1
|
Salvador L, Alves Martins M. From spelling to reading: An intervention program with children at risk of reading failure. J Exp Child Psychol 2024; 244:105944. [PMID: 38705096 DOI: 10.1016/j.jecp.2024.105944] [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: 12/01/2023] [Revised: 03/25/2024] [Accepted: 03/26/2024] [Indexed: 05/07/2024]
Abstract
This study aimed to assess the impact of an interactive spelling program on reading acquisition of children at risk of developing reading difficulties as well as to assess its effect on spelling and phonemic awareness. From an initial pool of 144 first-grade children attending four Portuguese primary schools, 53 children with low performances in letter knowledge and phonemic awareness tasks, and considered by their teachers to be at risk of developing reading difficulties, were selected. These children were randomly assigned to three groups: an experimental group that underwent an interactive spelling program, a comparison group that underwent a phonological awareness program, and a control group that underwent a copying program. The programs, conducted in pairs, comprised 12 sessions lasting 20 to 30 min twice a week. The pretest and posttest included word reading, word spelling, and phonemic awareness assessments. Data analysis showed that the spelling group significantly outperformed the other groups across all measures except in the phonemic awareness task, where there were no differences with the phonological group. The word copying group consistently yielded the lowest results. Unlike the other two groups, the posttest results of the experimental group also reached the class average in word reading. For ethical reasons, after the final assessments the control group underwent a version of the interactive spelling program. This study suggests that spelling activities can contribute significantly to reading acquisition and can serve as a valuable pedagogical tool to proactively address challenges in learning to read.
Collapse
Affiliation(s)
- Liliana Salvador
- Centro de Investigação em Educação, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal.
| | | |
Collapse
|
2
|
Gijbels L, Burkhardt A, Ma WA, Yeatman JD. Rapid online assessment of reading and phonological awareness (ROAR-PA). Sci Rep 2024; 14:10249. [PMID: 38704429 PMCID: PMC11069509 DOI: 10.1038/s41598-024-60834-9] [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] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 04/28/2024] [Indexed: 05/06/2024] Open
Abstract
Phonological awareness (PA) is at the foundation of reading development: PA is introduced before formal reading instruction, predicts reading development, is a target for early intervention, and is a core mechanism in dyslexia. Conventional approaches to assessing PA are time-consuming and resource intensive: assessments are individually administered and scoring verbal responses is challenging and subjective. Therefore, we introduce a rapid, automated, online measure of PA-The Rapid Online Assessment of Reading-Phonological Awareness-that can be implemented at scale without a test administrator. We explored whether this gamified, online task is an accurate and reliable measure of PA and predicts reading development. We found high correlations with standardized measures of PA (CTOPP-2, r = .80) for children from Pre-K through fourth grade and exceptional reliability (α = .96). Validation in 50 first and second grade classrooms showed reliable implementation in a public school setting with predictive value of future reading development.
Collapse
Affiliation(s)
- Liesbeth Gijbels
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
- Institute for Learning and Brain Sciences, University of Washington, Seattle, WA, USA
| | - Amy Burkhardt
- Division of Developmental-Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA, USA
- Stanford University Graduate School of Education, Stanford, CA, USA
- Natural Language Applications at Cambium Assessment, Washington, USA
| | - Wanjing Anya Ma
- Stanford University Graduate School of Education, Stanford, CA, USA
| | - Jason D Yeatman
- Division of Developmental-Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA, USA.
- Stanford University Graduate School of Education, Stanford, CA, USA.
- Stanford University Department of Psychology, Stanford, CA, USA.
- Center for Educational Research at Stanford, 520 Galvez Mall, Stanford, CA, 94305, USA.
| |
Collapse
|
3
|
Aksu B, Kara H, Ataş A. Effect of music integrated phonological awareness program on preschool cochlear implant users. Int J Pediatr Otorhinolaryngol 2024; 180:111923. [PMID: 38636180 DOI: 10.1016/j.ijporl.2024.111923] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 03/13/2024] [Accepted: 03/20/2024] [Indexed: 04/20/2024]
Abstract
OBJECTIVES Children with cochlear implants exhibit lower phonological awareness and sound discrimination skills compared to their normal-hearing peers. However, music training has been shown to have a positive effect on speech discrimination and awareness skills. METHODS Our study included 23 cochlear implant users and 23 normal hearing participants aged 5-6 years with language skills. The aim was to observe the effect of a music-integrated phonological awareness program on cochlear implant users and to compare the phonological awareness skills of children with cochlear implants before and after online training with their normal hearing peers. RESULTS Results showed that the trained study group scored higher on the Scale of Early Childhood Phonological Awareness (PASECP) after training than the control group (p < 0.05). In addition, SMRT scores increased between before and after training in the study group, and Mismatch Negativity (MMN) amplitudes increased and latencies decreased as a result of training (p < 0.05). CONCLUSIONS The study suggests that phonological awareness training integrated with music can effectively improve the phonological awareness skills of children with cochlear implants and has the potential to enable them to achieve phonological awareness levels similar to or even better than their normal hearing peers.
Collapse
Affiliation(s)
- Büşra Aksu
- Department of Language and Speech Disorders, Faculty of Health Sciences, Istinye University, Istanbul, Turkey.
| | - Halide Kara
- Department of Otorhinolaryngology, Audiology, Cerrahpasa Faculty of Medicine, Istanbul University-C, Istanbul, Turkey.
| | - Ahmet Ataş
- Department of Otorhinolaryngology, Audiology, Koç University Hospital, Istanbul, Turkey.
| |
Collapse
|
4
|
Rimmer C, Philibert-Lignières G, Iarocci G, Quintin EM. The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children. J Autism Dev Disord 2024; 54:1361-1375. [PMID: 36626002 PMCID: PMC9838250 DOI: 10.1007/s10803-022-05834-2] [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] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/13/2022] [Indexed: 01/11/2023]
Abstract
This study aimed to investigate the phonological awareness (PA) skills of school age autistic children (age range = 6-12) in two parts: (1) comparing their performance on a PA task to non-autistic children with groups matched on chronological age, verbal and non-verbal cognitive skills, and (2) exploring the role of cognitive skills and autism characteristics on PA skills. Results revealed that the groups did not differ in their PA skills (study 1) and that perceptual reasoning skills are associated with the PA skills of autistic participants (study 2). Results highlight the role of non-verbal cognitive skills in literacy development for autistic children and suggest that their perceptual reasoning abilities likely contribute a great deal when learning to read.
Collapse
Affiliation(s)
- Charlotte Rimmer
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, H3A 1Y2, Montreal, QC, Canada
- The Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne, H3G 2A8, Montreal, QC, Canada
| | - Gwenaëlle Philibert-Lignières
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, H3A 1Y2, Montreal, QC, Canada
- The Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne, H3G 2A8, Montreal, QC, Canada
| | - Grace Iarocci
- Department of Psychology, Simon Fraser University, Burnaby, BC, Canada
| | - Eve-Marie Quintin
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, H3A 1Y2, Montreal, QC, Canada.
- The Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne, H3G 2A8, Montreal, QC, Canada.
| |
Collapse
|
5
|
Yang X, Star JR, Zhu X, Wang R, Zhang Y, Tong J, He Z. Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons. Cogn Process 2024:10.1007/s10339-024-01184-2. [PMID: 38526668 DOI: 10.1007/s10339-024-01184-2] [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: 02/23/2023] [Accepted: 02/15/2024] [Indexed: 03/27/2024]
Abstract
The present study investigated how phonological awareness and rapid automatized naming (hereafter, RAN), simultaneously contributed to Chinese reading and arithmetic fluency. Specifically, we proposed a new hypothesized mechanism that processing speed would mediate the relations of RAN with Chinese reading and arithmetic fluency. One hundred and forty-five Chinese children at the fifth grade were administered with a battery of measures, including three phonological processing measures, character reading, and whole number computation, as well as nonverbal IQ, and vocabulary knowledge. Path analyses revealed that phonological awareness and RAN were uniquely related to character reading and arithmetic fluency, while phonological memory was not significantly correlated to either character reading or arithmetic fluency, after controlling for age, nonverbal IQ, and vocabulary knowledge. Further analysis indicated that processing speed demonstrated a mediating effect on the importance of RAN in character reading, rather than in arithmetic fluency. Results underscore the potential importance of phonological awareness and RAN in character reading and arithmetic fluency, and the mediating role of processing speed in RAN to promote Chinese character reading fluency.
Collapse
Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China.
| | - Jon R Star
- Harvard Graduate School of Education, Harvard University, Cambridge, USA
| | - Xiangyi Zhu
- Beijing Key Laboratory of Behavior and Mental Health, School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Rong Wang
- College of Management, Shenzhen University, Shenzhen, China
| | - Yan Zhang
- School of Media and Communication, Shenzhen University, Shenzhen, China
| | - Jiajin Tong
- Beijing Key Laboratory of Behavior and Mental Health, School of Psychological and Cognitive Sciences, Peking University, Beijing, China.
| | - Zhonghui He
- Department of Physical Education, Peking University, Beijing, China.
| |
Collapse
|
6
|
Chowsomchat J, Boonrusmee S, Thongseiratch T. Swipe, tap, read? Unveiling the effects of Touchscreen devices on Emergent Literacy Development in preschoolers. BMC Pediatr 2023; 23:625. [PMID: 38071329 PMCID: PMC10709962 DOI: 10.1186/s12887-023-04450-y] [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] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 11/29/2023] [Indexed: 12/18/2023] Open
Abstract
Emergent literacy skills are vital for children's reading and writing development. While touchscreen devices have been linked to enhanced emergent literacy in developed countries, their impact in low- and middle-income countries (LMICs), with limited access to quality apps, is underexplored. Thailand, classified as an upper-middle-income country, presents a unique context with its specific challenges in educational technology, which have not been extensively studied. This study examined the relationship between touchscreen device usage and emergent literacy development in Thai preschool children. Using a cross-sectional design, we analyzed data from 317 Thai children aged 5-6 years, assessing their emergent literacy skills and examining the association with touchscreen device usage through logistic regression analysis. Our findings showed that 79.5% of participants engaged with touchscreen devices, and there was an observed trend suggesting that exclusive tablet users might exhibit enhanced phonological awareness, letter naming, and rapid automatized naming skills. However, these potential improvements did not reach statistical significance when primary caregiver characteristics were taken into account. Our findings highlight the complexity of this relationship and underscore the need for further research to elucidate the potential influences of application quality and screen time engagement on emergent literacy, particularly in LMICs.
