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Moura O, Pereira M, Moreno J, Simões MR. Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth. ANNALS OF DYSLEXIA 2020; 70:43-61. [PMID: 32096102 DOI: 10.1007/s11881-020-00190-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Accepted: 02/14/2020] [Indexed: 06/10/2023]
Abstract
The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.
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Affiliation(s)
- Octávio Moura
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal.
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal.
| | - Marcelino Pereira
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| | - Joana Moreno
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| | - Mário R Simões
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
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Khodadoust M, Mohamadi R, Janani L, Javadi Z, Sadeghi A. The effect of phonological awareness on rapid automatized naming. Med J Islam Repub Iran 2019; 33:32. [PMID: 31456956 PMCID: PMC6708104 DOI: 10.34171/mjiri.33.32] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Indexed: 11/05/2022] Open
Abstract
Background: Phonological awareness (PA) is a fundamental predictor of reading disability. However, researches on reading have indicated that PA assessment alone is not sufficient to prevent reading problems. Rapid automatized naming (RAN) has been suggested as another influential factor in reading deficits independent of PA. This study investigated the impact of phonological awareness on rapid automatized naming.
Methods: This was a randomized clinical trial study in which 62 Persian monolingual first graders were recruited from 3 schools using convenience sampling. Inclusion criteria were lack of deficits with sensory-motor skills and knowledge of the Persian alphabets. Measures of PA and RAN were utilized. The participants were randomly assigned into either the intervention or the control group. The intervention group was divided into small groups of 4-6 children who received thirty 40-minute training sessions in PA. T test, Mann-Whitney, and Wilcoxon tests were used for data analysis.
Results: The results revealed that the RAN time was significantly reduced (p≤0.001), with a significant increase in PA scores (p≤0.001). In addition, there was a significant inverse relationship between some of the measures of the phonological awareness subtests and rapid automatized naming (eg, phonemic blending & RAN (numbers): ρ=-0.52 with p≤0.001).
Conclusion: The findings showed that in the initial assessment, PA and RAN had a significant relationship, but RAN could be significantly improved by PA training.
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Affiliation(s)
- Mahdi Khodadoust
- School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran.,Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
| | - Reyhane Mohamadi
- School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran
| | - Leila Janani
- Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran
| | - Zakiye Javadi
- School of Paramedical Sciences, Mashhad University of Medical Sciences, Tehran, Iran
| | - Amir Sadeghi
- School of Teacher Education, University of Canterbury, New Zealand
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Lipowska M, Łada AB, Pawlicka P, Jurek P. The use of the Warnke Method in dyslexia therapy for children. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Eloranta AK, Närhi VM, Eklund KM, Ahonen TPS, Aro TI. Resolving reading disability-Childhood predictors and adult-age outcomes. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:20-37. [PMID: 30548736 DOI: 10.1002/dys.1605] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Revised: 11/12/2018] [Accepted: 11/15/2018] [Indexed: 05/21/2023]
Abstract
We examined frequency of adult-age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult-age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult-age from those participants whose RD persisted to adult-age. All the individuals with childhood RD performed weaker than the controls in adult-age working memory, processing speed, and verbal skills. Educational level among both RD groups was lower than that among the controls. Unemployment of individuals with persistent adult-age RD (31.6%) was higher than that of individuals with improved adult-age RD (13.8%) or that of the controls (8.1%). According to our findings, rapid naming is one evident factor differentiating individuals with persisted RD from those with ameliorated reading fluency. Also, better adult-age reading fluency has significance for adult-age employment among individuals with childhood RD.
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Affiliation(s)
- Anna-Kaija Eloranta
- Niilo Mäki Institute, Jyväskylä, Finland
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Vesa M Närhi
- Niilo Mäki Institute, Jyväskylä, Finland
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Kenneth M Eklund
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Timo P S Ahonen
- Niilo Mäki Institute, Jyväskylä, Finland
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Tuija I Aro
- Niilo Mäki Institute, Jyväskylä, Finland
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
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Borleffs E, Maassen BAM, Lyytinen H, Zwarts F. Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia. Front Psychol 2019; 9:2534. [PMID: 30662416 PMCID: PMC6328448 DOI: 10.3389/fpsyg.2018.02534] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Accepted: 11/27/2018] [Indexed: 11/13/2022] Open
Abstract
Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic complexity of alphabetic languages. These notions are elaborated to show that differences in reading acquisition reflect fundamental differences in the nature of the phonological recoding and reading strategies developing in response to the specific orthography to be learned. The present paper provides a narrative, cross-linguistic and integrated literature review, thereby contributing to the development of universal reading models and at the same time pointing out the important differences between orthographies at the more detailed level. Our review also yields suggestions to devise language-specific instruction and interventions for the development of the specific reading strategies required by the characteristics of the orthography being acquired.
