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Kaldes G, Tighe EL, Romski M, Pigott TD, Sun CD. Morphological Assessment Features and their Relations to Reading: A Meta-Analytic Structural Equation Modeling Study. EDUCATIONAL RESEARCH REVIEW 2024; 43:100602. [PMID: 38854741 PMCID: PMC11156216 DOI: 10.1016/j.edurev.2024.100602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2024]
Abstract
Morphemes are the smallest meaningful unit of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.
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Affiliation(s)
- Gal Kaldes
- Georgia State University, Departments of Learning Sciences and Psychology, United States
| | | | - MaryAnn Romski
- Georgia State University, Departments of Communication and Psychology, United States
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Burgess AN, Cutting LE. The behavioral and neurobiological relationships between executive function and reading: A review and preliminary findings. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:267-278. [PMID: 38737569 PMCID: PMC11087004 DOI: 10.1111/mbe.12378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2023] [Accepted: 08/04/2023] [Indexed: 05/14/2024]
Abstract
Despite decades of prior research, the mechanisms for how skilled reading develops remain elusive. Numerous studies have identified word recognition and oral language ability as key components to explain later reading comprehension performance. However, these components alone do not fully explain differences in reading achievement. There is ongoing work exploring other candidate processes important for reading, such as the domain-general cognitive ability of executive function (EF). Here, we summarize our work on the behavioral and neurobiological connections between EF and reading and present preliminary neuroimaging findings from ongoing work. Together, these studies suggest 1) that EF plays a supportive and perhaps indirect role in reading achievement and 2) that EF-related brain regions interface with the reading and language networks. While further work is needed to dissect the specifics of how EF interacts with reading, these studies begin to reveal the complex role that EF plays in reading development.
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Affiliation(s)
- Andrea N. Burgess
- Vanderbilt Brain Institute, Nashville, TN, USA. 465 21 Avenue South, Nashville, TN, 37212
- Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USA. 110 Magnolia Circle, Nashville, TN, 37203
| | - Laurie E. Cutting
- Vanderbilt Brain Institute, Nashville, TN, USA. 465 21 Avenue South, Nashville, TN, 37212
- Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USA. 110 Magnolia Circle, Nashville, TN, 37203
- Vanderbilt Kennedy Center, Nashville, TN, USA. 110 Magnolia Circle, Nashville, TN, 37203
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Relyea JE, Cho E, Zagata E. First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis. ANNALS OF DYSLEXIA 2023; 73:29-52. [PMID: 36208401 DOI: 10.1007/s11881-022-00272-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 09/24/2022] [Indexed: 05/21/2023]
Abstract
Although the important role of children's executive function (EF) in their reading development has been well-established, less is known about the extent to which multilingual children's EF components vary and whether the variability in different EF abilities explains multilingual children's English reading achievement. The present study explored the US first-grade multilingual children's (N = 3,819) profiles of EF abilities and how the profile membership was associated with their English reading achievement, using a nationally representative sample of multilingual children from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K: 2011) study. We fit latent profile analysis with various EF components, including working memory, cognitive flexibility, inhibitory control, approaches to learning, and attentional focus, and found three distinct EF profiles in multilingual children: (a) Below-Average EFs with Above-Average Cognitive Flexibility (10.13%), (b) Above-Average EFs (84.09%), and (c) Very Low Cognitive Flexibility (5.78%). Controlling for kindergarten English reading achievement scores and demographic variables, children in the Above-Average EFs profile attained a significantly higher English reading achievement score than their peers, while children in the Very Low Cognitive Flexibility group had the lowest English reading achievement score. Our findings highlight the importance of understanding multilingual children's heterogeneity in EF and have implications for the early identification of and tailored intervention for multilingual children at risk for reading difficulties.