Collapse
Affiliation(s)
- Jariyaporn Chowsomchat
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Sasivara Boonrusmee
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Therdpong Thongseiratch
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
- Songklanagarind ADHD Multidisciplinary Assessment and care Team for quality Improvement (SAMATI), Child Development Unit, Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
| |
Collapse
|
7
|
Christoforou C, Theodorou M, Fella A, Papadopoulos TC. Phonological ability and neural congruency: Phonological loop or more? Clin Neurophysiol 2023; 156:228-241. [PMID: 37988851 DOI: 10.1016/j.clinph.2023.10.015] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 10/13/2023] [Accepted: 10/24/2023] [Indexed: 11/23/2023]
Abstract
OBJECTIVE We explored neural components in Electroencephalography (EEG) signals during a phonological processing task to assess (a) the neural origins of Baddeley's working-memory components contributing to phonological processing, (b) the unitary structure of phonological processing and (c) the neural differences between children with dyslexia (DYS) and controls (CAC). METHODS EEG data were collected from sixty children (half with dyslexia) while performing the initial- and final- phoneme elision task. We explored a novel machine-learning-based approach to identify the neural components in EEG elicited in response to the two conditions and capture differences between DYS and CAC. RESULTS Our method identifies two sets of phoneme-related neural congruency components capturing neural activations distinguishing DYS and CAC across conditions. CONCLUSIONS Neural congruency components capture the underlying neural mechanisms that drive the relationship between phonological deficits and dyslexia and provide insights into the phonological loop and visual-sketchpad dimensions in Baddeley's model at the neural level. They also confirm the unitary structure of phonological awareness with EEG data. SIGNIFICANCE Our findings provide novel insights into the neural origins of the phonological processing differences in children with dyslexia, the unitary structure of phonological awareness, and further verify Baddeley's model as a theoretical framework for phonological processing and dyslexia.
Collapse
Affiliation(s)
| | | | - Argyro Fella
- School of Education, University of Nicosia, Cyprus.
| | - Timothy C Papadopoulos
- Department of Psychology & Center for Applied Neuroscience, University of Cyprus, Cyprus.
| |
Collapse
|
8
|
Giazitzidou S, Grigorakis I, Mouzaki A, Padeliadu S. Exploring the Relations of Morphological Awareness with Phonological Awareness and Vocabulary: The Case of the Greek Language. J Psycholinguist Res 2023; 52:2621-2644. [PMID: 37698814 DOI: 10.1007/s10936-023-10006-z] [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] [Accepted: 08/04/2023] [Indexed: 09/13/2023]
Abstract
Although relations between morphological awareness, phonological awareness, and vocabulary have been widely observed, questions remain about their precise associations. The purpose of the present study was to explore the relations of morphological awareness with two highly related linguistic skills (phonological awareness and vocabulary) in a transparent orthography with rich morphology. The study sample consisted of 121 (58 males, Mean age = 93.94 months, SD = 3.32) 2nd grade Greek-speaking children. Confirmatory factor analysis revealed that the three-factor model provided the best fit to the data, indicating that although morphological awareness, phonological awareness, and vocabulary are highly correlated, they represent distinct linguistic constructs. In addition, hierarchical regression analysis was used to examine the bidirectional effects between the three linguistic skills. Results revealed that both phonological awareness and vocabulary significantly contributed to morphological awareness, with phonological awareness having a stronger effect. Conversely, morphological awareness significantly affected both phonological awareness and vocabulary. The effect size from phonological awareness and vocabulary to morphological awareness was similar to the effect size reported from morphological awareness to phonological awareness and vocabulary. These results suggest that morphological awareness is highly associated with phonological awareness and vocabulary, being though a distinct skill. In addition, it seems that these linguistic skills have bidirectional effects with each other in first grades.
Collapse
Affiliation(s)
| | | | - Angeliki Mouzaki
- Department of Primary Education, University of Crete, Iraklio, Greece
| | - Susana Padeliadu
- School of Philosophy and Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
| |
Collapse
|
9
|
Jaskolski JE, Moyle MJ. Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects. Ann Dyslexia 2023; 73:440-468. [PMID: 37515693 DOI: 10.1007/s11881-023-00289-1] [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: 08/04/2022] [Accepted: 07/06/2023] [Indexed: 07/31/2023]
Abstract
Providing high-quality literacy instruction in early childhood may positively affect the long-term outcomes of children from disadvantaged backgrounds. Previous research has shown that educators are generally lacking in their own phonological awareness knowledge and skills which could negatively impact the provision of effective instruction in code-focused early literacy skills. The purposes of this pilot study were to examine the effects of differing dosages of professional development in phonological awareness on early childhood educators' (ECEs) own phonological awareness skills and instructional practices, and to examine the effects on child outcomes. The comparison group consisted of 10 ECEs who were receiving professional development in emergent literacy and a sample of 59 children from their classrooms. The intervention group was composed of 10 similar ECEs who were in the same general professional development program but received an increased dosage of training focused on phonological awareness, and a sample of 53 children from their classrooms. Results showed that ECEs in the intervention group exhibited significantly greater improvements in their own phonological awareness skills and the quality of their instructional practices than the comparison group of ECEs. In addition, children in the intervention classrooms exhibited significantly larger gains on phonological awareness skills and upper-case alphabet knowledge. The results suggest that providing increased dosages of professional development focused on code-focused early literacy skills benefits both the ECEs and children in their classrooms. Implications of the current study and directions for future research are discussed.
Collapse
Affiliation(s)
- Jayne E Jaskolski
- Department of Speech Language Pathology, DePaul University, Chicago, Illinois, USA
| | - Maura Jones Moyle
- Department of Speech Pathology and Audiology, Marquette University, 223 Cramer Hall, P.O. Box 1881, Milwaukee, Wisconsin, 53201-1881, USA.
| |
Collapse
|
10
|
Ulriksen LB, Bilet-Mossige M, Moreira HC, Larsen K, Nordahl-Hansen A. Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials 2023; 24:433. [PMID: 37370125 DOI: 10.1186/s13063-023-07452-4] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Accepted: 06/12/2023] [Indexed: 06/29/2023] Open
Abstract
BACKGROUND Literacy is one of the most important skills a students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers and lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills. METHODOLOGY Forty non-verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Learning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention. DISCUSSION The reading material "Lesing for alle" (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading components such as sound blending, letter-sound correspondence, phoneme segmentation, shared reading, recognition of sight words, and decoding. The strategies and methods in use is built on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of them who use AAC specially outside of the USA. More research is needed to understand how programs designed to improve reading skills across other settings understand the program's long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers. TRIAL REGISTRATION NCT05709405 . Registered 23 January 2023.
Collapse
Affiliation(s)
- Line Britt Ulriksen
- Faculty of Humanities, Sports and Educational Science, The University of South-Eastern of Norway, Notodden, Norway.
- Institute of Education, ICT and Learning, Østfold University College, Halden, Norway.
| | - Marthe Bilet-Mossige
- Institute of Education, ICT and Learning, Østfold University College, Halden, Norway
| | - Hugo Cogo Moreira
- Institute of Education, ICT and Learning, Østfold University College, Halden, Norway
| | - Kenneth Larsen
- Institute of Education, ICT and Learning, Østfold University College, Halden, Norway
| | - Anders Nordahl-Hansen
- Faculty of Humanities, Sports and Educational Science, The University of South-Eastern of Norway, Notodden, Norway
| |
Collapse
|
11
|
Alhwaiti MM. Phonological Awareness and Rapid Automatized Naming: The Mediating Effect of Word Reading and Spelling in Children with Developmental Dyslexia, Attention Deficit Hyperactivity Disorder, and Mild Intellectual Disability. Folia Phoniatr Logop 2023; 76:58-67. [PMID: 37331344 DOI: 10.1159/000531221] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Accepted: 05/08/2023] [Indexed: 06/20/2023] Open
Abstract
INTRODUCTION In learning to read, children learn to integrate orthographic, phonological, and semantic codes into highly specified and redundant lexical representations. The aim is to test a proposed model for the relationship between phonological awareness (PA) and rapid automatized naming (RAN) as mediated by word reading (WR) and spelling (SP) in children with developmental dyslexia (DD), attention deficit hyperactivity disorder (ADHD), and mild intellectual disability (ID). METHODS The relation between PA and RAN was found to be mediated by WR and SP in children with DD, ADHD, and mild ID. Three groups of children were included: DD children (N = 70), ADHD children (N = 68), and ID children (N = 69). This is a quantitative correlational, cross-sectional study investigating the strength and direction of relationships among proposed variables. RESULTS The relation between PA and RAN was found to be mediated by WR and SP. Based on their correlation analysis, the researcher concluded that there are significant correlations between PA, RAN, WR, and SP. PA correlates positively with RAN and SP. RAN correlates positively with WR and SP. CONCLUSION The study extended our knowledge of the relationship between PA and RAN as mediated by WR and SP in children with DD, ADHD, and mild ID. In practice, this is conducive to promote the utilization of "PA" and "RAN" so as to improve the early literacy skills (WR and SP) among children with DD, ADHD, and mild ID.
Collapse
|
12
|
Gillon G. Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development. Folia Phoniatr Logop 2023; 75:219-234. [PMID: 37279700 PMCID: PMC10534969 DOI: 10.1159/000531407] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 05/24/2023] [Indexed: 06/08/2023] Open
Abstract
INTRODUCTION The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children's early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. METHOD Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). RESULTS Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. DISCUSSION Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children's early literacy success within a MTSS framework is discussed.
