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Georgiou GK, Sergiou SC, Charalambous CY. Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children. J Intell 2024; 12:43. [PMID: 38667710 PMCID: PMC11050781 DOI: 10.3390/jintelligence12040043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 02/25/2024] [Accepted: 04/03/2024] [Indexed: 04/28/2024] Open
Abstract
This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.
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Affiliation(s)
- George K. Georgiou
- Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada
| | - Sergios C. Sergiou
- Department of Primary Education, University of Cyprus, Nicosia 4071, Cyprus; (S.C.S.); (C.Y.C.)
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2
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Georgiou GK, Parrila R, McArthur G. Dyslexia and mental health problems: introduction to the special issue. Ann Dyslexia 2024; 74:1-3. [PMID: 38285379 DOI: 10.1007/s11881-024-00300-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/11/2024] [Indexed: 01/30/2024]
Affiliation(s)
- George K Georgiou
- Faculty of Education, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
| | - Rauno Parrila
- Australian Centre for the Advancement of Literacy (ACAL), Australian Catholic University, Sydney, Australia
| | - Genevieve McArthur
- Australian Centre for the Advancement of Literacy (ACAL), Australian Catholic University, Sydney, Australia
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3
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Christou M, Koyutourk B, Yetismis K, Martinou AF, Christodoulou V, Koliou M, Antoniou M, Pavlou C, Ozbel Y, Kasap OE, Alten B, Georgiades P, Georgiou GK, Christoudias T, Proestos Y, Lelieveld J, Erguler K. Entomological surveillance and spatiotemporal risk assessment of sand fly-borne diseases in Cyprus. Curr Res Parasitol Vector Borne Dis 2023; 4:100152. [PMID: 38223852 PMCID: PMC10787173 DOI: 10.1016/j.crpvbd.2023.100152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 10/11/2023] [Accepted: 10/21/2023] [Indexed: 01/16/2024]
Abstract
Visceral and cutaneous leishmaniases are important public health concerns in Cyprus. Although the diseases, historically prevalent on the island, were nearly eradicated by 1996, an increase in frequency and geographical spread has recently been recorded. Upward trends in leishmaniasis prevalence have largely been attributed to environmental changes that amplify the abundance and activity of its vector, the phlebotomine sand flies. Here, we performed an extensive field study across the island to map the sand fly fauna and compared the presence and distribution of the species found with historical records. We mapped the habitat preferences of Phlebotomus papatasi and P. tobbi, two medically important species, and predicted the seasonal abundance of P. papatasi at unprecedented spatiotemporal resolution using a climate-sensitive population dynamics model driven by high-resolution meteorological forecasting. Our compendium holds a record of 18 species and the locations of a subset, including those of potential public and veterinary health concern. We confirmed that P. papatasi is widespread, especially in densely urbanized areas, and predicted that its abundance uniformly peaks across the island at the end of summer. We identified potential hotspots of P. papatasi activity even after this peak. Our results form a foundation to inform public health planning and contribute to the development of effective, efficient, and environmentally sensitive strategies to control sand fly populations and prevent sand fly-borne diseases.
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Affiliation(s)
- Maria Christou
- The Cyprus Institute, Nicosia, Cyprus
- Joint Services Health Unit, British Forces Cyprus, RAF Akrotiri, Akrotiri, BFPO 57, Cyprus
| | | | - Kardelen Yetismis
- Department of Parasitology, Ege University, Institute of Health Science, Izmir, Turkey
| | - Angeliki F. Martinou
- The Cyprus Institute, Nicosia, Cyprus
- Joint Services Health Unit, British Forces Cyprus, RAF Akrotiri, Akrotiri, BFPO 57, Cyprus
| | | | - Maria Koliou
- Medical School, University of Cyprus, Nicosia, Cyprus
| | | | | | - Yusuf Ozbel
- Department of Parasitology, Ege University, Izmir, Turkey
| | - Ozge Erisoz Kasap
- Biology Department, VERG Laboratories, Hacettepe University, Beytepe-Ankara, Turkey
| | - Bulent Alten
- Biology Department, VERG Laboratories, Hacettepe University, Beytepe-Ankara, Turkey
| | | | | | | | | | - Jos Lelieveld
- The Cyprus Institute, Nicosia, Cyprus
- Max Planck Institute for Chemistry, Mainz, Germany
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Chen R, Georgiou GK, Peng P, Li Y, Li B, Wang J, Tao S. What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties? Children (Basel) 2023; 10:1719. [PMID: 37892380 PMCID: PMC10605512 DOI: 10.3390/children10101719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Revised: 10/18/2023] [Accepted: 10/20/2023] [Indexed: 10/29/2023]
Abstract
Both reading difficulties (RD) and mathematics difficulties (MD) are common neurodevelopmental disorders. The co-occurrence of RD and MD, known as comorbid RDMD, is estimated to range between 21% and 45% of children with learning disabilities. Deficits in working memory have been reported in both RD and MD groups, as well as among comorbid RDMD. However, previous comorbidity studies have only examined the role of some components of working memory, and they do not strictly match their groups on relevant reading and mathematics tasks. Thus, the purpose of this study is to examine the nature of working memory deficits in comorbid RDMD after matching groups based on reading and mathematics tasks. We assessed four groups of children (RD [n = 21, Mage = 10.96 years], MD [n = 24, Mage = 11.04 years], comorbid RDMD [n = 26, Mage = 10.90 years], and chronological-age controls [n = 27, Mage = 10.96 years]) on measures of the phonological loop (word span and digit span forward tasks), central executive (complex word and digit span), and updating tasks (word and digit 2-back). The results of ANCOVA (covarying for gender and non-verbal IQ) showed first that the RD and RDMD groups performed significantly worse than the MD and control groups in both measures of the phonological loop. For the central executive and updating tasks, we found an effect based on stimulus type. For word-related tasks, the RD and comorbid RDMD groups performed worse than the MD and control groups, and for number-related tasks, the MD and comorbid RDMD groups performed worse than the RD and control groups. Taken together, our findings provide support for the correlated liability model of comorbidity, which indicates that working memory deficits experienced by the RDMD group are an additive combination of deficits observed in the RD and MD groups, suggesting that working memory tasks used to examine underlying deficits in reading and/or mathematics difficulties may dictate whether or not significant group differences are found.