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Affiliation(s)
| | - Eunsoo Cho
- College of Education, Michigan State University, East Lansing, MI, 48824, USA
| | - Elizabeth Zagata
- Neag School of Education, University of Connecticut, Storrs, CT, 06269, USA
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Erbeli F, He K, Cheek C, Rice M, Qian X. Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2022; 27:5-20. [PMID: 36843656 PMCID: PMC9957563 DOI: 10.1080/10888438.2022.2115914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Purpose Researchers have developed a constellation model of decoding-related reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation model framework. However, some issues may arise with applying the logistic regression method (e.g., multicollinearity). Machine learning techniques, such as random forest (RF), might assist in overcoming these limitations. They can better deal with complex data relations than traditional approaches. We examined the prediction performance of RF and compared it against LR to determine RD risk. Method The sample comprised 12,171 students from Florida whose third-grade RD risk was operationalized using the constellation model with one, two, three, or four RD indicators in first and second grade. Results Results revealed that LR and RF performed on par in accurately predicting RD risk. Regarding predictor importance, reading fluency was consistently the most critical predictor for RD risk. Conclusion Findings suggest that RF does not outperform LR in RD prediction accuracy in models with multiple linearly related predictors. Findings also highlight including reading fluency in early identification batteries for later RD determination.
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Affiliation(s)
- Florina Erbeli
- Department of Educational Psychology, Texas A&M University
| | - Kai He
- Department of Electrical and Computer Engineering, Texas A&M University
| | | | - Marianne Rice
- Department of Educational Psychology, Texas A&M University
| | - Xiaoning Qian
- Department of Electrical and Computer Engineering, Texas A&M University
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Kuang J, Yang L, Lv R, Li J, Zhou K, Xu M. The mediating effect of post-stroke depression between social support and quality of life among stroke survivors: A meta-analytic structural equation modeling. Int J Geriatr Psychiatry 2022; 37. [PMID: 36317324 DOI: 10.1002/gps.5820] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 09/29/2022] [Indexed: 11/06/2022]
Abstract
OBJECTIVES The aim was to confirm the relationship between social support (SS), post-stroke depression (PSD), and quality of life (QOL) and determine the mediating effect of PSD in stroke survivors. Additionally, we tested the impact of economic development level (in developed or developing countries) on the relationship between SS, PSD, and QOL. METHODS This study utilized meta-analytic structural equation modeling on systematically searched articles from PubMed, MEDLINE, Cochrane Library, Scopus, PsycINFO, Web of Science, China National Knowledge Infrastructure, and WanFang data published from inception to February 2022. Collect the sample size (n) of each study and the associations of observed variables, and conduct meta-analysis path analysis using AMOS 23.0 to assess the relationships. Concurrently, the effects of the national economic development level were extracted for moderator analysis. RESULTS A total of 28 studies (N = 3967) were included for analysis. SS and PSD were significant predictors of QOL (both p < 0.01). PSD mediated the relationship between SS and QOL (β = 0.31; 95% confidence interval 0.273-0.345; p < 0.01). Furthermore, in developed countries, SS was not statistically correlated with PSD (p = 0.811) compared to developing countries. CONCLUSIONS Improving SS may help improve the QOL of stroke patients. PSD should be addressed using a comprehensive approach that includes interventions to enhance the QOL. Additionally, people have different psychological reactions to SS at different stages of economic development; thus, further research is needed to develop different measurement standards for patients according to the country's level of economic development.
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Affiliation(s)
- Jinke Kuang
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Li Yang
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Runtian Lv
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Jia Li
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Kexin Zhou
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Mengfan Xu
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
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Parker R. Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties. LANGUAGE AND SPEECH 2022; 65:554-570. [PMID: 34414829 DOI: 10.1177/00238309211039256] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study sought to determine if the inhibitory construct of executive function (EF) and self-regulation (SR) contributes unique variance to reading comprehension (RC) beyond word recognition/decoding (WR/D) and language comprehension (LC), and if the contribution differs according to language history. Thirty-two sixth, seventh, and eighth grade students participated in this study. Seventeen students had language difficulties (LD) and fifteen students had typical language histories (LH). Participants were given a battery of RC, LC, WR/D, and inhibition (attentional control and interference) measures. Hierarchical multiple regression analyses and tests for moderation effects were used to explore the contribution of each variable to RC. Inhibition contributed significant variance to RC in addition to the variance accounted for by LC and WR/D in adolescent learners. Inhibition contributed a greater proportion of variance to RC for students with typical LH than for students with LD. Advancing the understanding of the role of inhibition in EF, SR, and RC may support early identification efforts and drive the development of interventions that effectively target RC deficits.