Collapse
Affiliation(s)
- Gail Gillon
- Child Well-Being Research Institute, University of Canterbury, Christchurch, New Zealand
| |
Collapse
|
13
|
Yeung KKY, Chan RTC, Chan HY, Shum KKM, Tso RVY. Word reading transfer in two distinct languages in reading interventions: How Chinese-English bilingual children with reading difficulties learn to read. Res Dev Disabil 2023; 137:104501. [PMID: 37043923 DOI: 10.1016/j.ridd.2023.104501] [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] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Revised: 09/25/2022] [Accepted: 04/03/2023] [Indexed: 05/10/2023]
Abstract
PURPOSE Skills developed from literacy training in L1 are shown to transfer to reading in L2 when both languages involve an alphabetic writing system. However, transfer of literacy skills between a logographic L1 and an alphabetic L2 is less studied. This study examined whether the gain in literacy skills after an 8-week training on 1) Chinese character recognition or 2) English phonics, may generalize across the two languages in Chinese elementary students with reading disabilities. METHODS Chinese-speaking students identified with reading difficulties were randomly assigned to the Chinese intervention (Chinese character orthography training), English intervention (English phonics training), and control groups. Their Chinese and English literacy skills were measured before and after the interventions. RESULTS Though training on the orthography of Chinese characters significantly improved performance in Chinese word reading and Chinese orthographic awareness, our results did not provide evidence for the generalization of word-decoding skills from L1 Chinese to word reading in L2 English. However, phonics training in L2 English benefitted not only English word reading, but also cross-language word reading in L1 Chinese. CONCLUSION We postulated that teaching children analytical skills in decoding words in an alphabetic writing system might likewise benefit their word decoding in a logographic script.
Collapse
Affiliation(s)
- Kitty Kit-Yu Yeung
- Psychological Assessment and Clinical Research Unit, The Education University of Hong Kong, Hong Kong Special Administrative Region; Department of Psychology, The University of Hong Kong, Hong Kong Special Administrative Region
| | - Ronald Tsz-Chung Chan
- Psychological Assessment and Clinical Research Unit, The Education University of Hong Kong, Hong Kong Special Administrative Region
| | - Ho-Yin Chan
- Psychological Assessment and Clinical Research Unit, The Education University of Hong Kong, Hong Kong Special Administrative Region
| | - Kathy Kar-Man Shum
- Department of Psychology, The University of Hong Kong, Hong Kong Special Administrative Region.
| | - Ricky Van-Yip Tso
- Psychological Assessment and Clinical Research Unit, The Education University of Hong Kong, Hong Kong Special Administrative Region; Department of Psychology, The Education University of Hong Kong, Hong Kong Special Administrative Region.
| |
Collapse
|
14
|
Shalhoub-Awwad Y, Cohen-Mimran R. On the role of morphology in early spelling in Hebrew and Arabic. Morphology (Dordr) 2023:1-22. [PMID: 37361511 PMCID: PMC10226023 DOI: 10.1007/s11525-023-09408-5] [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: 09/01/2022] [Accepted: 05/02/2023] [Indexed: 06/28/2023]
Abstract
It is well known that learning to spell is a complex and challenging process, especially for young learners, in part because it relies on multiple aspects of linguistic knowledge, such as phonology and morphology. The present longitudinal study investigated the role of morphology in early spelling in two Semitic languages, Hebrew and Arabic, that are structurally similar but differ in the phonological consistency of phoneme to letter mappings ("backward consistency"). Whereas Arabic mappings are mostly one-to-one - allowing children to rely mainly on phonology to spell words correctly, Hebrew has numerous one-to-many phoneme-to-letter mappings that are governed by morphological considerations, thereby precluding a purely phonological spelling strategy. We, therefore, predicted that morphology would make a more substantial contribution to early Hebrew spelling than to Arabic spelling. We tested this prediction in a longitudinal study of two large parallel samples (Arabic, N = 960; Hebrew, N = 680). We assessed general non-verbal ability, morphological awareness (MA), and phonological awareness (PA) in late Kindergarten and spelling in the middle of the first grade with a spelling-to-dictation task. Hierarchical regression analyses revealed that after controlling for age, general intelligence, and phonological awareness, morphological awareness contributed a significant additional 6% variance to Hebrew spelling but only 1% to Arabic word spelling. The results are discussed within the framework of the Functional Opacity Hypothesis (Share, 2008), which we extend to spelling.
Collapse
Affiliation(s)
- Yasmin Shalhoub-Awwad
- Edmond J. Safra Brain Research Center, Dept. of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Ravit Cohen-Mimran
- Department of Communication Sciences and Disorders, Faculty of Social Welfare & Health Studies, University of Haifa, Haifa, Israel
| |
Collapse
|
15
|
Couvee S, Wauters L, Knoors H, Verhoeven L, Segers E. Predicting variation in word decoding development in deaf and hard-of-hearing children. Read Writ 2023:1-23. [PMID: 37359028 PMCID: PMC10175058 DOI: 10.1007/s11145-023-10444-0] [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: 04/06/2023] [Indexed: 06/28/2023]
Abstract
BACKGROUND Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. AIMS We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. METHODS AND PROCEDURES In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were phonological awareness (PA), letter knowledge (LK), rapid naming (RAN), and verbal short-term memory (VSTM). Word decoding (WD) was assessed at three consecutive time points (WD1, 2, 3) during reading instruction in first grade. OUTCOMES AND RESULTS The hearing children scored higher than the DHH children on PA and VSTM only, although the distribution of WD scores differed between the groups. At WD1, PA and RAN predicted WD efficiency in both groups; but PA was a stronger predictor for hearing children. At WD2, LK, RAN, and the autoregressor were predictors for both groups. While at WD3, only the autoregressor was a significant predictor. CONCLUSIONS AND IMPLICATIONS WD development in DHH children on average shows similar levels as in hearing children, though within the DHH group more variation was observed. WD development in DHH children is not as much driven by PA; they may use other skills to compensate.
Collapse
Affiliation(s)
- Sascha Couvee
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, Nijmegen, 6525 GD The Netherlands
| | - Loes Wauters
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, Nijmegen, 6525 GD The Netherlands
- Royal Kentalis, Van Vollenhovenlaan, Utrecht, 659-661, 3527 JP The Netherlands
| | - Harry Knoors
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, Nijmegen, 6525 GD The Netherlands
- Royal Kentalis, Van Vollenhovenlaan, Utrecht, 659-661, 3527 JP The Netherlands
| | - Ludo Verhoeven
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, Nijmegen, 6525 GD The Netherlands
- Royal Kentalis, Van Vollenhovenlaan, Utrecht, 659-661, 3527 JP The Netherlands
| | - Eliane Segers
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, Nijmegen, 6525 GD The Netherlands
| |
Collapse
|
16
|
Taha H. How Can Orthographic Representations in Arabic Contribute to Phoneme Awareness Development? J Psycholinguist Res 2023; 52:555-567. [PMID: 35927531 DOI: 10.1007/s10936-022-09908-1] [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] [Subscribe] [Scholar Register] [Accepted: 07/18/2022] [Indexed: 05/07/2023]
Abstract
The contribution of the orthographic representations to the development of phonemic awareness in Arabic was tested among 289 native Arab readers from the second, the fourth, and the sixth grade. Phonemic awareness was tested by using two phonemic segmentation tasks: words and pseudowords. The participants' words and pseudowords reading and spelling skills beside to orthographic knowledge were tested also. The results revealed that the accuracy levels of phoneme segmentation of words were higher than pseudowords for all ages. In addition, the results revealed that the pseudowords reading skills and the orthographic knowledge contributed significantly to the phoneme segmentations of words and pseudowords. The results were discussed in light of the assumption that in transparent orthographies, such like Arabic, the grain size of phoneme awareness development is contributed by capturing the correspondences between the phonology and the orthography and the orthographic representations development.
Collapse
Affiliation(s)
- Haitham Taha
- The Cognitive Lab for Learning and Reading Research and the Learning Disabilities department, Sakhnin College for Teacher Education, P.O.Box 100, Sakhnin, Israel.
- The Learning Disabilities Department, Western Galilee College, Akko, Israel.
| |
Collapse
|
17
|
Justi FRDR, de Oliveira BSF, Justi CNG. The relationship between morphological awareness and word reading in Brazilian Portuguese: a longitudinal study. Psicol Reflex Crit 2023; 36:4. [PMID: 36735161 PMCID: PMC9898478 DOI: 10.1186/s41155-022-00245-9] [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: 03/28/2022] [Accepted: 12/29/2022] [Indexed: 02/04/2023] Open
Abstract
Studies have provided evidence that morphological awareness contributes to word reading in opaque languages such as English. However, this relationship is not yet established for Brazilian Portuguese, a much less opaque language. The present study performed a longitudinal investigation of the relationship between morphological awareness and word reading in 162 children from 2nd to 5th grades of elementary school. The children were evaluated in the final quarter of the respective school year (time 1) and 1 year later (time 2). Hierarchical regression analyses controlling for intelligence, phonological awareness, and phonological working memory were conducted. The hierarchical regression analyses were followed up by cross-lagged panel correlations, and both results converged to word reading measured in the 2nd and 3rd grades contributing to morphological awareness 1 year later. In addition, morphological awareness measured in the 4th grade contributed to word reading 1 year later. The greater transparency of Brazilian Portuguese may make morphological awareness less important for word reading in the early grades; however, in older children, morphological awareness is important for word reading performance.
Collapse
Affiliation(s)
- Francis Ricardo dos Reis Justi
- grid.411198.40000 0001 2170 9332Department of Psychology, Federal University of Juiz de Fora, Juiz de Fora, MG 36036-330 Brazil
| | | | | |
Collapse
|
18
|
Tong X, Deng Q, Tong SX. Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children. Ann Dyslexia 2022; 72:532-551. [PMID: 35920971 DOI: 10.1007/s11881-022-00268-y] [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: 04/13/2022] [Accepted: 07/17/2022] [Indexed: 06/15/2023]
Abstract
This study examined whether syntactic awareness was related to reading comprehension difficulties in either first language (L1) Chinese or second language (L2) English, or both, among Hong Kong Chinese-English bilingual children. Parallel L1 and L2 metalinguistic and reading measures, including syntactic word-order, morphological awareness, phonological awareness, vocabulary, word reading, reading comprehension, and cognitive measures of nonverbal intelligence and working memory, were administered to 224 fourth-graders. Five groups of comprehenders were identified using a regression approach: (1) 12 poor in Chinese-only (PC), (2) 18 poor in English-only (PE), (3) six poor in both Chinese and English (PB), (4) 14 average in both Chinese and English (AB), and (5) seven good in both (GB). The results of multivariate analyses of covariance showed that (1) the PB group performed worse than the AB and GB groups in both L1 Chinese and L2 English syntactic awareness; (2) the PC and PE groups performed worse than the AB and GB groups in Chinese syntactic awareness; (3) the PE group had lower performance than the PC, AB, and GB groups in English syntactic awareness; and (4) no significant group difference was found in L2 morphological awareness or vocabulary across both languages. By suggesting that weakness in syntactic awareness can serve as a universal indicator for identifying poor comprehenders in either or both L1 Chinese and L2 English among Hong Kong Chinese-English bilingual children, these findings demonstrate the fundamental role of syntactic awareness in bilingual reading comprehension.