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Affiliation(s)
- Elisabeth Borleffs
- Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands
| | - Ben A M Maassen
- Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands
| | - Heikki Lyytinen
- Department of Psychology, Agora Center, University of Jyväskylä, Jyväskylä, Finland.,Niilo Mäki Institute, Jyväskylä, Finland
| | - Frans Zwarts
- Center for Language and Cognition Groningen, School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands
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Korpipää H, Niemi P, Aunola K, Koponen T, Hannula-Sormunen M, Stolt S, Aro M, Nurmi JE, Rautava P. Prematurity and overlap between reading and arithmetic: The cognitive mechanisms behind the association. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Siemann J, Petermann F. Innate or Acquired? - Disentangling Number Sense and Early Number Competencies. Front Psychol 2018; 9:571. [PMID: 29725316 PMCID: PMC5917196 DOI: 10.3389/fpsyg.2018.00571] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 04/04/2018] [Indexed: 01/29/2023] Open
Abstract
The clinical profile termed developmental dyscalculia (DD) is a fundamental disability affecting children already prior to arithmetic schooling, but the formal diagnosis is often only made during school years. The manifold associated deficits depend on age, education, developmental stage, and task requirements. Despite a large body of studies, the underlying mechanisms remain dubious. Conflicting findings have stimulated opposing theories, each presenting enough empirical support to remain a possible alternative. A so far unresolved question concerns the debate whether a putative innate number sense is required for successful arithmetic achievement as opposed to a pure reliance on domain-general cognitive factors. Here, we outline that the controversy arises due to ambiguous conceptualizations of the number sense. It is common practice to use early number competence as a proxy for innate magnitude processing, even though it requires knowledge of the number system. Therefore, such findings reflect the degree to which quantity is successfully transferred into symbols rather than informing about quantity representation per se. To solve this issue, we propose a three-factor account and incorporate it into the partly overlapping suggestions in the literature regarding the etiology of different DD profiles. The proposed view on DD is especially beneficial because it is applicable to more complex theories identifying a conglomerate of deficits as underlying cause of DD.
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Affiliation(s)
- Julia Siemann
- Department of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel, Germany
| | - Franz Petermann
- Center for Clinical Psychology and Rehabilitation, University of Bremen, Bremen, Germany
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Korpipää H, Koponen T, Aro M, Tolvanen A, Aunola K, Poikkeus AM, Lerkkanen MK, Nurmi JE. Covariation between reading and arithmetic skills from Grade 1 to Grade 7. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.06.005] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
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Träff U, Desoete A, Passolunghi MC. Symbolic and non-symbolic number processing in children with developmental dyslexia. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2016.10.010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Cui J, Georgiou GK, Zhang Y, Li Y, Shu H, Zhou X. Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. J Exp Child Psychol 2016; 154:146-163. [PMID: 27883911 DOI: 10.1016/j.jecp.2016.10.008] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2016] [Revised: 09/01/2016] [Accepted: 10/22/2016] [Indexed: 11/25/2022]
Abstract
Rapid automatized naming (RAN) has been found to predict mathematics. However, the nature of their relationship remains unclear. Thus, the purpose of this study was twofold: (a) to examine how RAN (numeric and non-numeric) predicts a subdomain of mathematics (arithmetic fluency) and (b) to examine what processing skills may account for the RAN-arithmetic fluency relationship. A total of 160 third-year kindergarten Chinese children (83 boys and 77 girls, mean age=5.11years) were assessed on RAN (colors, objects, digits, and dice), nonverbal IQ, visual-verbal paired associate learning, phonological awareness, short-term memory, speed of processing, approximate number system acuity, and arithmetic fluency (addition and subtraction). The results indicated first that RAN was a significant correlate of arithmetic fluency and the correlations did not vary as a function of type of RAN or arithmetic fluency tasks. In addition, RAN continued to predict addition and subtraction fluency even after controlling for all other processing skills. Taken together, these findings challenge the existing theoretical accounts of the RAN-arithmetic fluency relationship and suggest that, similar to reading fluency, multiple processes underlie the RAN-arithmetic fluency relationship.
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Affiliation(s)
- Jiaxin Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern School of Brain and Cognitive Sciences, Beijing Normal University, Beijing 100875, People's Republic of China; Advanced Innovation Center for Future Education & Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada.
| | - Yiyun Zhang
- School of Psychology, Liaoning Normal University, Dalian 116029, China
| | - Yixun Li
- School of Psychology, Beijing Normal University, Beijing 100875, People's Republic of China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern School of Brain and Cognitive Sciences, Beijing Normal University, Beijing 100875, People's Republic of China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern School of Brain and Cognitive Sciences, Beijing Normal University, Beijing 100875, People's Republic of China; Advanced Innovation Center for Future Education & Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China
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Toll SWM, Kroesbergen EH, Van Luit JEH. Visual working memory and number sense: Testing the double deficit hypothesis in mathematics. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 86:429-45. [PMID: 27106767 DOI: 10.1111/bjep.12116] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2015] [Revised: 03/29/2016] [Indexed: 11/30/2022]
Affiliation(s)
- Sylke W. M. Toll
- Department of Special Education; Utrecht University; The Netherlands
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