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Hao M, Fang X, Sun Z, Liu Y. The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language. Front Psychol 2022; 13:846967. [PMID: 35783726 PMCID: PMC9244619 DOI: 10.3389/fpsyg.2022.846967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 05/23/2022] [Indexed: 11/22/2022] Open
Abstract
The Simple View of Reading (SVR) designates that reading comprehension is the product of decoding and listening comprehension and this conclusion has been supported by studies on school-aged native and nonnative speakers. However, it remains unknown whether SVR can be applied to adult second language (L2) learners. The current study addressed this issue by testing adult learners of Chinese as a second language with various proficiency levels and further extended the model by including word segmentation and word-meaning access, both of which are particularly crucial in reading Chinese. The results showed that listening comprehension only contributed to reading comprehension for the advanced learners, while decoding accuracy predicted reading comprehension regardless of Chinese proficiency. However, the total proportion of variance accounted for was relatively low, especially for the lower proficiency groups. Interestingly, word segmentation and word-meaning access explained a large proportion of the total variance and concomitantly decreased the apparent influence of word decoding. Taken together, these findings highlight that the individual characteristics of a given language can modulate the contributions of decoding and listening comprehension to predicting reading comprehension.
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Affiliation(s)
- Meiling Hao
- College of Advanced Chinese Training, Beijing Language and Culture University, Beijing, China
- School of Psychology, Beijing Language and Culture University, Beijing, China
| | - Xiaoping Fang
- School of Psychology, Beijing Language and Culture University, Beijing, China
| | - Zhenzhen Sun
- College of Advanced Chinese Training, Beijing Language and Culture University, Beijing, China
- Beijing Yizhuang No.1 Primary School, Beijing, China
| | - Youyi Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
- *Correspondence: Youyi Liu,
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Brèthes H, Cavalli E, Denis-Noël A, Melmi JB, El Ahmadi A, Bianco M, Colé P. Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia. Front Psychol 2022; 13:866543. [PMID: 35615197 PMCID: PMC9125151 DOI: 10.3389/fpsyg.2022.866543] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 02/28/2022] [Indexed: 11/27/2022] Open
Abstract
Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension.
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Affiliation(s)
- Hélène Brèthes
- Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France
- Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
| | - Eddy Cavalli
- Laboratoire d’Etude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Ambre Denis-Noël
- Université Côte d’Azur, CNRS, MSHS Sud-Est, CoCoLab, Nice, France
| | - Jean-Baptiste Melmi
- Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France
- Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
| | - Abdessadek El Ahmadi
- Aix-Marseille Université, CNRS, Laboratoire de Neurosciences Cognitives (UMR 7291, CNRS), Marseille, France
| | | | - Pascale Colé
- Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France
- Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
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Pickren SE, Stacy M, Del Tufo SN, Spencer M, Cutting LE. The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality. READING RESEARCH QUARTERLY 2022; 57:649-667. [PMID: 35492809 PMCID: PMC9049824 DOI: 10.1002/rrq.431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years 8 months and 11 years 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view's components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person-level and text-based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person-level and text-based characteristics to better understand reading comprehension performance.
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Affiliation(s)
| | - Maria Stacy
- Southern Illinois University, Carbondale, USA
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Tock JL, Quinn JM, Otaiba SA, Petscher Y, Wanzek J. Establishing a Reading Mindset Measure: A Validation Study. ASSESSMENT FOR EFFECTIVE INTERVENTION : OFFICIAL JOURNAL OF THE COUNCIL FOR EDUCATIONAL DIAGNOSTIC SERVICES 2021; 46:281-291. [PMID: 34737678 PMCID: PMC8561787 DOI: 10.1177/1534508420936753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Much attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. The present research was focused on establishing the psychometric properties of a Reading Mindset (RM) measure among a sample of upper elementary school students and validating the measure via its relations with standardized measures of word reading and comprehension. The RM measure was developed to capture student beliefs about their ability, learning goals, and effort during reading. Item Response Theory (IRT) was used to select items that optimally measured the RM measure from a pool of existing items from previous research (Petscher et al., 2017). The final five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading, indicating that this measure may be an important tool for diagnosing non-cognitive areas of improvement for developing readers. The implications, limitations, and future directions for expanding upon the measure were discussed.