Collapse
Affiliation(s)
- Xiuhong Tong
- Department of Psychology, The Education University of Hong Kong, Ting Kok, China
| | - Qinli Deng
- Human Communication, Development, and Information Sciences, Faculty of Education, The University of Hong Kong, Room 804C, Meng Wah Complex, Pokfulam Road, Hong Kong, China
| | - Shelley Xiuli Tong
- Human Communication, Development, and Information Sciences, Faculty of Education, The University of Hong Kong, Room 804C, Meng Wah Complex, Pokfulam Road, Hong Kong, China.
| |
Collapse
|
19
|
Coburn KL, Kurtz MR, Rivera D, Kana RK. Behavioral and neurobiological evidence for the effects of reading interventions on autistic children: A systematic review. Neurosci Biobehav Rev 2022; 139:104748. [PMID: 35728668 DOI: 10.1016/j.neubiorev.2022.104748] [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: 03/10/2022] [Revised: 05/11/2022] [Accepted: 06/15/2022] [Indexed: 10/18/2022]
Abstract
This study systematically reviewed the literature on reading interventions for autistic children. Peer-reviewed articles that reported behavioral and/or neurobiological effects of reading intervention were identified in five online databases. After screening, 15 studies met the inclusion criteria for this review. These studies focus on interventions targeted towards improving specific reading skills: comprehension, vocabulary, fluency, and phonological awareness. Studied interventions included interactive and shared reading, visualization strategies, vocabulary and main idea instruction, video modeling, and interventions supported by tablet-based technology. Overall, the studies identified in this review reported improvements to each of the targeted reading skills and changes to neural activation and connectivity. In addition, changes at the brain level were associated with improvements in reading. Specifically, frontal, temporal, and occipital regions associated with visual and language processing showed increased activation and functional connectivity following intervention. This review provides important insights into the landscape of reading intervention studies in autism and into the neurobiological underpinnings of reading skills and how interventions affect those processes.
Collapse
Affiliation(s)
- Kelly L Coburn
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - McKayla R Kurtz
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - Daphne Rivera
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - Rajesh K Kana
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA.
| |
Collapse
|
20
|
Bezerra RLM, Alves RJR, Azoni CAS. Creativity and its relationship with intelligence and reading skills in children: an exploratory study. Psicol Reflex Crit 2022; 35:17. [PMID: 35689121 PMCID: PMC9187149 DOI: 10.1186/s41155-022-00221-3] [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] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Accepted: 05/25/2022] [Indexed: 11/29/2022] Open
Abstract
Creativity, intelligence, and reading skills such as phonological awareness and decoding in reading can be critical to academic success, especially during childhood. Thus, this study aimed to characterize creativity, intelligence, phonological awareness, and reading decoding and verify possible relationships between creativity and these skills. The sample consisted of 75 children divided between the 1st, 2nd, and 3rd grades of municipal public schools in the Brazilian context. The results indicated the gradual evolution of creativity, intelligence, phonological awareness, and reading decoding in children from the 1st to the 3rd year, especially for the performance of the 3rd year. Correlations between creativity with intelligence and reading skills were also evidenced for all three classes, with the 3rd year with stronger correlations, which are promising results for these relationships. The study of creativity is still a recent field for empirical investigations and deserves future investigations for a better understanding of these constructs in this population.
Collapse
Affiliation(s)
- Roberta Louise Mariano Bezerra
- Laboratório de Linguagem Escrita, Interdisciplinaridade e Aprendizagem (LEIA), Universidade Federal do Rio Grande do Norte (UFRN), Departamento de Fonoaudiologia. Centro de Ciências da Saúde. Rua Gen. Gustavo Cordeiro de Farias, s/n - Petrópolis, Natal, RN, 59012-570, Brazil.
| | - Rauni Jandé Roama Alves
- Laboratório de Neuropsicologia e Avaliação Psicológica (NeuropsiLab), Universidade Federal de Mato Grosso (UFMT), Av. Fernando Correa da Costa, 2.367 - Bairro: Boa Esperança, Cuiabá, MT, 78060-900, Brazil
| | - Cíntia Alves Salgado Azoni
- Laboratório de Linguagem Escrita, Interdisciplinaridade e Aprendizagem (LEIA), Universidade Federal do Rio Grande do Norte (UFRN), Departamento de Fonoaudiologia. Centro de Ciências da Saúde. Rua Gen. Gustavo Cordeiro de Farias, s/n - Petrópolis, Natal, RN, 59012-570, Brazil
| |
Collapse
|
21
|
Carioti D, Masia MF, Travellini S, Berlingeri M. Orthographic depth and developmental dyslexia: a meta-analytic study. Ann Dyslexia 2021; 71:399-438. [PMID: 33982221 PMCID: PMC8458191 DOI: 10.1007/s11881-021-00226-0] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 04/04/2021] [Indexed: 05/05/2023]
Abstract
Cross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups' performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.
Collapse
Affiliation(s)
- Desiré Carioti
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Marta Franca Masia
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Simona Travellini
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Clinical Developmental Neuropsychology, ASUR Marche, Area Vasta 1, Pesaro, Italy
| | - Manuela Berlingeri
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy.
- Center of Clinical Developmental Neuropsychology, ASUR Marche, Area Vasta 1, Pesaro, Italy.
- NeuroMi, Milan Center for Neuroscience, Milan, Italy.
| |
Collapse
|
22
|
Cheng C, Yao Y, Wang Z, Zhao J. Visual attention span and phonological skills in Chinese developmental dyslexia. Res Dev Disabil 2021; 116:104015. [PMID: 34182333 DOI: 10.1016/j.ridd.2021.104015] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 05/13/2021] [Accepted: 06/09/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND It has been debated whether visual attention span deficit was independent from phonological deficit in alphabetic developmental dyslexia. Yet, this issue has never been examined in Chinese developmental dyslexia. AIM The aim of the present study was to concurrently investigate visual attention span deficit and phonological deficit in Chinese developmental dyslexia, and examine the relationship between them. METHODS A total of 45 Chinese dyslexic and 43 control children aged between 8 and 11 years old participated in this study. A visual one-back paradigm with both verbal stimuli (character and digit strings) and nonverbal stimuli (color dots and symbols) was employed for measuring visual attention span. Phonological skills were measured by three dimensions: phonological awareness, rapid automatized naming, and verbal short-term memory. RESULTS Chinese dyslexic children showed deficits in verbal visual attention span and all three dimensions of phonological skills, but not in nonverbal visual attention span. Phonological skills significantly contributed to explaining variance of reading skills and classifying dyslexic and control memberships. Almost all Chinese dyslexic participants who showed a deficit in visual attention span also showed a phonological deficit. CONCLUSION The study suggests that visual attention span deficit is not independent from phonological deficit in Chinese developmental dyslexia.
Collapse
Affiliation(s)
- Chen Cheng
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Yue Yao
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Zhengjun Wang
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.
| |
Collapse
|
23
|
Justi CNG, Henriques FG, Dos Reis Justi FR. The dimensionality of phonological awareness among Brazilian Portuguese-speaking children: a longitudinal study. ACTA ACUST UNITED AC 2021; 34:26. [PMID: 34341848 PMCID: PMC8329113 DOI: 10.1186/s41155-021-00192-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [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: 04/22/2021] [Accepted: 07/23/2021] [Indexed: 12/03/2022]
Abstract
Phonological awareness is one of the most important predictors of reading. However, there is still controversy concerning its dimensionality. This study evaluated the dimensionality of phonological awareness among Brazilian Portuguese-speaking children. A total of 212 children performed six phonological awareness tasks in the last year of kindergarten. Of those children, 177 performed the same tasks when they were in the first grade. The phonological awareness measures differed in both their cognitive demand (detection, blending, segmentation, and elision) and the phonological unit involved (rhyme, syllable, and phoneme). Confirmatory factor analyzes were employed to test several models of phonological awareness dimensionality. The results indicated that the best model was an oblique model of phonological units with two correlated latent factors: phonemic awareness and supraphonemic awareness. This model presented the best fit to the data both in kindergarten and in the first grade. In addition, supraphonemic awareness in the kindergarten predicted phoneme awareness in the first grade; however, phonemic awareness in the kindergarten did not predict supraphonemic awareness in the first grade. These results are compatible with phonological awareness developing from larger phonological units (e.g., syllables) to small phonological units (e.g., phonemes) and the reciprocal relationship between phonological awareness and reading. From a theoretical point of view, these results also suggest that phonological awareness is a one-dimensional construct that can be evaluated by tests employing different phonological units (e.g., syllables, rhymes, phonemes).
Collapse
|
24
|
Wang J, Pines J, Joanisse M, Booth JR. Reciprocal relations between reading skill and the neural basis of phonological awareness in 7- to 9-year-old children. Neuroimage 2021; 236:118083. [PMID: 33878381 PMCID: PMC8361856 DOI: 10.1016/j.neuroimage.2021.118083] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 02/25/2021] [Accepted: 04/08/2021] [Indexed: 01/06/2023] Open
Abstract
By using a longitudinal design and functional magnetic resonance imaging (fMRI), our previous study (Wang et al., 2020) found a scaffolding effect of early phonological processing in the superior temporal gyrus (STG) in 6-year-old children on later behavioral reading skill in 7.5-year-old children. Other than this previous study, nothing is known about longitudinal change in the bidirectional relation between reading skill and phonological processing in the brain. To fill this gap, in the current study, we used the same experimental paradigm as in Wang et al. (2020) to measure children's reading skill and brain activity during an auditory phonological awareness task, but with children who were 7.5 years old at Time 1 (T1) and about 1.5 years later when they were 9 years old at Time 2 (T2). The phonological awareness task included both small grain (i.e., onset) and large grain (i.e., rhyme) conditions. In a univariate analysis, we found that better reading skill at T1 predicted lower brain activation in IFG at T2 for onset processing after controlling for brain activation and non-verbal IQ at T1. This suggests that early reading ability reduces the effort of phonemic access, thus supporting the refinement hypothesis. When using general psychophysiological interaction (gPPI), we found that higher functional connectivity from IFG to STG for rhyme processing at T1 predicted better reading skill at T2 after controlling for reading skill and non-verbal IQ at T1. This suggests that the early effectiveness of accessing rhyme representations scaffolds reading acquisition. As both results did not survive multiple comparison corrections, replication of these findings is needed. However, both findings are consistent with prior studies demonstrating that phonological access in the frontal lobe becomes important in older elementary school readers. Moreover, the refinement effect for onsets is consistent with the hypothesis that learning to read allows for better access of small grain phonology, and the scaffolding effect for rhymes supports the idea that reading progresses to larger grain orthography-to-phonology mapping in older skilled readers. The current study, along with our previous study on younger children, indicates that the development of reading skill is associated with (1) the early importance of the quality of the phonological representations to later access of these representations, and (2) early importance of small grain sizes to later development of large grain ones.
