fMRI comparisons of multimodal semantic and phonological processing in reading disabled and nonimpaired adolescent readers

Word recognition involves both decoding of word sounds and retrieval of the meaning of a word. This study examined the influence of context on both decoding and meaning recognition. Reading disabled adolescents with specific learning disabilities were compared to normal adolescent readers and young normal readers. The results showed that (a) context facilitated both decoding and meaning recognition for all readers, and (b) reading disabled adolescents showed deficits on both tasks. Some reading disabled adolescents had primary difficulty in decoding while others demonstrated primary difficulty in meaning recognition. No evidence was found of a specific deficit in reading disabled adolescents' use of context.

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The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Decrease for Older Children?

Learning Disability Quarterly ◽

10.2307/1511308 ◽

1997 ◽

Vol 20 (3) ◽

pp. 189-210 ◽

Cited By ~ 61

Author(s):

Maureen W. Lovett ◽

Karen A. Steinbach

Keyword(s):

Phonological Processing ◽

Word Identification ◽

Control Program ◽

Strategy Training ◽

Disabled Children ◽

Older Children ◽

Word Attack ◽

Phonological Deficits ◽

Remedial Programs ◽

Reading Disabled

One hundred and twenty-two severely reading disabled children were randomly assigned to one of two word identification training programs or a study skills control program. One program remediated deficient phonological analysis and blending skills and provided direct instruction of letter-sound mappings. The other program taught children how to acquire, use, and monitor four metacognitive decoding strategies. The effectiveness of the remedial programs was evaluated for children in grades 2/3, 4, and 5/6 to determine whether programs were differentially effective at different grade levels. Both training approaches were associated with significant improvement in word identification and word attack skills and sizeable transfer-of-training effects. The phonological program resulted in greater transfer across the phonological processing domain, whereas the strategy training program produced broader transfer for real words of both regular and irregular orthography. Children at each grade level made equivalent gains with remediation. These results suggest that the phonological deficits associated with reading disability are amenable to focused and intensive remediation and that this effort is well directed across the elementary school years. From grades 2 through 6, there is no evidence of a developmental window beyond which phonological deficits cannot be effectively remediated with intensive phonological training.

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Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters

Scientific Studies of Reading ◽

10.1080/10888438.2014.973028 ◽

2014 ◽

Vol 19 (2) ◽

pp. 166-181 ◽

Cited By ~ 6

Author(s):

Barry J. A. de Groot ◽

Kees P. van den Bos ◽

Alexander E. M. G. Minnaert ◽

Bieuwe F. van der Meulen

Keyword(s):

Phonological Processing ◽

Word Reading ◽

Typically Developing ◽

Disabled Children ◽

Reading Disabled

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Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00040 ◽

2020 ◽

Vol 63 (11) ◽

pp. 3700-3713

Author(s):

Saleh Shaalan

Keyword(s):

Phonological Processing ◽

Language Disorder ◽

Nonword Repetition ◽

School Age Children ◽

Typically Developing ◽

Developmental Language Disorder ◽

Gulf Arabic ◽

Arabic Speaking ◽

Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

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Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5303.316 ◽

1988 ◽

Vol 53 (3) ◽

pp. 316-327 ◽

Cited By ~ 109

Author(s):

Alan G. Kamhi ◽

Hugh W. Catts ◽

Daria Mauer ◽

Kenn Apel ◽

Betholyn F. Gentry

Keyword(s):

Phonological Processing ◽

Spatial Information ◽

Normal Children ◽

Language Impaired ◽

Word Repetition ◽

Paper Folding ◽

Syllable Segmentation ◽

Processing Abilities ◽

Impaired Children ◽

Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

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