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Affiliation(s)
- Jamie L Tock
- Florida Center for Reading Research, Florida State University
| | - Jamie M Quinn
- Florida Center for Reading Research, Florida State University
| | | | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University
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Shapland CY, Verhoef E, Davey Smith G, Fisher SE, Verhulst B, Dale PS, St Pourcain B. Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies. NPJ SCIENCE OF LEARNING 2021; 6:23. [PMID: 34413317 PMCID: PMC8377061 DOI: 10.1038/s41539-021-00101-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 07/29/2021] [Indexed: 06/13/2023]
Abstract
Several abilities outside literacy proper are associated with reading and spelling, both phenotypically and genetically, though our knowledge of multivariate genomic covariance structures is incomplete. Here, we introduce structural models describing genetic and residual influences between traits to study multivariate links across measures of literacy, phonological awareness, oral language, and phonological working memory (PWM) in unrelated UK youth (8-13 years, N = 6453). We find that all phenotypes share a large proportion of underlying genetic variation, although especially oral language and PWM reveal substantial differences in their genetic variance composition with substantial trait-specific genetic influences. Multivariate genetic and residual trait covariance showed concordant patterns, except for marked differences between oral language and literacy/phonological awareness, where strong genetic links contrasted near-zero residual overlap. These findings suggest differences in etiological mechanisms, acting beyond a pleiotropic set of genetic variants, and implicate variation in trait modifiability even among phenotypes that have high genetic correlations.
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Affiliation(s)
- Chin Yang Shapland
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK.
- Population Health Sciences, University of Bristol, Bristol, UK.
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands.
| | - Ellen Verhoef
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- International Max Planck Research School for Language Sciences, Nijmegen, The Netherlands
| | - George Davey Smith
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK
- Population Health Sciences, University of Bristol, Bristol, UK
| | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | | | - Philip S Dale
- Speech & Hearing Sciences, University of New Mexico, Albuquerque, NM, USA
| | - Beate St Pourcain
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK.
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands.
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.
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Lancaster HS, Li J, Gray S. Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles. JOURNAL OF RESEARCH IN READING 2021; 44:715-734. [PMID: 35557998 PMCID: PMC9090198 DOI: 10.1111/1467-9817.12368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. METHODS We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention and reading comprehension. We used analysis of variance, correlations and structural equation modelling to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension. RESULTS We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our analysis of variance and correlation results, we collapsed the Dyslexic, Poor Comprehenders and Comorbid Reading Disorder groups for the structural equation modelling. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder. CONCLUSIONS Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.
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Affiliation(s)
- Hope Sparks Lancaster
- Center of Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, USA and Program of Speech and Hearing Science, College of Health Solutions, Arizona State University, Phoenix, AZ, USA
| | - Jing Li
- H. Milton Stewart School of Industrial and Systems Engineering, Georgia Institute of Technology, Atlanta, GA, USA
| | - Shelley Gray
- Program of Speech and Hearing Science, College of Health Solutions, Arizona State University, Phoenix, AZ, USA
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Mervis CB, Greiner de Magalhães C, Cardoso-Martins C. Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome. READING AND WRITING 2021; 35:377-397. [PMID: 35221525 PMCID: PMC8827302 DOI: 10.1007/s11145-021-10163-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/27/2021] [Indexed: 06/13/2023]
Abstract
UNLABELLED We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized measures of real-word reading, pseudoword decoding, reading comprehension, phonological skills, listening comprehension, nonverbal reasoning, visual-spatial ability, verbal working memory, rapid naming, and vocabulary. Reading instruction method was determined from school records and interviews with parents and teachers. Similar to prior findings for individuals with WS, reading ability varied widely, ranging from inability to read any words to reading comprehension at age level. Multiple regression analyses indicated that the primary concurrent predictor of word reading ability was reading instruction method, with a systematic phonics approach associated with considerably better performance than other reading instruction approaches. Phonological processing skills-as assessed by a composite of phonological awareness and verbal short-term memory-also contributed significant unique variance to word reading ability, as did visual-spatial ability. The concurrent predictors of reading comprehension were single-word reading and listening comprehension. These findings indicate that the factors that predict concurrent early word reading and reading comprehension abilities for children with WS are consistent with previous findings for typically developing children and that the Simple View of Reading applies to children with WS. Children with WS benefit strongly from systematic phonics instruction regardless of IQ. Instruction focused on improving listening comprehension is likely to improve reading comprehension, especially as word reading skills increase. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11145-021-10163-4.