Collapse
Affiliation(s)
- Jin Wang
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA.
| | - Julia Pines
- Neuroscience Program, College of Arts and Sciences, Vanderbilt University, Nashville, TN, USA
| | - Marc Joanisse
- Department of Psychology & Brain and Mind Institute, The University of Western Ontario, London, Ontario, Canada
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| |
Collapse
|
25
|
Hodgins H, Harrison GL. Improving phonological awareness with Talking Tables in at-risk kindergarten readers. Res Dev Disabil 2021; 115:103996. [PMID: 34116299 DOI: 10.1016/j.ridd.2021.103996] [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: 09/08/2020] [Revised: 12/19/2020] [Accepted: 05/18/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND For young children experiencing phonological awareness (PA) difficulties, the need for early and targeted intervention to prevent reading disability is unequivocal. There are very few studies, however, on the efficacy of PA interventions delivered at school. AIMS This study examined the impact of an early PA intervention embedded within an oral language program designed for at-risk kindergartners. METHODS Using a quasi-experimental pretest/posttest design, at-risk readers from four schools received either the 10-week intervention in small groups, three times a week for 30 min as a supplement to the regular classroom curriculum or served as controls not participating in the intervention and receiving the usual classroom instruction. RESULTS Children in the intervention group demonstrated a greater use of phonological awareness at posttest on overall composites of phonological processing, and on several individual accuracy and fluency measures targeting skills at the phoneme level. CONCLUSIONS The results add to accumulating evidence on the efficacy and effectiveness of teacher-delivered school-based early literacy interventions.
Collapse
Affiliation(s)
- Helena Hodgins
- Department of Educational Psychology and Leadership Studies, University of Victoria, Canada
| | - Gina L Harrison
- Department of Educational Psychology and Leadership Studies, University of Victoria, Canada.
| |
Collapse
|
26
|
Macdonald D, Luk G, Quintin EM. Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers. J Autism Dev Disord 2021; 51:1598-1612. [PMID: 32783105 DOI: 10.1007/s10803-020-04628-8] [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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD + HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia.
Collapse
Affiliation(s)
- Dianne Macdonald
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, Montréal, QC, Canada.,Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Gigi Luk
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, Montréal, QC, Canada.,Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Eve-Marie Quintin
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, Montréal, QC, Canada. .,Centre for Research on Brain, Language and Music, McGill University, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada.
| |
Collapse
|
27
|
Wang L, Wang J, Liu D, Lin D. The role of metalinguistic awareness and character properties in early Chinese reading. J Exp Child Psychol 2021; 210:105185. [PMID: 34087684 DOI: 10.1016/j.jecp.2021.105185] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [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: 12/28/2020] [Revised: 04/18/2021] [Accepted: 04/23/2021] [Indexed: 11/26/2022]
Abstract
In this study, we examined the effects of phonological awareness (PA), morphological awareness (MA), two character properties (family size [i.e., the number of words that contain the character] and frequency), and the interactions between the metalinguistic awareness (i.e., PA and MA) and the character properties on character reading in early Chinese readers. In total, 206 kindergarten children from China (118 from Mainland China and 88 from Hong Kong) were tracked from the second year of kindergarten to the third year. The linear mixed-effects models revealed significant main effects of metalinguistic awareness and character properties and significant interaction effects between these two, especially for the children from Mainland China. Specifically, the interaction effects indicated that early Chinese readers were able to use metalinguistic awareness more when reading the characters with more favorable properties (i.e., large family sizes and high frequencies). The results suggest a synergistic relationship between metalinguistic awareness and character properties for character learning in early Chinese readers.
Collapse
Affiliation(s)
- Lei Wang
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
| | - Jie Wang
- Department of Psychology, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
| | - Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
| | - Dan Lin
- Department of Psychology, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong.
| |
Collapse
|
28
|
Yang X, Dulay KM, McBride C, Cheung SK. How do phonological awareness, rapid automatized naming, and vocabulary contribute to early numeracy and print knowledge of Filipino children? J Exp Child Psychol 2021; 209:105179. [PMID: 34020135 DOI: 10.1016/j.jecp.2021.105179] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [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: 05/21/2020] [Revised: 04/18/2021] [Accepted: 04/19/2021] [Indexed: 10/21/2022]
Abstract
The current study investigated the contributions of phonological awareness, rapid automatized naming (RAN), and vocabulary to early numeracy and print knowledge developmental trajectories. A total of 128 young Filipino children were tracked three times at mean ages of 4.5, 5.0, and 5.5 years. The initial level (the intercept) and the growth rate (the slope) of early numeracy and print knowledge were estimated. Results showed that phonological awareness, vocabulary, and age significantly predicted the initial level of early numeracy. RAN and vocabulary explained significant variance in the growth rate of early numeracy. Phonological awareness, RAN, and vocabulary accounted for unique variance in the initial level of print knowledge. Results highlight the differential roles of phonological awareness, RAN, and vocabulary knowledge in the development of early numeracy and print knowledge among Filipino children.
Collapse
Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Katrina May Dulay
- Department of Psychology, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China.
| | - Sum Kwing Cheung
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong, China
| |
Collapse
|
29
|
Deng Q, Tong SX. Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study. Ann Dyslexia 2021; 71:150-169. [PMID: 33506377 DOI: 10.1007/s11881-021-00213-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [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: 09/03/2019] [Accepted: 01/13/2021] [Indexed: 06/12/2023]
Abstract
This study examined whether, and if so how, L1 and L2 segmental and suprasegmental phonological awareness is longitudinally related to L1 and L2 reading comprehension difficulties among Hong Kong Chinese-English bilingual children. Using a regression approach, we identified five types of comprehenders, i.e., 11 poor-Chinese/average-English comprehenders, 19 poor-English/average-Chinese comprehenders, six poor-Chinese/poor-English comprehenders, 12 average-Chinese/average-English comprehenders, and seven good-Chinese/good-English comprehenders among 223 Grade 4 Chinese-English bilingual children who were comparable in age, nonverbal IQ, and word reading, but differed in reading comprehension. These children were compared retrospectively on segmental and suprasegmental phonological awareness in both Chinese and English for three consecutive years from Grade 2 to Grade 4. The results revealed that only Cantonese lexical tone awareness distinguished poor comprehenders from typically developing comprehenders. Specifically, the poor-English/average-Chinese comprehenders performed worse than the average-Chinese/average-English and good-Chinese/good-English comprehenders in Grades 4 and 3, but not in Grade 2; and the poor-Chinese/average-English comprehenders performed worse than the good-Chinese/good-English comprehenders in Grades 4 and 3, but not in Grade 2. These findings suggest that suprasegmental phonological awareness, especially Cantonese lexical tone awareness, is critical for both Chinese and English reading comprehension development among Hong Kong bilingual children.
Collapse
Affiliation(s)
- Qinli Deng
- Human Communication, Development, and Information Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China
| | - Shelley Xiuli Tong
- Human Communication, Development, and Information Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China.
| |
Collapse
|
30
|
Zhang H, Roberts L. A Comparison of Pinyin Invented Spelling and Oddity Test in Measuring Phonological Awareness in L2 Learners of Chinese. J Psycholinguist Res 2021; 50:375-396. [PMID: 32222867 DOI: 10.1007/s10936-020-09700-z] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The importance of phonological awareness (PA) for the acquisition of literacy skills has been widely recognized. Across languages, PA is commonly examined using the Oddity test, however, for Chinese-speaking children, Pinyin invented spelling is recommended as being a more powerful tool to assess PA. However, it is still unclear whether this holds true for learners of Chinese as a second language (CSL). To address this issue, we administered an oddity test and a Pinyin invented spelling task to explore Chinese PA in 43 Arabic and 40 English CSL learners at pre-intermediate and intermediate levels. The results generated two major findings. First, Pinyin invented spelling revealed more significant cross-group differences in Chinese PA between the Arabic and English CSL learners than the oddity test. Second, the participants' performance in Pinyin invented spelling was a stronger predictor of character-reading and character-writing skills than their performance in the oddity test. The overall findings suggest that Pinyin invented spelling may be a more powerful measurement of Chinese PA for CSL learners in comparison to the conventional test, in line with the findings reported for Chinese-speaking children. The theoretical implications for understanding the role of phonological skills in the growth of Chinese literacy skills and practical suggestions for measuring Chinese PA are proposed.