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Affiliation(s)
- Rui Chen
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB T6G 2G5, Canada
| | - Peng Peng
- Department of Special Education, College of Education, The University of Texas at Austin, Austin, TX 78712, USA;
| | - Yuanyuan Li
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Beilei Li
- Faculty of Education, Beijing Normal University, Beijing 100875, China;
| | - Jiali Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Sha Tao
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
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Sergiou SC, Georgiou GK, Charalambous CY. Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement. Behav Sci (Basel) 2023; 13:824. [PMID: 37887474 PMCID: PMC10604536 DOI: 10.3390/bs13100824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 09/30/2023] [Accepted: 10/05/2023] [Indexed: 10/28/2023] Open
Abstract
The purpose of this study was to examine the role of intelligence-operationalized in terms of Planning, Attention, Simultaneous, and Successive (PASS) processing skills-in reading and mathematics. Two hundred and forty-two Grade 6 Greek-speaking students (114 boys and 128 girls, Mage = 135.65 months, SD = 4.12 months) were assessed on PASS processes, speed of processing (Visual Matching), reading (Wordchains and CBM-Maze), and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results of the hierarchical regression analyses showed that, after controlling for family's socioeconomic status and speed of processing, Attention and Successive processing predicted reading and Planning and Simultaneous processing predicted mathematics. Taken together, these findings suggest that different PASS processes may account for individual differences in reading and mathematics.
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Affiliation(s)
- Sergios C. Sergiou
- Department of Primary Education, University of Cyprus, 4071 Nicosia, Cyprus;
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB T6G 2G5, Canada;
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Georgiou GK, Zhang L. Do Performance-Based Measures and Behavioral Ratings of Executive Functioning Complement Each Other in Predicting Reading and Mathematics in Chinese? Behav Sci (Basel) 2023; 13:823. [PMID: 37887473 PMCID: PMC10604200 DOI: 10.3390/bs13100823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Revised: 09/19/2023] [Accepted: 10/04/2023] [Indexed: 10/28/2023] Open
Abstract
We examined what executive functioning (EF) components predict reading and mathematics within the same study and whether the effects of behavioral ratings of EF overlap or complement those of performance-based measures. One hundred and nine Grade 2 Mandarin-speaking Chinese students from Chengdu, China (55 girls, 54 boys, Mage = 8.15 years), were assessed on measures of EF (planning, inhibition, shifting, and working memory), speed of processing, reading and mathematics. Parents also rated their children's EF skills using the Childhood Executive Functioning Inventory. Results of hierarchical regression analyses showed that only working memory among the performance-based EF measures predicted reading and mathematics. In addition, none of the behavioral ratings of EF made a significant contribution to reading and mathematics after controlling for mother's education and speed of processing. Taken together, these findings suggest that working memory is a domain general predictor of academic achievement, but only when measured with cognitive tasks.
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Affiliation(s)
- George K. Georgiou
- Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada
| | - Li Zhang
- Chengdu Shishi Tianfu High School, Chengdu 610042, China;
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Georgiou GK, Tao S, Romero S, Ma L, Chen R, Li Y, Liu N, Wang L, Protopapas A. Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis. J Exp Child Psychol 2023; 231:105650. [PMID: 36806750 DOI: 10.1016/j.jecp.2023.105650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Revised: 01/24/2023] [Accepted: 01/25/2023] [Indexed: 02/17/2023]
Abstract
Recent studies have suggested that-beyond automaticity and prosody-reading fluency involves parallel processing of adjacent items presented in a sequence, termed "cascaded processing." To date, most studies examining cascaded processing have been conducted in alphabetic orthographies. Thus, the purpose of this study was to examine the cascaded processing hypothesis in Chinese. A total of 119 Grade 1 Chinese children (61 boys and 58 girls; Mage = 7.30 years, SD = 0.31) were assessed on serial and discrete naming of digits as well as on serial and discrete naming of high-frequency one- and two-character words and low-frequency one-character words presented with pinyin. Results of hierarchical regression analyses showed, first, that serial digit naming was a unique predictor of discrete naming of low-frequency one-character words and two-character words, but not of high-frequency one-character words. Second, serial digit naming was a unique predictor of reading of high-frequency one- and two-character word reading after controlling for discrete word reading. These findings suggest that Chinese first graders process high-frequency characters holistically (similar to simple digits), which then facilitates parallel processing of multiple stimuli when they are presented in a sequence.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada
| | - Sha Tao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China.
| | - Sandra Romero
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada
| | - Leilei Ma
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Rui Chen
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Yuanyuan Li
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Ningyu Liu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Lei Wang
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong, China
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Georgiou GK, Parrila R. Covid-19 and literacy: an introduction to the special issue. Read Writ 2022; 36:241-243. [PMID: 36568883 PMCID: PMC9758451 DOI: 10.1007/s11145-022-10393-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
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Dunn K, Georgiou GK, Inoue T, Savage R, Parrila R. Home and school interventions aided at-risk students' literacy during Covid-19: a longitudinal analysis. Read Writ 2022; 36:449-466. [PMID: 36406627 PMCID: PMC9662767 DOI: 10.1007/s11145-022-10354-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/20/2022] [Indexed: 06/16/2023]
Abstract
We examined whether different parent- and teacher-related factors had an effect on at-risk children's reading development during the first six months of the Covid-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; M age = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In April-May 2020, their parents (n = 70) and teachers (n = 40) filled out a questionnaire on the home literacy environment and the frequency of teaching reading and providing reading materials, respectively. Results of multilevel regression analyses showed that children's reading enjoyment and home learning activities predicted both word and pseudoword reading at Time 2. Differentiation of instruction for struggling readers also predicted children's pseudoword reading at Time 2. These findings reinforce the important role of parents in their children's early reading development particularly when the typical agents of instruction (i.e., teachers) have less time and opportunities to interact with their students because of the pandemic.