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Affiliation(s)
- Carolyn B. Mervis
- Department of Psychological and Brain Sciences, University of Louisville, 317 Life Sciences Building, Louisville, KY 40292 USA
| | - Caroline Greiner de Magalhães
- Department of Psychological and Brain Sciences, University of Louisville, 317 Life Sciences Building, Louisville, KY 40292 USA
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Shen J, Wang Y, Kurpad N, Schena DA. A Systematic Review on the Impact of Hot and Cool Executive Functions on Pediatric Injury Risks: a Meta-Analytic Structural Equation Modeling Approach. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:366-377. [PMID: 34212300 DOI: 10.1007/s11121-021-01271-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2021] [Indexed: 12/29/2022]
Abstract
Injury is a leading cause of morbidity and mortality among children in the USA. Understanding the impact of executive functions (EFs) on the risk of injuries is crucial for developing effective interventions. However, literature has failed to examine the relationship between multiple EFs and injury domains. The present paper quantitatively synthesized research on cool and hot EFs and children's intentional and unintentional injury risks using a novel meta-analytic structural equation modeling (MASEM) approach. A systematic review was conducted in the following databases: PsycINFO, Scopus, SafetyLit, Cochrane Central, and PubMed (Medline). After screening titles, abstracts, and full texts, a total of 31 studies were eligible for the MASEM analysis. One-stage MASEM was conducted on six conceptualized path analysis models according to the complexity of exogenous and endogenous variables. The MASEM models suggested that hot and cool EFs were negatively associated with children's risk of injury or injury-related risk behaviors regardless of mean age and proportion of females. Among cool EF skills, inhibitory control, but not working memory or cognitive flexibility, was significantly associated with risks of unintentional injuries. Emotion regulation was the dominant hot EF skill examined in the literature and was found significantly associated with risks of non-suicidal self-injuries (NSSIs). EF has a significant impact on children's risk of both unintentional and intentional injuries. Future research should focus on the combined force of hot and cool EF on children's risks of injuries and injury-related risk behaviors.
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Affiliation(s)
- Jiabin Shen
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA.
| | - Yan Wang
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA
| | - Nayantara Kurpad
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA
| | - David A Schena
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA
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Wagner RK, Beal B, Zirps FA, Spencer M. A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it? ANNALS OF DYSLEXIA 2021; 71:260-281. [PMID: 34080138 PMCID: PMC8483584 DOI: 10.1007/s11881-021-00232-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 05/17/2021] [Indexed: 06/12/2023]
Abstract
Many individuals with poor reading comprehension have levels of reading comprehension that are consistent with deficits in their ability to decode the words on the page. However, there are individuals who are poor at reading comprehension despite being adequate at decoding. This phenomenon is referred to as specific reading comprehension deficit (SRCD). The two purposes of this study were to use a new approach to estimate the prevalence of SRCD and to examine the extent to which SRCD can be explained by the simple view of reading. We used model-based meta-analysis of correlation matrices from standardized tests to create composite correlation matrices for the constructs of reading comprehension, decoding, and listening comprehension. Using simulated datasets generated from the composite correlation matrices, we used residuals from regressing reading comprehension on decoding to create a continuous index of SRCD. The prevalence of SRCD is best represented not as a single number but as a continuous distribution in which prevalence varies as a function of the magnitude of the severity of the deficit in reading comprehension relative to the level of decoding. Examining the joint distribution of the residuals with reading comprehension makes clear that the phenomenon of reading comprehension that is poor relative to decoding occurs throughout the distribution of reading comprehension skill. Although the simple view of reading predictors of listening comprehension and decoding makes significant contributions to predicting reading comprehension, nearly half of the variance is unaccounted for.
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Affiliation(s)
- Richard K Wagner
- Departments of Psychology and the Florida Center for Reading Research, Florida State University, Tallahassee, FL, 32306, USA.
| | - Bethany Beal
- Departments of Psychology and the Florida Center for Reading Research, Florida State University, Tallahassee, FL, 32306, USA
| | - Fotena A Zirps
- Departments of Psychology and the Florida Center for Reading Research, Florida State University, Tallahassee, FL, 32306, USA
| | - Mercedes Spencer
- Department of Special Education, Vanderbilt University, Nashville, TN, 37235, USA
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Wagner RK, Zirps FA, Edwards AA, Wood SG, Joyner RE, Becker BJ, Liu G, Beal B. The Prevalence of Dyslexia: A New Approach to Its Estimation. JOURNAL OF LEARNING DISABILITIES 2020; 53:354-365. [PMID: 32452713 PMCID: PMC8183124 DOI: 10.1177/0022219420920377] [Citation(s) in RCA: 57] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is not consistent with or expected based on their other performances. In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. Using model-based meta-analysis and simulation, three main results were found. First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.