Collapse
Affiliation(s)
- Haiwei Zhang
- College of International Education, Minzu University of China, Beijing, 100081, China.
| | | |
Collapse
|
31
|
Rufener KS, Zaehle T. Dysfunctional auditory gamma oscillations in developmental dyslexia: A potential target for a tACS-based intervention. Prog Brain Res 2021; 264:211-232. [PMID: 34167657 DOI: 10.1016/bs.pbr.2021.01.016] [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] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
Interventions in developmental dyslexia typically consist of orthography-based reading and writing trainings. However, their efficacy is limited and, consequently, the symptoms persist into adulthood. Critical for this lack of efficacy is the still ongoing debate about the core deficit in dyslexia and its underlying neurobiological causes. There is ample evidence on phonological as well as auditory temporal processing deficits in dyslexia and, on the other hand, cortical gamma oscillations in the auditory cortex as functionally relevant for the extraction of linguistically meaningful information units from the acoustic signal. The present work aims to shed more light on the link between auditory gamma oscillations, phonological awareness, and literacy skills in dyslexia. By mean of EEG, individual gamma frequencies were assessed in a group of children and adolescents diagnosed with dyslexia as well as in an age-matched control group with typical literacy skills. Furthermore, phonological awareness was assessed in both groups, while in dyslexic participants also reading and writing performance was measured. We found significantly lower gamma peak frequencies as well as lower phonological awareness scores in dyslexic participants compared to age-matched controls. Additionally, results showed a positive correlation between the individual gamma frequency and phonological awareness. Our data suggest a hierarchical structure of neural gamma oscillations, phonological awareness, and literacy skills. Thereby, the results emphasize altered gamma oscillation not only as a core deficit in dyslexia but also as a potential target for future causal interventions. We discuss these findings considering non-invasive brain stimulation techniques and suggest transcranial alternating current stimulation as a promising approach to normalize dysfunctional oscillations in dyslexia.
Collapse
Affiliation(s)
| | - Tino Zaehle
- Center for Behavioral Brain Sciences (CBBS), Otto von Guericke University, Magdeburg, Germany
| |
Collapse
|
32
|
Brennan C, Kiskin J. Distinct Benefits Given Large Versus Small Grain Orthographic Instruction for English-Speaking Adults Learning to Read Russian Cyrillic. J Psycholinguist Res 2020; 49:915-933. [PMID: 31873833 DOI: 10.1007/s10936-019-09684-5] [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] [Indexed: 06/10/2023]
Abstract
Initial instruction emphasizing large grain units (i.e., words) showed distinct advantages over small grain instruction for English-speaking adults learning to read an artificial orthography (Brennan and Booth in Read Writ 28(7):917-938, 2015. https://doi.org/10.1007/s11145-015-9555-2 ). The current study extends this research by training 34 English-speaking adults to read Russian Cyrillic given initial instruction emphasizing either large or small units (words or letters). Results reveal no differences on word learning, but higher accuracy on letter-phoneme matching given letter-based instruction and higher accuracy on rime-rhyme matching given word-based instruction. Differences in phonological awareness (PA) skill showed that higher PA skill resulted in higher accuracy and slower reaction times only for the adults given the instruction with the word emphasis, suggesting that adults with high PA skill given word-based instruction may engage in time intensive small grain analyses (e.g., grapheme-phoneme correspondence) even when their attention is directed to larger grain units. Overall, these results extend previous findings and reveal that word and letter-based instruction each have distinct advantages for facilitating increased sensitivity to either letters/phonemes or rimes/rhymes when adults are learning a natural second (L2) consistent alphabetic orthography.
Collapse
Affiliation(s)
- Christine Brennan
- Department of Speech, Language, and Hearing Sciences, University of Colorado Boulder, 2501 Kittredge Loop Drive, 409 UCB, Boulder, CO, 30809-0409, USA.
| | - Jennifer Kiskin
- Department of Speech, Language, and Hearing Sciences, University of Colorado Boulder, 2501 Kittredge Loop Drive, 409 UCB, Boulder, CO, 30809-0409, USA
| |
Collapse
|
33
|
Torres F, Fuentes-López E, Fuente A, Sevilla F. Identification of the factors associated with the severity of the speech production problems in children with comorbid speech sound disorder and developmental language disorder. J Commun Disord 2020; 88:106054. [PMID: 33038695 DOI: 10.1016/j.jcomdis.2020.106054] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2019] [Revised: 08/11/2020] [Accepted: 08/28/2020] [Indexed: 06/11/2023]
Abstract
It has been suggested that factors such as auditory perception, oral motor skills, phonological awareness, and working memory are all associated with speech production problems in children with speech sound disorder (SSD) and developmental language disorder (DLD). However, it remains unclear whether the severity of the speech production problems in these children can be explained by an interaction among the aforementioned factors. The aim of this study was to determine which of these four factors best explain the severity of the speech production problems in children with SSD and DLD and whether an interaction between factors occurs. Forty-one children with SSD and DLD between 5 and 5;11 years old were selected. The number of phonological process errors was used as a measure of the severity of the speech production problems. The association between the number of phonological process errors and performance in auditory perception, oral motor skills, phonological awareness, and working memory along with the severity of the DLD was explored using univariate and multivariate regression models (with and without an interaction term). The results showed that the number of phonological process errors was largely explained by working memory and phonological awareness. An interaction between these two factors was also found. This means that working memory and phonological awareness interact to have an effect on the number of phonological process errors that is more than the sum of their parts. In addition, the severity of the DLD was significantly associated with the number of phonological process errors. These findings suggest that phonological awareness and working memory should be considered when assessing and treating children with comorbid SSD and DLD.
Collapse
Affiliation(s)
- Felipe Torres
- Departamento de Fonoaudiología, Facultad de Medicina, Universidad de Chile, Santiago, 8380453, Chile.
| | - Eduardo Fuentes-López
- Carrera de Fonoaudiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Adrian Fuente
- Departamento de Fonoaudiología, Facultad de Medicina, Universidad de Chile, Santiago, 8380453, Chile
| | - Fabiana Sevilla
- Centro de Desarrollo Integral de la Familia, Santiago, Chile
| |
Collapse
|
34
|
Westerveld MF, Paynter J, Brignell A, Reilly S. No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD. J Autism Dev Disord 2020; 50:3060-5. [PMID: 32036493 DOI: 10.1007/s10803-020-04407-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n = 36) to their peers without ASD (n = 36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared groups on parent-reported home literacy measures, including the amount of time their child enjoyed being read to. There were no significant group differences in emergent literacy, indicating that an ASD diagnosis was not related to children's emergent literacy performance. We found no group differences in parent-reported home literacy experiences. This highlights the need for careful consideration of factors beyond ASD traits that may influence literacy outcomes in this population.
Collapse
|
35
|
Reis A, Araújo S, Morais IS, Faísca L. Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis. Ann Dyslexia 2020; 70:339-368. [PMID: 32918699 DOI: 10.1007/s11881-020-00205-x] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [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: 08/05/2019] [Accepted: 07/30/2020] [Indexed: 05/21/2023]
Abstract
An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735 ≤ d ≤ 2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591 ≤ d ≤ 1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent-as opposed to intermediate and opaque-orthographies. Overall, the meta-analysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies.
Collapse
Affiliation(s)
- Alexandra Reis
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal.
| | - Susana Araújo
- Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal
| | - Inês Salomé Morais
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal
| | - Luís Faísca
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal
| |
Collapse
|
36
|
Papakyritsis I, Kastani I, Nerantzini M. Phonological awareness and sonority in Greek children: developmental data and clinical perspectives. Clin Linguist Phon 2020; 34:756-773. [PMID: 31795769 DOI: 10.1080/02699206.2019.1697371] [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: 08/07/2019] [Revised: 11/15/2019] [Accepted: 11/21/2019] [Indexed: 06/10/2023]
Abstract
Phonological awareness is closely related to reading acquisition and it is often the focus of the therapy services provided by speech-language pathologists and special education teachers. In this study, we investigate whether sonority theory can account for the developmental patterns of phoneme awareness skills in Greek. To that end, 40 preschool and first grade children carried out an offline metaphonological task that involved the initial consonant deletion of two-consonant clusters. Overall, children's performance was in line with the sonority sequencing principle (SSP); consonant clusters that display a maximal rise in sonority were easier to manipulate compared to clusters with minimal sonority difference or SSP-violating clusters. Affricates generated the highest number of errors, a finding that strengthens the singleton status of /ts/ and /dz/ in Greek. Increased error rates were also found for /ps/, /pç/, /ks/, a fact attributed to both to their spelling and sonority characteristics. Conclusively, it is claimed that the developmental error patterns reported in this study can be used to inform appraisal and treatment protocols of phonological awareness in Greek, by organizing metaphonological tasks based on the presumed level of difficulty of the items tested and/or treated.
Collapse
Affiliation(s)
- Ioannis Papakyritsis
- Department of Speech and Language Therapy, University of Patras , Patras, Greece
| | - Ioanna Kastani
- Department of Speech and Language Therapy, University of Patras , Patras, Greece
| | | |
Collapse
|
37
|
Bonacina S, Krizman J, White-Schwoch T, Nicol T, Kraus N. Distinct rhythmic abilities align with phonological awareness and rapid naming in school-age children. Cogn Process 2020; 21:575-81. [PMID: 32607802 DOI: 10.1007/s10339-020-00984-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 06/22/2020] [Indexed: 10/24/2022]
Abstract
Difficulty in performing rhythmic tasks often co-occurs with literacy difficulties. Motivated by evidence showing that people can vary in their performance across different rhythmic tasks, we asked whether two rhythmic skills identified as distinct in school-age children and young adults would reveal similar or different relationships with two literacy skills known to be important for successful reading development. We addressed our question by focusing on 55 typically developing children (ages 5-8). Results show that drumming to a beat predicted the variability of rapid naming but not of phonological awareness, whereas tapping rhythmic patterns predicted phonological awareness, but not rapid naming. Our finding suggests that rhythmic interventions can be tailored to address PA and RAN deficits specifically in reading disabled children.
Collapse
|
38
|
Guan CQ, Fraundorf SH, Perfetti CA. Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6. Ann Dyslexia 2020; 70:220-242. [PMID: 32100257 DOI: 10.1007/s11881-020-00191-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 02/11/2019] [Accepted: 02/14/2020] [Indexed: 06/10/2023]
Abstract
In light of the dramatic growth of Chinese learners worldwide and a need for a cross-linguistic research on Chinese literacy development, this study investigated (a) the effects of character properties (i.e., orthographic consistency and transparency) on character acquisition, and (b) the effects of individual learner differences (i.e., orthographic awareness and phonological awareness) on character recognition. Chinese native-speaking children (over N = 100 for each of grade 1 to 6) completed a lexical decision task. Crossed random effects models suggested (a) character-level orthographic and phonological effects contributed to character recognition development in an asymptotic way from grade 1 to 6, with a moderate effect at earlier ages of acquisition and a stronger facilitation after grade 3; (b) child-level effects of orthographic awareness and character-reading level contributed to all types of characters; (c) the interaction between orthographic consistency and orthographic awareness grew more pronounced among typically developing children progressively from grade 1 to grade 6; and (d) this interaction of character- and child-level factors was not significantly associated with literacy development among children with poor reading skills. We discuss theoretical and practical implications for character development among typically and nontypically developing children.