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Affiliation(s)
- Kristy Dunn
- Department of Educational Psychology, University of Alberta, 6-102 Education North, T6G 2G5 Edmonton, AB Canada
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, T6G 2G5 Edmonton, AB Canada
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Robert Savage
- Faculty of Education, York University, Toronto, Canada
| | - Rauno Parrila
- School of Education, Macquarie University, Sydney, Australia
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Georgiou GK, Cho JR, Deng C, Altani A, Romero S, Kim MY, Wang L, Wei W, Protopapas A. Cascaded processing in naming and reading: Evidence from Chinese and Korean. J Exp Child Psychol 2022; 220:105416. [DOI: 10.1016/j.jecp.2022.105416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 02/08/2022] [Accepted: 02/25/2022] [Indexed: 10/18/2022]
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Georgiou GK, Martinez D, Vieira APA, Antoniuk A, Romero S, Guo K. A meta-analytic review of comprehension deficits in students with dyslexia. Ann Dyslexia 2022; 72:204-248. [PMID: 34532777 DOI: 10.1007/s11881-021-00244-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Accepted: 08/20/2021] [Indexed: 06/13/2023]
Abstract
Beyond the established difficulties of individuals with dyslexia in word recognition and spelling, it remains unclear how severe their difficulties in comprehension are. To examine this, we performed a meta-analytic review. A random-effects model analysis of data from 76 studies revealed a large deficit in reading comprehension in individuals with dyslexia compared to their chronological-age (CA) controls (g = 1.43) and a smaller one compared to their reading-level (RL) matched controls (g = 0.64). Individuals with dyslexia also differed significantly from their CA controls in listening comprehension (g = 0.43). Results further showed significant heterogeneity in the effect sizes that was partly explained by orthographic consistency (the deficits were larger in languages with low orthographic consistency) and vocabulary matching (the deficits were larger in studies in which the groups were not matched on vocabulary). These findings suggest, first, that individuals with dyslexia experience significant difficulties in both reading and listening comprehension, but the effect sizes are smaller than those reported in the literature for word reading and spelling. Second, our findings suggest that the deficits in reading comprehension are likely a combination of deficits in both decoding and oral language skills.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
| | - Dalia Martinez
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Andrea Antoniuk
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Sandra Romero
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Kan Guo
- Department of Mathematics, School of Mathematical Sciences, Beijing Normal University, Beijing, 100875, People's Republic of China.
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Sun C, Meng X, Du B, Zhang Y, Liu L, Dong Q, Georgiou GK, Nan Y. Behavioral and neural rhythm sensitivities predict phonological awareness and word reading development in Chinese. Brain Lang 2022; 230:105126. [PMID: 35487083 DOI: 10.1016/j.bandl.2022.105126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Revised: 03/07/2022] [Accepted: 04/14/2022] [Indexed: 06/14/2023]
Abstract
The present study examined both the development of behavioral and electrophysiological rhythm processing and their contribution to phonological awareness and word reading in Chinese. We followed a sample of 47 Mandarin-speaking Chinese children from age 9 (Grade 3) to age 11 (Grade 5). Results showed first a significant improvement over time in behavioral beat perception and in P3as for small beat changes. Second, behavioral and neural beat sensitivities at age 9 predicted phonological awareness (phoneme deletion and tone identification) at age 11 and its development over the two-year span of the study. Neural beat sensitivities at age 9 also explained unique variance in reading accuracy (but not reading fluency) at age 11 and its two-year development. Taken together, these findings suggest that rhythm and Chinese reading-related skills are intricately related. Neural rhythm sensitivities could serve as predictive biomarkers for the development of phonological awareness and reading in Chinese school-age children.
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Affiliation(s)
- Chen Sun
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Xiangyun Meng
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Boqi Du
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Yuxuan Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China.
| | - Qi Dong
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada
| | - Yun Nan
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG, McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China.
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Inoue T, Georgiou GK, Tanji T, Parrila R. Examining the simple view of reading in a hybrid orthography. Contemporary Educational Psychology 2022. [DOI: 10.1016/j.cedpsych.2022.102065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Georgiou GK, Cardoso-Martins C, Das JP, Falcón A, Hosokawa M, Inoue T, Li Y, Martinez D, Padakannaya P, Parrila R, Pollo TC, Salha SS, Samantaray S, Shu H, Tanji T, Tibi S, Vieira APA. Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: evidence from eight languages representing different writing systems. J Cult Cogn Sci 2022. [DOI: 10.1007/s41809-021-00092-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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15
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Christoforou C, Fella A, Leppänen PHT, Georgiou GK, Papadopoulos TC. Fixation-related potentials in naming speed: A combined EEG and eye-tracking study on children with dyslexia. Clin Neurophysiol 2021; 132:2798-2807. [PMID: 34592558 DOI: 10.1016/j.clinph.2021.08.013] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Revised: 07/17/2021] [Accepted: 08/08/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE We combined electroencephalography (EEG) and eye-tracking recordings to examine the underlying factors elicited during the serial Rapid-Automatized Naming (RAN) task that may differentiate between children with dyslexia (DYS) and chronological age controls (CAC). METHODS Thirty children with DYS and 30 CAC (Mage = 9.79 years; age range 7.6 through 12.1 years) performed a set of serial RAN tasks. We extracted fixation-related potentials (FRPs) under phonologically similar (rime-confound) or visually similar (resembling lowercase letters) and dissimilar (non-confounding and discrete uppercase letters, respectively) control tasks. RESULTS Results revealed significant differences in FRP amplitudes between DYS and CAC groups under the phonologically similar and phonologically non-confounding conditions. No differences were observed in the case of the visual conditions. Moreover, regression analysis showed that the average amplitude of the extracted components significantly predicted RAN performance. CONCLUSION FRPs capture neural components during the serial RAN task informative of differences between DYS and CAC and establish a relationship between neurocognitive processes during serial RAN and dyslexia. SIGNIFICANCE We suggest our approach as a methodological model for the concurrent analysis of neurophysiological and eye-gaze data to decipher the role of RAN in reading.
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Affiliation(s)
- Christoforos Christoforou
- Division of Computer Science, Mathematics and Science, St. John's University, New York, United States.
| | - Argyro Fella
- School of Education, University of Nicosia, Cyprus.
| | | | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Canada.
| | - Timothy C Papadopoulos
- Department of Psychology & Center for Applied Neuroscience, University of Cyprus, Cyprus.
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van Viersen S, Protopapas A, Georgiou GK, Parrila R, Ziaka L, de Jong PF. Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Q J Exp Psychol (Hove) 2021; 75:1135-1154. [PMID: 34491141 PMCID: PMC9016678 DOI: 10.1177/17470218211047420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Orthographic learning is the topic of many recent studies about reading, but much
is still unknown about conditions that affect orthographic learning and their
influence on reading fluency development over time. This study investigated
lexicality effects on orthographic learning in beginning and relatively advanced
readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored
during an orthographic learning task. Children read sentences containing
pseudowords or low-frequency real words that varied in number of exposures. We
examined both offline learning outcomes (i.e., orthographic choice and spelling
dictation) of target items and online gaze durations on target words. The
results showed general effects of exposure, lexicality, and reading-skill level.