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Ober TM, Brooks PJ, Homer BD, Rindskopf D. Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09526-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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18
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Blankson AN, Gudmundson JA, Kondeh M. Cognitive Predictors of Kindergarten Achievement in African American Children. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 111:1273-1283. [PMID: 31831914 PMCID: PMC6907019 DOI: 10.1037/edu0000346] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Three aspects of cognition (fluid intelligence, executive functioning, and crystallized intelligence) in pre-K were examined as predictors of math and reading achievement in kindergarten among an economically diverse sample of 198 African American children. From a variable-centered perspective, confirmatory factor analysis revealed that the three aspects of cognition can be distinguished. Subsequent regression analyses indicated that only executive functioning and crystallized intelligence predicted math and reading achievement in kindergarten. From a person-centered perspective, three profiles of cognition were identified: low fluid and crystallized intelligence with average executive functioning, average abilities in all three areas, and high abilities in all three areas, but particularly higher in executive functioning. Children with low fluid and crystallized intelligence during pre-K had the lowest math and reading skills in kindergarten, whereas children with the highest cognitive skills had the highest math and reading skills in kindergarten. Together, the variable-centered and person-centered results suggest that perhaps there should be increased focus on crystallized intelligence in early education programs, policies, and interventions in addition to a focus on executive functioning.
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Wagner RK, Edwards AA, Malkowski A, Schatschneider C, Joyner RE, Wood S, Zirps FA. Combining Old and New for Better Understanding and Predicting Dyslexia. New Dir Child Adolesc Dev 2019; 2019:11-23. [PMID: 31038832 PMCID: PMC6522266 DOI: 10.1002/cad.20289] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia. This lack of consensus represents a fundamental problem for the field. Our approach to addressing this issue is to use model-based meta-analyses and Bayesian models with informative priors to combine the results of a large number of studies for the purpose of yielding a more stable and well-supported conceptualization of reading disability. A prerequisite to implementing these models is establishing informative priors for dyslexia. We illustrate a new approach for doing so based on the known distribution of the difference between correlated variables, and use this distribution to determine the proportion of poor readers whose poor reading is unexpected (i.e., likely to be due to dyslexia) as opposed to expected.
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Foorman BR, Petscher Y. Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding. J Vis Exp 2018:58557. [PMID: 30371674 PMCID: PMC6235485 DOI: 10.3791/58557] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
Abstract
The Simple View of Reading is a popular model of reading that claims that reading is the product of decoding and language, with each component uniquely predicting reading comprehension. Although researchers have argued whether the sum rather than the product of the components is the better predictor, no researchers have partitioned the variance explained to examine the extent to which the components share variance in predicting reading. To decompose the variance, we subtract the R2 for the language-only model from the full model to obtain the unique R2 for decoding. Second, we subtract the R2 for the decoding-only model from the full model to obtain the unique R2 for language. Third, to obtain the common variance explained by language and decoding, we subtract the sum of the two unique R2 from the R2 for the full model. The method is demonstrated in a regression approach with data from students in grades 1 (n = 372), 6 (n = 309), and 10 (n = 122) using an observed measure of language (receptive vocabulary), decoding (timed word reading), and reading comprehension (standardized test). Results reveal a relatively large amount of variance in reading comprehension explained in grade 1 by the common variance in decoding and language. By grade 10, however, it is the unique effect of language and the common effect of language and decoding that explained the majority of variance in reading comprehension. Results are discussed in the context of an expanded version of the Simple View of Reading that considers unique and shared effects of language and decoding in predicting reading comprehension.
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Affiliation(s)
| | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University
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21
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Roisman GI, van IJzendoorn MH. Meta-analysis and Individual Participant Data Synthesis in Child Development: Introduction to the Special Section. Child Dev 2018; 89:1939-1942. [DOI: 10.1111/cdev.13127] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Foorman BR, Petscher Y, Herrera S. Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1–10. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.02.011] [Citation(s) in RCA: 56] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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