Collapse
Affiliation(s)
- Connie Qun Guan
- Beijing Language and Culture University, Beijing, China.
- University of Science and Technology, Beijing, China.
- Carnegie Mellon University, Pittsburgh, PA, USA.
| | - Scott H Fraundorf
- Learning Research and Development Center and Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
| | - Charles A Perfetti
- Learning Research and Development Center and Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
| |
Collapse
|
39
|
Layes S, Lalonde R, Rebai M. Reading-related abilities underlying phonological awareness: a cross-sectional study in children with and without dyslexia. LOGOP PHONIATR VOCO 2020; 46:110-117. [PMID: 32508178 DOI: 10.1080/14015439.2020.1768283] [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] [Indexed: 10/24/2022]
Abstract
PURPOSE The present cross-sectional study examined the individual role of rapid automatized naming (RAN), verbal short-term memory (VSTM), and phonological verbal fluency (PVF) along with word reading performance in predicting phonological awareness (PA). MATERIALS AND METHODS A total of 225 Arabic speaking children from grades 2, 3, 4 and 5 took part in this study, divided into two groups of readers: typical developing readers and dyslexic readers. The participants were tested on word and pseudoword reading, phonological awareness, rapid naming, verbal short-term memory and phonological verbal fluency. RESULTS There are different predictive patterns between the two groups. Whereas Raven and Grade contributed directly in predicting PA in typical readers, VSTM and PVF directly predicted PA in children with dyslexia. However, word reading played a dual role in the both groups as direct predictors of PA, mediating the predictive relationships between PA and the other variables. CONCLUSION The results suggest the potential existence of an underlying phonological representation processing ability shared between PA, phonological access (RAN and PVF), VSTM, and word reading ability.
Collapse
Affiliation(s)
- Smail Layes
- Centre de Recherche sur les Fonctionnement et les Dysfonctionnements Psychologiques, University of Rouen, Rouen, France
| | - Robert Lalonde
- Department of Psychology, University of Rouen, Rouen, France
| | - Mohamed Rebai
- Department of Psychology, University of Rouen, Rouen, France
| |
Collapse
|
40
|
Krenca K, Gottardo A, Geva E, Chen X. English phonological specificity predicts early French reading difficulty in emerging bilingual children. Ann Dyslexia 2020; 70:27-42. [PMID: 31773486 DOI: 10.1007/s11881-019-00188-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [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: 03/20/2019] [Accepted: 11/08/2019] [Indexed: 06/10/2023]
Abstract
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., "foal" and "sole") and French (e.g., bac "bin" and bague "ring") word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children's French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children's reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language.
Collapse
Affiliation(s)
- Klaudia Krenca
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada.
| | - Alexandra Gottardo
- Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada
| | - Esther Geva
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada
| | - Xi Chen
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada
| |
Collapse
|
41
|
Moura O, Pereira M, Moreno J, Simões MR. Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth. Ann Dyslexia 2020; 70:43-61. [PMID: 32096102 DOI: 10.1007/s11881-020-00190-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Accepted: 02/14/2020] [Indexed: 06/10/2023]
Abstract
The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.
Collapse
Affiliation(s)
- Octávio Moura
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal.
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal.
| | - Marcelino Pereira
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| | - Joana Moreno
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| | - Mário R Simões
- Neuropsychological Assessment and Ageing Processes (NAAP) group from the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua do Colégio Novo, 3000-115, Coimbra, Portugal
- Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
| |
Collapse
|
42
|
Holopainen L, Hoang N, Koch A, Kofler D. Latent profile analysis of students' reading development and the relation of cognitive variables to reading profiles. Ann Dyslexia 2020; 70:94-114. [PMID: 32291621 PMCID: PMC7188696 DOI: 10.1007/s11881-020-00196-9] [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] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Accepted: 03/12/2020] [Indexed: 06/11/2023]
Abstract
Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. The present study explores the heterogeneity and prevalence of latent reading profiles among 769 Finnish- and German-reading students during their first and second school years in three countries (Finland, Germany, and Italy) using latent profile analysis. The results identified three latent profiles among Finnish readers, one of which (sentence-level reading) was identified as developing slowly. Among German-reading students, four latent profiles were discovered, two of which were identified as developing slowly. The results of ordinal logistic regression modeling show that rapid automatic naming (RAN) was significantly related to poorer reading profiles among Finnish- and German-reading students, and that the poorer results in letter-sound connection testing among the German-reading group was also significantly related to poorer reading profiles. Although the educational systems have some differences between Germany and German-speaking areas of Italy, no significant country effect was detected. In addition, a child's age and spoken language did not significantly affect the student's reading profile.
Collapse
Affiliation(s)
- Leena Holopainen
- School of Education and Psychology, Philosophical Faculty, University of Eastern Finland, P.O. Box 111, FI-80101 Joensuu, Finland
| | - Nhi Hoang
- School of Education and Psychology, Philosophical Faculty, University of Eastern Finland, P.O. Box 111, FI-80101 Joensuu, Finland
| | - Arno Koch
- Instutute for Special and Inclusive Education, Justus Liebig University Giessen, Karl-Glöcknerstr. 21 B, 35394 Giessen, Germany
| | - Doris Kofler
- Faculty of Education, Free University of Bozen, Regensburger Allee 16, 39042 Brixen - Bressanone, Italy
| |
Collapse
|
43
|
Rezaei A, Mousanezhad Jeddi E. The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability. J Psycholinguist Res 2020; 49:31-40. [PMID: 31440943 DOI: 10.1007/s10936-019-09669-4] [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] [Indexed: 06/10/2023]
Abstract
This study aimed to examine the relationship between the components of attentional control, phonological awareness, and working memory with reading. 209 students (109 females and 150 males with the mean age of 9 years) completed Integrated Visual and Auditory Continuous Performance Test, digit span subscale of WISC-IV, Reading Test, and Phonological Awareness Test. Using path analysis, the components of focus, response inhibition (prudence), vigilance, processing speed showed statistically direct effect on reading. The direct effect of phonological awareness on reading was statistically significant. Also, the effect of working memory on reading was not significant. The results could help to understand the roles of attentional control components in predicting reading ability.
Collapse
Affiliation(s)
- Akbar Rezaei
- Department of Psychology, Payame Noor University (PNU), P.O. BOX 19395-3697, Tehran, Iran.
| | - Elnaz Mousanezhad Jeddi
- Department of Psychology, Payame Noor University (PNU), P.O. BOX 19395-3697, Tehran, Iran
- Department of Psychology, University of Tabriz, Tabriz, Iran
| |
Collapse
|
44
|
Sharma M, Wigglesworth G, Savage G, Demuth K. Binaural processing and phonological awareness in Australian Indigenous children from the Northern Territory: A community based study. Int J Pediatr Otorhinolaryngol 2020; 128:109702. [PMID: 31606681 DOI: 10.1016/j.ijporl.2019.109702] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 09/28/2019] [Accepted: 09/30/2019] [Indexed: 11/22/2022]
Abstract
OBJECTIVE Research has found that otitis media (OM) is highly prevalent in Australian Indigenous children, and repeated bouts of OM is often associated with minimal-to-moderate hearing loss. However, what is not yet clear is the extent to which OM with hearing loss impacts auditory signal processing specifically, but also binaural listening, listening in noise, and the potential impact on phonological awareness (PA) - an important, emergent literacy skill. The goal of this study was to determine whether auditory abilities, especially binaural processing, were associated with PA in children from populations with a high incidence of OM, living in a remote Australian Indigenous community in the Northern Territory (NT). METHODS Forty-seven 5-12-year-olds from a bilingual school participated in the study. All were tested to determine hearing sensitivity (pure tone audiometry and tympanometry), with PA measured on a test specifically developed in the first language of the children. OM often results in a hearing loss that can affect binaural processing: the Dichotic Digit difference Test (DDdT) was used to evaluate the children's dichotic listening and the Listening in Spatialized Noise-sentences test (LiSN-S) was used to evaluate their abilities to listen to speech-in-noise. RESULTS Seventeen (36%) and 16 (34%) had compromised middle ear compliance (combined Type-B and -C) in the right and left ear respectively. Six children demonstrated a bilateral mild hearing loss, and another five children demonstrated a unilateral mild hearing loss. Thirty-one children were able to complete the DDdT listening task, whereas only 24 completed the speech in noise task (LiSN-S). Forty-four children (94%) were able to complete the letter identification subtask, comprising part of the PA task. The findings revealed that age was significantly correlated with all tasks such that the older children performed better across the board. Once hearing thresholds were controlled for, PA also correlated significantly with both binaural processing tasks of dichotic listening (r = 0.59, p < 0.001) and listening to speech in noise (r = -0.56, p = 0.005); indicating a potential association between early, emergent literacy and listening skills. CONCLUSIONS The significant correlations between phonological awareness and dichotic listening as well as phonological awareness with listening to speech-in-noise skills suggests auditory processing, rather than hearing thresholds per se, are associated to phonological awareness abilities of this cohort of children. This suggests that the ability to process the auditory signal is critical.
Collapse
|
45
|
Afsah O. The Relationship between Phonological Processing and Emergent Literacy Skills in Arabic-Speaking Kindergarten Children. Folia Phoniatr Logop 2019; 73:22-33. [PMID: 31812957 DOI: 10.1159/000503881] [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: 04/16/2019] [Accepted: 10/02/2019] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION Children with weak emergent literacy skills are at risk for later reading problems. The majority of research on the relationship between phonological processing and emergent literacy has been conducted on children who speak English and European languages. The aim of the current study was to address the relationship between phonological processing and emergent literacy skills in Arabic-speaking Egyptian children. METHODS A cross-sectional correlational study was conducted on a sample of 50 typically developing kindergarten children in the age range from 4 years 6 months to 6 years 5 months. Children were subjected to assessment of both phonological processing and emergent literacy using a specially constructed test battery in Arabic. RESULTS A highly significant positive correlation was found between total scores of phonological processing and of emergent literacy tests. Both isolating final phonemes and rapid naming were the best predictors of emergent literacy. CONCLUSIONS Phonological processing skills are important prerequisites for the development of emergent literacy skills in Arabic-speaking children. The designed test battery proved to be both valid and reliable and can be used as a screening tool for the identification of children at risk of later reading problems.