Also, a two-way interaction was found between the number of exposures and
lexicality when detailed orthographic representations were required, consistent
with a larger overall effect of exposure on learning the spellings of
pseudowords. Moreover, lexicality and reading-skill level were found to affect
the learning rate across exposures based on a decrease in gaze durations,
indicating a larger learning effect for pseudowords in Grade 5 children. Yet,
further interactions between exposure and reading-skill level were not present,
indicating largely similar learning curves for beginning and advanced readers.
We concluded that the reading system of more advanced readers may cope somewhat
better with words varying in lexicality, but is not more efficient than that of
beginning readers in building up orthographic knowledge of specific words across
repeated exposures.
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Affiliation(s)
- Sietske van Viersen
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | | | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
| | - Rauno Parrila
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.,Department of Educational Studies, Macquarie University, Sydney, NSW, Australia
| | - Laoura Ziaka
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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17
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Abstract
We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females, 59 males; M age = 6.41 years) were followed from the beginning of Grade 1 (Time 1) to the end of Grade 1 (Time 2). At Time 1, they were assessed on measures of non-verbal IQ, speed of processing, working memory, phonological awareness, rapid automatized naming (RAN), and number sense. At Time 2, they were assessed on measures of reading and arithmetic accuracy as well as on measures of reading and arithmetic fluency. Results of path analysis showed first that when reading and arithmetic fluency were included in the model as separate outcomes, RAN was predictive of both and that speed of processing and working memory were predictive of only arithmetic fluency. Second, RAN, speed of processing, and working memory had both direct and indirect effects (via reading and arithmetic accuracy) on the covariation of reading and arithmetic fluency. Irrespective of how reading and arithmetic fluency were treated in the analyses, the effects of non-verbal IQ, phonological awareness, and number sense were all indirect. Taken together, these findings suggest that reading and arithmetic fluency draw on a broader network of cognitive-linguistic skills, whose effects can sometimes be indirect through reading and arithmetic accuracy.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Rauno Parrila
- School of Education, Macquarie University, Sydney, NSW, Australia
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18
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Meng X, Sun C, Du B, Liu L, Zhang Y, Dong Q, Georgiou GK, Nan Y. The development of brain rhythms at rest and its impact on vocabulary acquisition. Dev Sci 2021; 25:e13157. [PMID: 34258830 DOI: 10.1111/desc.13157] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 06/28/2021] [Accepted: 07/01/2021] [Indexed: 11/27/2022]
Abstract
A long-standing question in developmental science is how the neurodevelopment of the brain influences cognitive functions. Here, we examined the developmental change of resting EEG power and its links to vocabulary acquisition in school-age children. We further explored what mechanisms may mediate the relation between brain rhythm maturation and vocabulary knowledge. Eyes-opened resting-state EEG data were recorded from 53 typically-developing Chinese children every 2 years between the ages of 7 and 11. Our results showed first that delta, theta, and gamma power decreased over time, whereas alpha and beta power increased over time. Second, after controlling for general cognitive abilities, age, home literacy environment, and phonological skills, theta decreases explained 6.9% and 14.4% of unique variance in expressive vocabulary at ages 9 and 11, respectively. We also found that beta increase from age 7 to 9 significantly predicted receptive vocabulary at age 11. Finally, theta decrease predicted expressive vocabulary through the effects of phoneme deletion at age 9 and tone discrimination at age 11. These results substantiate the important role of brain oscillations at rest, especially theta rhythm, in language development. The developmental change of brain rhythms could serve as sensitive biomarkers for vocabulary development in school-age children, which would be of great value in identifying children at risk of language impairment.
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Affiliation(s)
- Xiangyun Meng
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Chen Sun
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Boqi Du
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Yuxuan Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Qi Dong
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
| | - Yun Nan
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
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19
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Georgiou GK, Inoue T, Parrila R. Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3-Year Longitudinal Study. Child Dev 2021; 92:2053-2068. [PMID: 34041749 DOI: 10.1111/cdev.13589] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children's reading performance and modify their involvement accordingly.
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20
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Kirby JR, Georgiou GK, Chen X, Parrila R, Das JP. Professor C. K. Leong: in memoriam. Ann Dyslexia 2021; 71:1-4. [PMID: 33630230 DOI: 10.1007/s11881-021-00216-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- John R Kirby
- Faculty of Education, Queen's University, Kingston, Ontario, Canada.
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Canada
| | - Xi Chen
- Ontario Institute for Studies in Education, Toronto, Canada
| | - Rauno Parrila
- Faculty of Education, Macquarie University, Sydney, Australia
| | - J P Das
- Department of Educational Psychology, University of Alberta, Edmonton, Canada
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21
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Georgiou GK, Martinez D, Vieira APA, Guo K. Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis. Ann Dyslexia 2021; 71:5-27. [PMID: 33712993 DOI: 10.1007/s11881-021-00220-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in the comparison between DYS and reading-level (RL) controls. A random-effects model analysis revealed a large effect size (Cohen's d = 1.17) for the CA-DYS comparison and a small effect size (Cohen's d = 0.18) for the RL-DYS comparison. In addition, we found significant heterogeneity in the effect sizes that was partly explained by the level of orthographic knowledge (effect sizes being higher for lexical than sub-lexical orthographic knowledge). These results suggest that individuals with dyslexia experience an orthographic knowledge deficit that is as large as that of phonological awareness and rapid automatized naming reported in previous meta-analyses.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
| | - Dalia Martinez
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Kan Guo
- School of Mathematical Sciences, Beijing Normal University, Beijing, 100875, People's Republic of China.
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22
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Martinez D, Georgiou GK, Inoue T, Falcón A, Parrila R. How does rapid automatized naming influence orthographic knowledge? J Exp Child Psychol 2021; 204:105064. [PMID: 33445106 DOI: 10.1016/j.jecp.2020.105064] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2020] [Revised: 10/12/2020] [Accepted: 12/01/2020] [Indexed: 10/22/2022]
Abstract
Rapid automatized naming (RAN) is a strong predictor of reading fluency across languages, and some researchers have attributed this to the contribution of RAN to the development of orthographic knowledge, which is predictive of reading fluency. However, to date, it remains unclear whether RAN (alphanumeric and nonalphanumeric) predicts orthographic knowledge (OK) and what skills may mediate their relation. To examine the RAN-OK relations, we assessed 114 Grade 3 Spanish-speaking Mexican children (58 girls; Mage = 7.9 years, SD = 0.3) on RAN (objects and digits), orthographic knowledge (lexical and sublexical; accuracy and response time), speed of processing, multi-element processing, phonemic awareness, and reading fluency. Path analyses showed first that, OK (both lexical and sublexical) partly mediated the effects of RAN on reading fluency. Second, multiple mediation analyses showed an indirect effect of both RAN tasks on lexical and sublexical OK through phonological awareness. In view of Ehri's amalgamation hypothesis and Share's self-teaching hypothesis, our findings suggest that RAN may reflect, in part, the speed with which the phonological representations of letters are accessed and retrieved, which subsequently influences how quickly orthographic representations can be formed and accessed.
