Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers

2020 ◽  
Author(s):  
Dianne Macdonald ◽  
Gigi Luk ◽  
Eve-Marie Quintin
Keyword(s):  
Word Reading ◽  
Typically Developing

scholarly journals Atypical relationships between neurofunctional features of print-sound integration and reading abilities in Chinese children with dyslexia

2021 ◽  
Author(s):  
Zhichao Xia ◽  
Ting Yang ◽  
Xin Cui ◽  
Fumiko Hoeft ◽  
Hong Liu ◽  
...  
Keyword(s):  
Word Reading ◽  
Multisensory Processing ◽  
Temporal Cortex ◽  
Audiovisual Integration ◽  
Chinese Children ◽  
Control Group ◽  
Typically Developing ◽  
Significant Group ◽  
Reading Abilities ◽  
Integration Effect

Conquering grapheme-phoneme correspondence is necessary for developing fluent reading in alphabetic orthographies. In neuroimaging research, this ability is associated with brain activation differences between the audiovisual congruent against incongruent conditions, especially in the left superior temporal cortex. Studies have also shown such a neural audiovisual integration effect is reduced in individuals with dyslexia. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. Of note, semantic information is deeply involved in Chinese character processing. In this study, we applied a functional magnetic resonance imaging audiovisual integration paradigm to investigate the possible dysfunctions in processing character-sound pairs and pinyin-sound pairs in Chinese dyslexic children compared with typically developing readers. Unexpectedly, no region displayed significant group difference in the audiovisual integration effect in either the character or pinyin experiment. However, the results revealed atypical correlations between neurofunctional features accompanying audiovisual integration with reading abilities in Chinese children with dyslexia. Specifically, while the audiovisual integration effect in the left inferior cortex in processing character-sound pairs correlated with silent reading comprehension proficiency in both dyslexia and control group, it was associated with morphological awareness in the control group but with rapid naming in dyslexics. As for pinyin-sound associations processing, while the stronger activation in the congruent than incongruent conditions in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral word reading in the control group, an opposite pattern was found in children with dyslexia. On the one hand, this pattern suggests Chinese dyslexic children have yet to develop an efficient grapho-semantic processing system as typically developing children do. On the other hand, it indicates dysfunctional recruitment of the regions that process pinyin-sound pairs in dyslexia, which may impede character learning.

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children

2022 ◽  
pp. 1-16
Author(s):  
Alison Prahl ◽  
C. Melanie Schuele
Keyword(s):  
Down Syndrome ◽  
Reading Comprehension ◽  
Listening Comprehension ◽  
Word Reading ◽  
Effect Sizes ◽  
Typically Developing ◽  
Reading Success ◽  
Comprehension Skills ◽  
English Speaking ◽  
The Mean

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading–matched typically developing (TD) children. Method: Participants included 19 individuals with DS ( M age = 17;2 [years;months], range: 11;1–22;9) and 19 word reading–matched TD children ( M age = 7;2, range: 6;6–8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. Results: Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. Conclusions: The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.

scholarly journals Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

2017 ◽  
Vol 42 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Zhichao Xia ◽  
Linjun Zhang ◽  
Fumiko Hoeft ◽  
Bin Gu ◽  
Gaolang Gong ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Sentence Reading ◽  
Calcarine Fissure ◽  
Age Range

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children ( N = 21; 12 females and 9 males; age range 10.7–12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children’s performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children’s phonetic representation, phonological awareness, and orthography–phonology mapping skills, respectively. By contrast, children’s performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography–semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.

Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language

2021 ◽  
pp. 002221942110232
Author(s):  
Miao Li ◽  
John R. Kirby ◽  
Esther Geva ◽  
Poh Wee Koh ◽  
Huan Zhang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Word Reading ◽  
The Other ◽  
Typically Developing ◽  
Reading Groups ◽  
Poor Comprehenders ◽  
Related Language ◽  
Developing Readers

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups’ performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.

Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers

2021 ◽  
pp. 002221942110370
Author(s):  
Cesare Cornoldi ◽  
Carlotta Rivella ◽  
Lorena Montesano ◽  
Enrico Toffalini
Keyword(s):  
Young Adults ◽  
Approximate Calculation ◽  
Word Reading ◽  
Reading Speed ◽  
Typically Developing ◽  
Reading And Writing ◽  
Severe Difficulty ◽  
Specific Difficulty ◽  
Calculation Ability

Letters and numbers are different domains, and their differentiation increases with schooling. It has nonetheless been argued that reading alphabetic and numerical materials partly involves the same processes, even in adults. Whether individuals with dyslexia have difficulty reading and writing numbers remains to be established. This study examined this issue in a group of 30 young adults with a diagnosis of dyslexia, without any concurrent specific difficulty in processing quantities compared with a typically developing group matched for gender, age, university attended and course of studies, and approximate calculation ability. The results showed that adults with dyslexia also have severe difficulty in reading and writing numbers. It emerged that their number reading speed correlated moderately with word reading speed. We concluded that dyslexia is specifically related with difficulties in reading and writing not only alphabetic material, but also numerical material. Our findings suggest that these abilities should be considered more carefully when assessing and supporting individuals with dyslexia.

The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia

2020 ◽  
pp. 073194872093868
Author(s):  
Laura M. Steacy ◽  
Yaacov Petscher ◽  
James D. Elliott ◽  
Kathryn Smith ◽  
Valeria M. Rigobon ◽  
...  
Keyword(s):  
Word Reading ◽  
Low Frequency ◽  
Typically Developing ◽  
Reading Growth ◽  
Inhibitory Effects ◽  
Reading Groups ◽  
Random Effects Models ◽  
Multiple Exposures ◽  
Crossed Random Effects ◽  
Item Level

We modeled word reading growth in typically developing ( n = 118) and children with dyslexia ( n = 20), Grades 2–5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%–20% high- to low-frequency pronunciations (e.g., for ea; 80% ea pronounced as /i/ as in bead and 20% ea pronounced /ε/ as in dead), whereas the other consisted of a ratio of 20%–80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia.

scholarly journals Reading and Non-word Repetition Skills in Bilingual Developmental Dyslexia: The Case of a Greek - Italian Bilingual Dyslexic Adult

2020 ◽  
Vol 12 (2) ◽  
pp. 30
Author(s):  
Ioanna Talli ◽  
Polyxeni Emmanouil
Keyword(s):  
Developmental Dyslexia ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Typically Developing ◽  
Short Term ◽  
Decoding Skills ◽  
Learning To Read ◽  
Word Repetition ◽  
Positive Effect

Studies of bilinguals with developmental dyslexia learning to read in two alphabetic orthographies have shown that they demonstrate similar reading and phonological short-term memory (STM) deficits in both their languages. The present study aimed at exploring whether dyslexia in adults affects similarly decoding skills in two transparent languages, Greek and Italian, whether there are similar deficits in phonological STM and whether the dominance of one of the two languages affects the manifestation of the deficits. We compared the performance of a young Greek-Italian bilingual dyslexic adult (exposed to Italian from birth, L1: Greek) to that of a young monolingual Greek dyslexic adult, a young Greek-Italian typically developing (TD) bilingual adult (exposed to Italian from birth, L1: Greek) and a young Greek monolingual TD adult. We assessed them in word and non-word reading and non-word repetition. Results showed that bilingual dyslexic adult performed significantly poorer than the bilingual TD adult on all tasks in both languages, suggesting that dyslexia affects similarly decoding and phonological STM across languages. On reading, bilingual outperformed monolingual dyslexic, while monolingual outperformed bilingual TD adult. On phonological STM, both bilinguals outperformed monolinguals. A positive effect of bilingualism was found for reading skills only for dyslexics, while it was found for phonological STM for both dyslexic and TD adults. Finally, the dominance of L1 affected bilinguals' performance in reading but not in non-word repetition, where they showed better performance in Italian, perhaps due to the phonotactic complexity of the Greek orthography compared to Italian.

Instability of word reading errors of typical and poor readers

2017 ◽  
Vol 20 (2) ◽  
pp. 147-169
Author(s):  
Esther G. Steenbeek-Planting ◽  
Wim H. J. van Bon ◽  
Robert Schreuder
Keyword(s):  
Word Frequency ◽  
Word Reading ◽  
First Graders ◽  
Second Graders ◽  
Reading Level ◽  
Poor Readers ◽  
Typically Developing ◽  
Reading Competence ◽  
Reading Errors ◽  
Word Characteristics

Abstract We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, and whether typical readers differ in their instability from poor readers. With an interval of a few days, Dutch CVC words were read twice by typically developing first and second graders and reading-level matched poor readers. Error instability was considerable and second graders produced more unstable errors than first graders. Poor readers did not differ from typical readers, suggesting a developmental lag for poor readers. Of the word characteristics studied, frequency was the strongest predictor: the higher word frequency, the higher error instability. Our study indicates that error instability can be considered as an indicator of the transition from incompetence to reading competence.

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