scholarly journals Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

2010 ◽  
Vol 62 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Pakey Pui-man Chik ◽  
Connie Suk-han Ho ◽  
Pui-sze Yeung ◽  
Yau-kai Wong ◽  
David Wai-ock Chan ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children

2010 ◽  
Vol 16 (4) ◽  
pp. 313-325 ◽  
Author(s):  
Shana Asbell ◽  
Jacobus Donders ◽  
Marie Van Tubbergen ◽  
Seth Warschausky
Keyword(s):  
Cerebral Palsy ◽  
Reading Comprehension ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Cerebral Palsy

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.

scholarly journals Erratum to: Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

2011 ◽  
Vol 62 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Pakey Pui-man Chik ◽  
Connie Suk-han Ho ◽  
Pui-sze Yeung ◽  
Yau-kai Wong ◽  
David Wai-ock Chan ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals Reading Comprehension Monitoring of Expository Discourses in Third to Fifth Grade ADHD Children with/without Vocabulary Delay

2021 ◽  
Vol 26 (4) ◽  
pp. 785-796
Author(s):  
Kyungmin Park ◽  
Hyojin Yoon
Keyword(s):  
Reading Comprehension ◽  
Error Detection ◽  
Language Impairment ◽  
Comprehension Monitoring ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Basic Language ◽  
Adhd Children ◽  
Expository Discourse ◽  
Internal Inconsistency

Objectives: The purpose of this study was to investigate reading comprehension monitoring including three types of error detection (lexical inconsistency, internal inconsistency, external inconsistency) and correction with expository discourse in school-aged children with attention deficit hyperactivity disorder (ADHD).Methods: Nineteen ADHD children with vocabulary delay, 17 ADHD children without vocabulary delay, and 20 typically developing children students from third, fourth, and fifth grades participated in the study. In order to assess comprehension monitoring; expository discourses contained three different types of errors. Comprehension monitoring tasks were presented in the following order: First, children were asked to find out errors in two expository texts of comparison and causation. After finding out errors, children were asked to change the appropriate words verbally.Results: ADHD children with vocabulary delay did show difficultly in reading comprehension monitoring tasks when compared to age-matched typically developing children and ADHD children without language impairment. Internal inconsistency was the most difficult error to identify and correct, and lexical inconsistency was the easiest error for all three groups.Conclusion: The result proposed that even children with ADHD who have no difficulty in basic language and reading skills were likely to have difficulty properly using reading comprehension monitoring, which is closely related to working memory and executive functions. The poor comprehension monitoring skills would negatively influence effective reading comprehension.

scholarly journals Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children

2017 ◽  
Vol 11 (4) ◽  
pp. 624-635 ◽  
Author(s):  
Ryan P. Grimm ◽  
Emily J. Solari ◽  
Nancy S. McIntyre ◽  
Matthew Zajic ◽  
Peter C. Mundy
Keyword(s):  
Reading Comprehension ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children ◽  
School Aged Children ◽  
Linguistic Comprehension

Age 13 Language and Reading Outcomes in Late-Talking Toddlers

2005 ◽  
Vol 48 (2) ◽  
pp. 459-472 ◽  
Author(s):  
Leslie Rescorla
Keyword(s):  
Reading Comprehension ◽  
Language Development ◽  
Verbal Memory ◽  
Receptive Language ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Reading Outcomes ◽  
Late Talkers ◽  
Nonverbal Ability ◽  
The Average Range

Language and reading outcomes at 13 years of age were examined in 28 children identified at 24 to 31 months as late talkers, all of whom came from middle- to upper-class socioeconomic status (SES) families and had normal nonverbal ability and age-adequate receptive language at intake. Late talkers were compared with a group of 25 typically developing children matched at intake on age, SES, and nonverbal ability. As a group, late talkers performed in the average range on all standardized language and reading tasks at age 13. However, they scored significantly lower than SES-matched peers on aggregate measures of vocabulary, grammar, and verbal memory, as well as on reading comprehension. They were similar to comparison peers in reading mechanics and writing aggregates. Intercorrelations between outcome measures were moderately high, suggesting considerable shared variance. Regression analyses indicated that age 2 Language Development Survey vocabulary score was a significant predictor of age 13 vocabulary, grammar, verbal memory, and reading comprehension. Findings suggest that slow language development at age 2–1/2 is associated with a weakness in language-related skills into adolescence relative to typically developing peers.

scholarly journals Investigating the white matter correlates of reading performance: Evidence from Chinese children with reading difficulties

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248434
Author(s):  
Natalie Yu-Hsien Wang ◽  
Hsiao-Lan Sharon Wang ◽  
Yi-Chun Liu ◽  
Yi-Peng Eve Chang ◽  
Jun-Cheng Weng
Keyword(s):  
Reading Comprehension ◽  
White Matter ◽  
Word Recognition ◽  
Corpus Callosum ◽  
Reading Difficulties ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Poor Reading ◽  
Medial Frontal Gyrus ◽  
The Right

Purpose Reading comprehension is closely associated with word recognition, particularly at the early stage of reading development. This association is reflected in children with reading difficulties (RD) who demonstrate poor reading comprehension along with delayed word recognition or reduced recognition accuracy. Although the neural mechanisms underlying reading comprehension and word recognition are well studied, few has investigated the white matter (WM) structures that the two processes potentially share. Methods To explore the issue, behavioral scores (word recognition & reading comprehension) and diffusion spectrum imaging (DSI) were acquired from Chinese-speaking children with RD and their age-matched typically developing children. WM structures were measured with generalized fractional anisotropy and normalized quantitative anisotropy to optimize fiber tracking precision. Results The children with RD performed significantly poorer than the typically developing children in both behavioral tasks. Between group differences of WM structure were found in the right superior temporal gyrus, the left medial frontal gyrus, the left medial frontal gyrus, and the left caudate body. A significant association between reading comprehension and Chinese character recognition and the DSI indices were found in the corpus callosum. The findings demonstrated the microstructural difference between children with and without reading difficulties go beyond the well-established reading network. Further, the association between the WM integrity of the corpus callosum and the behavioral scores reveals the involvement of the WM structure in both tasks. Conclusion It suggests the two reading-related skills have partially overlapped neural mechanism. Associating the corpus callosum with the reading skills leads to the reconsideration of the right hemisphere role in the typical reading process and, potentially, how it compensates for children with reading difficulties.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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