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Affiliation(s)
- Dalia Martinez
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada.
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong
| | - Alberto Falcón
- Department of Human Communication, University of Morelos, Cuernavaca, Morelos, Mexico
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney NSW 2109, Australia
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23
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Parrila R, Georgiou GK, Papadopoulos TC. Dyslexia in a consistent orthography: Evidence from reading-level match design. Dyslexia 2020; 26:343-358. [PMID: 32011776 DOI: 10.1002/dys.1650] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2019] [Revised: 12/02/2019] [Accepted: 01/07/2020] [Indexed: 05/21/2023]
Abstract
Studies in consistent orthographies using reading-level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek-speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.
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Affiliation(s)
- Rauno Parrila
- Department of Educational Studies and Macquarie Centre for Reading, Macquarie University, Sydney, NSW, Australia
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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24
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Georgiou GK, Wei W, Inoue T, Deng C. Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000452] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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25
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Georgiou GK, Bulut O, Dunn K, Naglieri JA, Das JP. Examining the relation between PASS cognitive processes and superior reading and mathematics performance. Psychology in the Schools 2020. [DOI: 10.1002/pits.22442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- George K. Georgiou
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
| | - Okan Bulut
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
| | - Kristy Dunn
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
| | - Jack A. Naglieri
- Curry School of Education University of Virginia Charlottesville Viginia USA
| | - J. P. Das
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
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26
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Inoue T, Manolitsis G, de Jong PF, Landerl K, Parrila R, Georgiou GK. Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency. Front Psychol 2020; 11:1923. [PMID: 32849130 PMCID: PMC7412602 DOI: 10.3389/fpsyg.2020.01923] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Accepted: 07/13/2020] [Indexed: 11/13/2022] Open
Abstract
We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency (English, Dutch, German, and Greek). Seven hundred and fourteen children were followed from Grade 1 to Grade 2 and tested on emergent literacy skills (vocabulary, letter knowledge, and phonological awareness) at the beginning of Grade 1 and on word reading fluency and spelling at the end of Grade 1, the beginning of Grade 2, and the end of Grade 2. Their parents responded to a questionnaire assessing HLE [parent teaching (PT), shared book reading (SBR), access to literacy resources (ALR)] at the beginning of Grade 1. Results showed first that PT was associated with letter knowledge or phonological awareness in Dutch and Greek, while ALR was associated with emergent literacy skills in all languages. SBR did not predict any cognitive or early literacy skills in any language. Second, PT and ALR had indirect effects on literacy outcomes via different emergent literacy skills in all languages. These findings suggest that not all HLE components are equally important for emergent literacy skills, reading fluency, and spelling. No specific trend in the role of orthographic consistency in the aforementioned relations emerged, which suggests that other factors may account for the observed differences across languages when children start receiving formal reading instruction in Grade 1.
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Affiliation(s)
- Tomohiro Inoue
- Department of Psychology, Chinese University of Hong Kong, Shatin, Hong Kong
| | - George Manolitsis
- Department of Preschool Education, University of Crete, Rethymnon, Greece
| | - Peter F de Jong
- Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, Netherlands
| | - Karin Landerl
- Institute of Psychology, University of Graz, Graz, Austria.,Department of Cognitive Science, Macquarie University, Sydney, NSW, Australia
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney, NSW, Australia
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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27
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Parrila R, Dudley D, Song S, Georgiou GK. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Ann Dyslexia 2020; 70:1-26. [PMID: 31664608 DOI: 10.1007/s11881-019-00187-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Accepted: 10/14/2019] [Indexed: 06/10/2023]
Abstract
We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included children with dyslexia younger than 13 years of age as participants, and included measures of one or more of the potential causes of dyslexia. We identified 21 studies meeting these criteria that examined one or more of phonological awareness, rapid naming, verbal short-term memory, or auditory temporal processing. A random effects model analysis showed first that the groups were matched imperfectly and they differed significantly in word reading measures not used for matching. Second, there were no significant differences between the individuals with dyslexia and their reading-level-matched controls in rapid naming, phonological memory, and auditory temporal processing. Finally, the analyses for phonological awareness showed a significant effect for comparisons that involved manipulating phonemes but not for tasks that involved manipulating syllables. The results are compatible with phonological deficit theories of dyslexia, but this conclusion is qualified by observed differences in reading skills and sample selection concerns.
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Affiliation(s)
- Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney, NSW, 2109, Australia.
| | - Dean Dudley
- Department of Educational Studies, Macquarie University, Sydney, NSW, 2109, Australia
| | - Shuang Song
- College of Teacher Education, Capital Normal University, Beijing, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Canada
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28
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Georgiou GK, Parrila R. What mechanism underlies the rapid automatized naming-reading relation? J Exp Child Psychol 2020; 194:104840. [PMID: 32172942 DOI: 10.1016/j.jecp.2020.104840] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 02/12/2020] [Accepted: 02/22/2020] [Indexed: 11/30/2022]
Abstract
We examined why rapid automatized naming (RAN) is related to reading by manipulating one aspect of the RAN task at a time and by inspecting the changes occurring in the RAN-reading relation. In total, 136 Grade 2 English-speaking children and 121 university students were assessed on serial and discrete RAN, cancellation, and yes/no naming as well as on oral and silent reading fluency. The results of regression analyses indicated that seriality, access to phonological representations, and articulation play an important role in the RAN-reading relation. However, their effects were not equal for the two age groups or across the two reading outcomes.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada.