Collapse
Affiliation(s)
- Omayma Afsah
- Phoniatric Unit, ORL Department, Faculty of Medicine, Mansoura University, Mansoura, Egypt,
| |
Collapse
|
46
|
Ip KI, Marks RA, Hsu LSJ, Desai N, Kuan JL, Tardif T, Kovelman L. Morphological processing in Chinese engages left temporal regions. Brain Lang 2019; 199:104696. [PMID: 31655417 PMCID: PMC6876548 DOI: 10.1016/j.bandl.2019.104696] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Revised: 06/28/2019] [Accepted: 09/12/2019] [Indexed: 05/04/2023]
Abstract
Morphological awareness, the ability to manipulate the smallest units of meaning, is critical for Chinese literacy. This is because Chinese characters typically reflect the morphemic, or morpho-syllabic units of language. Yet, the neurocognitive mechanisms underlying Chinese speakers' morphological processing remain understudied. Proficient readers (N = 14) completed morphological and phonological judgment tasks in Chinese, in both auditory and visual modalities, during fMRI imaging. Key to our inquiry were patterns of activation in left temporal regions, especially the superior temporal gyrus, which is critical for phonological processing and reading success. The findings revealed that morphological tasks elicited robust activation in superior and middle temporal regions commonly associated with automated phonological and lexico-semantic analyses. In contrast, the rhyme judgment task elicited greater activation in left frontal lobe regions, reflecting the analytical complexity of sound-to-print mapping in Chinese. The findings suggest that left temporal regions are sensitive to salient morpho-syllabic characteristics of a given language.
Collapse
Affiliation(s)
- Ka I Ip
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Rebecca A Marks
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Lucy Shih-Ju Hsu
- Department of Psychology, The University of Hong Kong, Pokfulam, Hong Kong
| | - Nikita Desai
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Ji Ling Kuan
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Twila Tardif
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Loulia Kovelman
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States; Center for Human Growth and Development, University of Michigan, 300 North Ingalls, Ann Arbor, MI 48109, United States.
| |
Collapse
|
47
|
Nayernia L, van de Vijver R, Indefrey P. The Influence of Orthography on Phonemic Knowledge: An Experimental Investigation on German and Persian. J Psycholinguist Res 2019; 48:1391-1406. [PMID: 31428902 PMCID: PMC6814645 DOI: 10.1007/s10936-019-09664-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [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: 05/23/2023]
Abstract
This study investigated whether the phonological representation of a word is modulated by its orthographic representation in case of a mismatch between the two representations. Such a mismatch is found in Persian, where short vowels are represented phonemically but not orthographically. Persian adult literates, Persian adult illiterates, and German adult literates were presented with two auditory tasks, an AX-discrimination task and a reversal task. We assumed that if orthographic representations influence phonological representations, Persian literates should perform worse than Persian illiterates or German literates on items with short vowels in these tasks. The results of the discrimination tasks showed that Persian literates and illiterates as well as German literates were approximately equally competent in discriminating short vowels in Persian words and pseudowords. Persian literates did not well discriminate German words containing phonemes that differed only in vowel length. German literates performed relatively poorly in discriminating German homographic words that differed only in vowel length. Persian illiterates were unable to perform the reversal task in Persian. The results of the other two participant groups in the reversal task showed the predicted poorer performance of Persian literates on Persian items containing short vowels compared to items containing long vowels only. German literates did not show this effect in German. Our results suggest two distinct effects of orthography on phonemic representations: whereas the lack of orthographic representations seems to affect phonemic awareness, homography seems to affect the discriminability of phonemic representations.
Collapse
Affiliation(s)
- Leila Nayernia
- Abteilung für Allgemeine Sprachwissenschaft, Institut für Sprache und Information, Heinrich Heine University Düsseldorf, Universitätsstr. 1, 40225, Düsseldorf, Germany.
| | - Ruben van de Vijver
- Abteilung für Allgemeine Sprachwissenschaft, Institut für Sprache und Information, Heinrich Heine University Düsseldorf, Universitätsstr. 1, 40225, Düsseldorf, Germany
| | - Peter Indefrey
- Abteilung für Allgemeine Sprachwissenschaft, Institut für Sprache und Information, Heinrich Heine University Düsseldorf, Universitätsstr. 1, 40225, Düsseldorf, Germany
- Centre for Cognitive Neuroimaging, Donders Institute for Brain, Cognition, and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
| |
Collapse
|
48
|
Akbari E, Ebadi A, Kamali M, Amiri Shavaki Y, Dastjerdi Kazemi M. Developing a Persian test battery of prereading skills for screening Preschool-aged children. Med J Islam Repub Iran 2019; 33:81. [PMID: 31696075 PMCID: PMC6825371 DOI: 10.34171/mjiri.33.81] [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] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2017] [Indexed: 11/21/2022] Open
Abstract
Background: The lack of screening test battery has made it difficult for early identification and intervention of Persian-speaking children with risk of reading problems prior to formal education. The purpose of this study was to develop and introduce a Persian prereading test battery based on the multidimensional reading perspective for screening preschool children. Methods: First, the predicators of reading skill and dyslexia along with the subscales of each predictor were identified through literature review and holding expert’s panel. The batteries of tests were performed on 48 typically-developing children (5.6–6.6 years old) selected using the random (cluster) method. The Pearson correlation coefficient, item analysis and then reliability were measured. Results: The 5-component test battery with 8 subtests was formed. Findings indicated there were moderate and significant correlations between subtests (all r>0.4, p<0.001). Internal consistency reliability for the subscales was 0.51 to 0.89. Conclusion: The Persian test battery of prereading skills including phonological awareness, identification of first and closing phonemes, visual discrimination skill, rapid automatic naming and phonological working memory may identify children who are at risk. A longitudinal study is warranted to evaluate its detailed psychometric properties.
Collapse
Affiliation(s)
- Elaheh Akbari
- Department of Speech & Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Abbas Ebadi
- Behavioral Sciences Research Center, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
| | - Mohammad Kamali
- Department of Rehabilitation Basic Sciences, School of Rehabilitation Sciences, Iran University of Medical Science, Tehran, Iran
| | - Yoones Amiri Shavaki
- Department of Speech & Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Mehdi Dastjerdi Kazemi
- Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
| |
Collapse
|
49
|
Asadi IA, Abu-Rabia S. The Impact of the Position of Phonemes and Lexical Status on Phonological Awareness in the Diglossic Arabic Language. J Psycholinguist Res 2019; 48:1051-1062. [PMID: 31065997 DOI: 10.1007/s10936-019-09646-x] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [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: 06/09/2023]
Abstract
This study aimed at examining the impact of phonemes and lexical status on phonological manipulation among pre-school children. Specifically, we tested the impact of phonemic positions (initial vs. final) and lexical status (shared, spoken, standard and pseudo-words) on phonemic isolation performance. Participants were 1012 children from the second year (K2) and third year (K2) in kindergarten. The results of the ANOVAs revealed significant effect of the phonemes' position on the phonemic isolation performance whereas the performance was easier with the initial rather than the final phonemes. Also, the repeated measure analysis showed that the lexical status also impacts the phonemic isolation performance. The performance in pseudo-words was lower than all the others. However, the other clusters of real words did not differ. The results are discussed in the light of previous findings in the literature and of differences in the syllabic structures of the words that may influence phonological awareness.
Collapse
Affiliation(s)
- Ibrahim A Asadi
- Department of Special Education and Learning Disabilities, The Academic Arab College for Education, Haifa, Israel.
- The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
| | - Salim Abu-Rabia
- Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel
| |
Collapse
|
50
|
Bonacina S, Otto-Meyer S, Krizman J, White-Schwoch T, Nicol T, Kraus N. Stable auditory processing underlies phonological awareness in typically developing preschoolers. Brain Lang 2019; 197:104664. [PMID: 31374431 PMCID: PMC6738934 DOI: 10.1016/j.bandl.2019.104664] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2019] [Revised: 07/19/2019] [Accepted: 07/20/2019] [Indexed: 05/15/2023]
Abstract
Sound processing is an important scaffold for early language acquisition. Here we investigate its relationship to three components of phonological processing in young children (∼age 3): Phonological Awareness (PA), Phonological Memory (PM), and Rapid Automatized Naming (RAN). While PA is believed to hinge upon consistency of sound processing to distinguish and manipulate word features, PM relies on an internal store of the sounds of language and RAN relies on fluid production of those sounds. Given the previously demonstrated link between PA and the auditory system, we hypothesized that only this component would be associated with auditory neural stability. Moreover, we expected relationships to manifest at early ages because additional factors may temper the association in older children. We measured across-trial stability of the frequency-following response, PA, PM, and RAN longitudinally in twenty-seven children. Auditory neural stability at age ∼3 years exclusively predicts PA, but this relationship vanishes in older children.
Collapse
Affiliation(s)
- Silvia Bonacina
- Auditory Neuroscience Laboratory, Evanston, IL USA; Department of Communication Sciences, Evanston, IL USA; Northwestern University, Evanston, IL USA
| | - Sebastian Otto-Meyer
- Auditory Neuroscience Laboratory, Evanston, IL USA; Department of Communication Sciences, Evanston, IL USA; Northwestern University, Evanston, IL USA
| | - Jennifer Krizman
- Auditory Neuroscience Laboratory, Evanston, IL USA; Department of Communication Sciences, Evanston, IL USA; Northwestern University, Evanston, IL USA
| | - Travis White-Schwoch
- Auditory Neuroscience Laboratory, Evanston, IL USA; Department of Communication Sciences, Evanston, IL USA; Northwestern University, Evanston, IL USA
| | - Trent Nicol
- Auditory Neuroscience Laboratory, Evanston, IL USA; Department of Communication Sciences, Evanston, IL USA; Northwestern University, Evanston, IL USA
| | - Nina Kraus
- Auditory Neuroscience Laboratory, Evanston, IL USA; Department of Communication Sciences, Evanston, IL USA; Institute for Neuroscience, Evanston, IL USA; Department of Neurobiology and Physiology, Evanston, IL USA; Department of Otolaryngology, Evanston, IL USA; Northwestern University, Evanston, IL USA.
| |
Collapse
|