMID: 25530196 DOI: 10.1002/dys.1489] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2014] [Revised: 08/14/2014] [Accepted: 12/01/2014] [Indexed: 06/04/2023]
Abstract
This study analysed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N=24; aged 10-12 years), chronological age (CA)-matched controls (N=24; aged 10-12 years) and reading level (RL)-matched controls (N=24; aged 7-9 years) were tested on measures of phonological processing (phonological awareness, naming speed and verbal short-term memory) and reading. The results indicated that the children with DD performed significantly poorer in all measures compared with the CA and RL. Phonological awareness and naming speed showed a high accuracy (receiver operating characteristics curve analysis) for discriminating the children with DD from the CA and RL, whereas the presence of abnormally low scores in phonological awareness and naming speed was more frequent in the DD group than in the controls and the normative population. Hierarchical linear regression analyses revealed that phonological awareness was the most important predictor of all reading accuracy measures, whereas naming speed was particularly related to text reading fluency.
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Affiliation(s)
- Octávio Moura
- Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, Portugal
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Moura O, Simões MR, Pereira M. Executive functioning in children with developmental dyslexia. Clin Neuropsychol 2014; 28 Suppl 1:S20-41. [PMID: 25277716 DOI: 10.1080/13854046.2014.964326] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The term "executive function" has been used to describe several higher-order cognitive processes. This study examined the processing speed, shifting, planning, and verbal fluency of a sample of 50 Portuguese children with developmental dyslexia (DD) and 50 typically developing children (TDC; chronological-age-matched controls) between 8 and 12 years of age to evaluate the children's executive functioning. Compared to TDC, children with DD revealed significant processing speed, shifting, and verbal fluency deficits. After controlling for differences in the general intellectual ability, significant group differences remained for shifting, verbal fluency and marginally for processing speed. No significant differences in planning ability were observed between the groups. No significant interaction of group, gender, and age was found for any of the executive functions measures studied. Word productivity in both semantic and phonemic verbal fluency tasks decreased significantly over the 60 seconds for both groups. Shifting was the only significant predictor of DD in the binary logistic regression analysis and yielded the highest area under the curve value (receiver operating characteristics curve analysis). Therefore, although these findings highlight the presence of specific executive functions deficits in children with DD, they should not be interpreted as indicative of the presence or absence of this learning disorder.
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Affiliation(s)
- Octávio Moura
- a Faculty of Psychology and Education Sciences , University of Coimbra , 3001-802 Coimbra , Portugal
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