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, North Ryde, New South Wales 2109, Australia
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29
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30
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Altani A, Protopapas A, Katopodi K, Georgiou GK. From individual word recognition to word list and text reading fluency. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000359] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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31
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Giannakis E, Kushta J, Giannadaki D, Georgiou GK, Bruggeman A, Lelieveld J. Exploring the economy-wide effects of agriculture on air quality and health: Evidence from Europe. Sci Total Environ 2019; 663:889-900. [PMID: 30738268 DOI: 10.1016/j.scitotenv.2019.01.410] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 01/29/2019] [Accepted: 01/30/2019] [Indexed: 06/09/2023]
Abstract
Agricultural emissions strongly contribute to fine particulate matter pollution (PM2.5) and associated effects on human health. Environmentally-extended input-output models and a regional atmospheric chemistry model (WRF-Chem) were combined to conduct an economy-wide assessment of air pollution and pre-mature mortality in the European Union (EU), associated with a 20% increase in the final demand for the output of the agricultural sector. Model results revealed significant differences in air pollution originating from agricultural growth across the 28 EU countries (EU-28). The highest impact of agricultural growth on PM2.5 concentrations occur over the Northern Balkan countries (Bulgaria and Romania) and northern Italy. However, the highest excess mortality rates in the EU-28 due to changes in emissions and enhanced PM2.5 concentrations are observed in Malta, Greece, Spain and Cyprus. The least affected countries are mostly located in the northern part of Europe, with the exception of the Scandinavian Countries, which have relatively good air quality under current conditions. Our integrated modelling framework results highlight the importance of capturing both the direct and indirect air pollution emissions of economic sectors via upstream supply chains and underscore the non-linear response of surface PM2.5 levels and their health impacts to emission fluxes.
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Affiliation(s)
- Elias Giannakis
- The Cyprus Institute, Energy Environment and Water Research Center, 2121 Nicosia, Cyprus.
| | - Jonilda Kushta
- The Cyprus Institute, Energy Environment and Water Research Center, 2121 Nicosia, Cyprus
| | - Despina Giannadaki
- The Cyprus Institute, Energy Environment and Water Research Center, 2121 Nicosia, Cyprus
| | - George K Georgiou
- The Cyprus Institute, Energy Environment and Water Research Center, 2121 Nicosia, Cyprus
| | - Adriana Bruggeman
- The Cyprus Institute, Energy Environment and Water Research Center, 2121 Nicosia, Cyprus
| | - Jos Lelieveld
- The Cyprus Institute, Energy Environment and Water Research Center, 2121 Nicosia, Cyprus; Max Planck Institute for Chemistry, Atmospheric Chemistry Department, 55128 Mainz, Germany
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32
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Abstract
Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students' risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs' reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs' reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.
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Affiliation(s)
| | - Kan Guo
- 2 Beijing Normal University, Beijing, China
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33
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Georgiou GK, Torppa M, Landerl K, Desrochers A, Manolitsis G, de Jong PF, Parrila R. Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? Child Dev 2019; 91:e266-e279. [PMID: 30681137 DOI: 10.1111/cdev.13218] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.
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34
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Georgiou GK. Child and Adolescent Development in China: Not That Different From Western Countries After All? New Dir Child Adolesc Dev 2019; 2019:163-166. [PMID: 30614599 DOI: 10.1002/cad.20270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the major outcome in most studies), we need more cross-cultural studies that contrast the role of multiple factors (e.g., cognitive, linguistic, environmental) simultaneously.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton-AB, Canada
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35
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Cai D, Zhang L, Li Y, Wei W, Georgiou GK. The Role of Approximate Number System in Different Mathematics Skills Across Grades. Front Psychol 2018; 9:1733. [PMID: 30279672 PMCID: PMC6153330 DOI: 10.3389/fpsyg.2018.01733] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Accepted: 08/27/2018] [Indexed: 11/13/2022] Open
Abstract
Although approximate number system (ANS) has been found to predict mathematics ability, it remains unclear if both aspects of ANS (symbolic and non-symbolic estimation) contribute equally well to mathematics performance and if their contribution varies as a function of the mathematics outcome and grade level. Thus, in this study, we examined the effects of both aspects of ANS on different mathematics skills across three grade levels. Three hundred eleven children (100 children from kindergarten, 107 children from Grade 2, and 104 children from Grade 4) from two kindergartens and three elementary schools in Shanghai, China, were assessed on measures of ANS (dot estimation and number line estimation), general cognitive ability (nonverbal intelligence, inhibition, and working memory), and mathematics abilities (numerical operations and mathematical problem solving in all grades, early mathematical skills in kindergarten, and calculation fluency in Grades 2 and 4). Results of hierarchical regression analyses showed that, in kindergarten, non-symbolic estimation predicted all mathematics skills even after controlling for age, gender, and general cognitive ability. In Grades 2 and 4, symbolic estimation accounted for unique variance in mathematical problem solving, but not in calculation fluency. Symbolic estimation also predicted numerical operations in Grade 4. Taken together, these findings suggest that in the early phases of mathematics development different aspects of ANS contribute to different mathematics skills.
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Affiliation(s)
- Dan Cai
- College of Education, Shanghai Normal University, Shanghai, China
| | - Linni Zhang
- College of Education, Shanghai Normal University, Shanghai, China
| | - Yan Li
- College of Education, Shanghai Normal University, Shanghai, China
| | - Wei Wei
- College of Education, Shanghai Normal University, Shanghai, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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Abstract
We examined whether a general processing factor emerges when using response times for cognitive processing tasks and whether such a factor is valid across three different cultural groups (Chinese, Canadian, and Greek). Three hundred twenty university students from Canada (n = 115), China (n = 110), and Cyprus (n = 95) were assessed on an adaptation of the Das-Naglieri Cognitive Assessment System (D-N CAS; Naglieri & Das, 1997). Three alternative models were contrasted: a distinct abilities processing speed model (Model 1) that is dictated by the latent four cognitive factors of planning, attention, simultaneous and successive (PASS) processing, a unitary ability processing speed model (Model 2) that is dictated by the response time nature of all measures, and a bifactor model (Model 3) which included the latent scores of Models 1 and 2 and served as the full model. Results of structural equation modeling showed that (a) the model representing processing speed as a collection of four cognitive processes rather than a unitary processing speed factor was the most parsimonious, and (b) the loadings of the obtained factors were invariant across the three cultural groups. These findings enhance our understanding of the nature of speed of processing across diverse cultures and suggest that even when cognitive processes (i.e., PASS) are operationalized with response time measures, the processing component dominates speed.
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Affiliation(s)
| | | | - Ciping Deng
- East China Normal University, Institute of Developmental and Educational Psychology
| | - J. P. Das
- University of Alberta, Department of Educational Psychology
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Zhou W, Xia Z, Georgiou GK, Shu H. The Distinct Roles of Dorsal and Ventral Visual Systems in Naming of Chinese Characters. Neuroscience 2018; 390:256-264. [PMID: 30176323 DOI: 10.1016/j.neuroscience.2018.08.024] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2018] [Revised: 08/20/2018] [Accepted: 08/23/2018] [Indexed: 11/28/2022]
Abstract
We aimed to investigate the role of dorsal and ventral visual systems in rapid naming of simple Chinese characters. Twenty college students (10 female; Mage = 22.5 years) were required to covertly read a character- and a cross-matrix during an fMRI experiment. A basic prosaccade and a prosaccade-naming task were also performed to confirm the functional significance of the findings. The results of whole brain analysis showed that both dorsal and ventral visual systems were activated in the character-matrix reading. The cross-matrix scanning elicited weaker activation in the left middle frontal gyrus, superior temporal gyrus, and ventral occipitotemporal cortex. Next, whereas both top-down and bottom-up effective connectivities (ECs) were found between these two systems in the character-matrix reading, only top-down ECs were observed in the cross-matrix scanning. Moreover, in the character-matrix reading, we found a negative correlation between the reaction time of naming in the prosaccade-naming task and the EC strength from visual word form area to superior temporal gyrus and a positive correlation between the reaction time in the basic prosaccade task and the EC strength from middle frontal gyrus to intraparietal sulcus. The cross-matrix scanning did not show any brain-behavior relationship. These results suggest that while the dorsal visual system is mainly engaged in eye-movement control, the ventral system is associated more with orthographic processing and orthography-phonology mapping.
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Affiliation(s)
- Wei Zhou
- Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, China
| | - Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, China
| | | | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, China.
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Georgiou GK, Ghazyani R, Parrila R. Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation? Ann Dyslexia 2018; 68:85-103. [PMID: 29511958 DOI: 10.1007/s11881-018-0156-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2017] [Accepted: 01/18/2018] [Indexed: 06/08/2023]
Abstract
The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Results showed first that the dyslexia group was slower than the control group on all RAN tasks and the differences remained significant after controlling for discrete naming time. Second, both groups were slower in the large item set condition (20 × 4) than in the small set condition (5 × 16). Third, the dyslexia group was slower than the control group in both the pause and the articulation times. Although none of the processing skills was sufficient on its own to eliminate group differences in RAN Letters components, phonological awareness, and orthographic processing were sufficient on their own to eliminate group differences in the RAN Objects pause time. Taken together, our findings suggest that the deficits in RAN are not due to impaired anchoring, but rather due to subtle impairments in lexical access (specific to alphanumeric RAN), serial processing, and articulation.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, 6-102 Education North, University of Alberta, Edmonton, AB, T6G 2G5, Canada.
| | - Raabia Ghazyani
- Department of Educational Psychology, 6-102 Education North, University of Alberta, Edmonton, AB, T6G 2G5, Canada
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney, New South Wales, 2109, Australia
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Wei W, Guo L, Georgiou GK, Tavouktsoglou A, Deng C. Different Subcomponents of Executive Functioning Predict Different Growth Parameters in Mathematics: Evidence From a 4-Year Longitudinal Study With Chinese Children. Front Psychol 2018; 9:1037. [PMID: 29977222 PMCID: PMC6021516 DOI: 10.3389/fpsyg.2018.01037] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2018] [Accepted: 06/01/2018] [Indexed: 11/17/2022] Open
Abstract
Executive functioning (EF), an umbrella term used to represent cognitive skills engaged in goal-directed behaviors, has been found to be a unique predictor of mathematics performance. However, very few studies have examined how the three core EF subcomponents (inhibition, shifting, and working memory) predict the growth parameters (intercept and slope) in mathematics skills and even fewer studies have been conducted in a non-Western country. Thus, the purpose of this study was to examine how inhibition, shifting, and working memory predict the growth parameters in arithmetic accuracy and fluency in a group of Chinese children (n = 179) followed from Grade 2 (mean age = 97.89 months) to Grade 5 (mean age = 133.43 months). In Grade 2, children were assessed on measures of nonverbal IQ, number sense, speed of processing, inhibition, shifting, and working memory. In addition, in Grades 2–5, they were assessed on arithmetic accuracy and fluency. Results of structural equation modeling showed that nonverbal IQ, speed of processing, and number sense predicted the intercept in arithmetic accuracy, while working memory was the only EF subcomponent to predict the slope (rate of growth) in arithmetic accuracy. In turn, number sense, speed of processing, inhibition, and shifting were significant predictors of the intercept in arithmetic fluency. None of the EF subcomponents predicted the slope in arithmetic fluency. Our findings reinforce those of previous studies in North America and Europe showing that EF contributes to mathematics performance over and above other key predictors of mathematics, and suggest that different EF subcomponents may predict different growth parameters in mathematics.
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Affiliation(s)
- Wei Wei
- College of Education, Shanghai Normal University, Shanghai, China
| | - Liyue Guo
- Shanghai Key Laboratory of Brain Functional Genomics, Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | | | - Ciping Deng
- Shanghai Key Laboratory of Brain Functional Genomics, Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
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Wang X, Georgiou GK, Li Q, Tavouktsoglou A. Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning? Front Psychol 2018; 9:906. [PMID: 29928246 PMCID: PMC5997895 DOI: 10.3389/fpsyg.2018.00906] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Accepted: 05/18/2018] [Indexed: 11/13/2022] Open
Abstract
Several studies have shown that Executive Functioning (EF) is a unique predictor of mathematics performance. However, whether or not children with mathematics difficulties (MD) experience deficits in EF remains unclear. Thus, the purpose of this study was to examine if Chinese children with MD experience deficits in EF. We assessed 23 children with MD (9 girls, mean age = 10.40 years), 30 children with reading difficulties and MD (RDMD; 12 girls, mean age = 10.82 years), and 31 typically-developing (TD) peers (16 girls, mean age = 10.41 years) on measures of inhibition (Color-Word Stroop, Inhibition), shifting of attention (Planned Connections, Rapid Alternating Stimuli), working memory (Digit Span Backwards, Listening Span), processing speed (Visual Matching, Planned Search), reading (Character Recognition, Sentence Verification), and mathematics (Addition and Subtraction Fluency, Math Standard Achievement Test). The results of MANOVA analyses showed first that the performance of the MD children in all EF tasks was worse than their TD peers. Second, with the exception of the shifting tasks in which the MD children performed better than the RDMD children, the performance of the two groups was similar in all measures of working memory and inhibition. Finally, covarying for the effects of processing speed eliminated almost all differences between the TD and MD groups (the only exception was Listening Span) as well as the differences between the MD and RDMD groups in shifting of attention. Taken together, our findings suggest that although Chinese children with MD (with or without comorbid reading difficulties) experience significant deficits in all EF skills, most of their deficits can be accounted by lower-level deficits in processing speed.
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Affiliation(s)
- Xiaochen Wang
- School of Business Administration, Zhejiang Gongshang University, Hangzhou, China
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Qing Li
- Mental Health Center, Department of Social Sciences and Humanities, Zhejiang University of Media and Communication, Hangzhou, China
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Sideridis GD, Simos P, Mouzaki A, Stamovlasis D, Georgiou GK. Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties. J Learn Disabil 2018; 52:59-70. [PMID: 29771185 DOI: 10.1177/0022219418775112] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis. Participants were 587 elementary schoolchildren (Grades 2-4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.
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Affiliation(s)
- Georgios D Sideridis
- 1 Boston Children's Hospital, Harvard Medical School, Boston, MA, USA
- 5 National and Kapodistrian University of Athens
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42
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Abstract
During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics.
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Affiliation(s)
- Angeliki Altani
- Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada
| | - Athanassios Protopapas
- Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway
| | - George K Georgiou
- Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada
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Ruan Y, Georgiou GK, Song S, Li Y, Shu H. Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology 2018. [DOI: 10.1037/edu0000216] [Citation(s) in RCA: 65] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Altani A, Georgiou GK, Deng C, Cho JR, Katopodi K, Wei W, Protopapas A. Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. J Exp Child Psychol 2017; 164:117-135. [DOI: 10.1016/j.jecp.2017.07.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Revised: 07/11/2017] [Accepted: 07/11/2017] [Indexed: 11/28/2022]
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Manolitsis G, Grigorakis I, Georgiou GK. The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek. Front Psychol 2017; 8:1793. [PMID: 29081759 PMCID: PMC5645533 DOI: 10.3389/fpsyg.2017.01793] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 09/27/2017] [Indexed: 12/04/2022] Open
Abstract
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2-5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.
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Affiliation(s)
- George Manolitsis
- Department of Preschool Education, University of Crete, Rethymno, Greece
| | - Ioannis Grigorakis
- Department of Preschool Education, University of Crete, Rethymno, Greece
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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Rollans C, Cheema K, Georgiou GK, Cummine J. Pathways of the inferior frontal occipital fasciculus in overt speech and reading. Neuroscience 2017; 364:93-106. [PMID: 28918257 DOI: 10.1016/j.neuroscience.2017.09.011] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2017] [Revised: 09/05/2017] [Accepted: 09/06/2017] [Indexed: 01/18/2023]
Abstract
In this study, we examined the relationship between tractography-based measures of white matter integrity (ex. fractional anisotropy [FA]) from diffusion tensor imaging (DTI) and five reading-related tasks, including rapid automatized naming (RAN) of letters, digits, and objects, and reading of real words and nonwords. Twenty university students with no reported history of reading difficulties were tested on all five tasks and their performance was correlated with diffusion measures extracted through DTI tractography. A secondary analysis using whole-brain Tract-Based Spatial Statistics (TBSS) was also used to find clusters showing significant negative correlations between reaction time and FA. Results showed a significant relationship between the left inferior fronto-occipital fasciculus FA and performance on the RAN of objects task, as well as a strong relationship to nonword reading, which suggests a role for this tract in slower, non-automatic and/or resource-demanding speech tasks. There were no significant relationships between FA and the faster, more automatic speech tasks (RAN of letters and digits, and real word reading). These findings provide evidence for the role of the inferior fronto-occipital fasciculus in tasks that are highly demanding of orthography-phonology translation (e.g., nonword reading) and semantic processing (e.g., RAN object). This demonstrates the importance of the inferior fronto-occipital fasciculus in basic naming and suggests that this tract may be a sensitive predictor of rapid naming performance within the typical population. We discuss the findings in the context of current models of reading and speech production to further characterize the white matter pathways associated with basic reading processes.
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Affiliation(s)
- Claire Rollans
- Faculty of Rehabilitation Medicine, 8205 114 St, 3-48 Corbett Hall, University of Alberta, Edmonton, AB T6G 2G4, Canada.
| | - Kulpreet Cheema
- Faculty of Rehabilitation Medicine, 8205 114 St, 3-48 Corbett Hall, University of Alberta, Edmonton, AB T6G 2G4, Canada
| | - George K Georgiou
- Department of Educational Psychology, 116 St & 85 Ave, 6-102 Education North, University of Alberta, Edmonton, AB T6G 2G5, Canada.
| | - Jacqueline Cummine
- Department of Communication Sciences and Disorders, 8205 114 St, 2-70 Corbett Hall, University of Alberta, Edmonton, AB T6G 2G4, Canada; Neuroscience and Mental Health Institute, 114 St & 87 Ave, 4-142 Katz Group Centre, University of Alberta, Edmonton, AB T6 G 2E1, Canada.
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48
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Georgiou GK, Li J, Das JP. Tower of London: What Level of Planning Does it Measure? Psychol Stud 2017. [DOI: 10.1007/s12646-017-0416-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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49
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Georgiou GK, Hirvonen R, Manolitsis G, Nurmi JE. Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. Br J Educ Psychol 2017; 87:438-455. [PMID: 28401989 DOI: 10.1111/bjep.12158] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2016] [Revised: 03/04/2017] [Indexed: 11/30/2022]
Abstract
BACKGROUND Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. AIM The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. SAMPLE One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. METHODS Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. RESULTS Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. CONCLUSIONS This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning.
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Torppa M, Georgiou GK, Niemi P, Lerkkanen MK, Poikkeus AM. The precursors of double dissociation between reading and spelling in a transparent orthography. Ann Dyslexia 2017; 67:42-62. [PMID: 27286963 DOI: 10.1007/s11881-016-0131-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Accepted: 04/12/2016] [Indexed: 06/06/2023]
Abstract
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1-4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers' shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments.
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Affiliation(s)
- Minna Torppa
- Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland.
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Alberta, Canada
| | - Pekka Niemi
- Department of Psychology, University of Turku, Turku, Finland
| | | | - Anna-Maija Poikkeus
- Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland
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