scholarly journals The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis

2018 ◽  
Vol 61 (12) ◽  
pp. 3038-3054 ◽  
Author(s):  
Elizabeth Brookshire Madden ◽  
Tim Conway ◽  
Maya L. Henry ◽  
Kristie A. Spencer ◽  
Kathryn M. Yorkston ◽  
...  
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Language Abilities ◽  
Reading Groups ◽  
Normal Limits ◽  
Reading Abilities ◽  
Written Word ◽  
The Relationship

Purpose This study investigated the relationship between non-orthographic language abilities and reading in order to examine assumptions of the primary systems hypothesis and further our understanding of language processing poststroke. Method Performance on non-orthographic semantic, phonologic, and syntactic tasks, as well as oral reading and reading comprehension tasks, was assessed in 43 individuals with aphasia. Correlation and regression analyses were conducted to determine the relationship between these measures. In addition, analyses of variance examined differences within and between reading groups (within normal limits, phonological, deep, or global alexia). Results Results showed that non-orthographic language abilities were significantly related to reading abilities. Semantics was most predictive of regular and irregular word reading, whereas phonology was most predictive of pseudohomophone and nonword reading. Written word and paragraph comprehension were primarily supported by semantics, whereas written sentence comprehension was related to semantic, phonologic, and syntactic performance. Finally, severity of alexia was found to reflect severity of semantic and phonologic impairment. Conclusions Findings support the primary systems view of language by showing that non-orthographic language abilities and reading abilities are closely linked. This preliminary work requires replication and extension; however, current results highlight the importance of routine, integrated assessment and treatment of spoken and written language in aphasia. Supplemental Material https://doi.org/10.23641/asha.7403963

Oral reading in bilingual aphasia: Evidence from Mongolian and Chinese

2007 ◽  
Vol 10 (2) ◽  
pp. 201-210 ◽  
Author(s):  
BRENDAN STUART WEEKES ◽  
I FAN SU ◽  
WENGANG YIN ◽  
XIHONG ZHANG
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Word Processing ◽  
Brain Regions ◽  
Writing Systems ◽  
Word Comprehension ◽  
Bilingual Aphasia ◽  
Written Word ◽  
Cognitive Neuropsychological ◽  
The Brain

Cognitive neuropsychological studies of bilingual patients with aphasia have contributed to our understanding of how the brain processes different languages. The question we asked is whether differences in script have any impact on language processing in bilingual aphasic patients who speak languages with different writing systems: Chinese and Mongolian. We observed a pattern of greater impairment to written word comprehension and oral reading in L2 (Chinese) than in L1 (Mongolian) for two patients. We argue that differences in script have only a minimal effect on written word processing in bilingual aphasia when the age of acquisition, word frequency and imageability of lexical items is controlled. Our conclusion is that reading of familiar words in Mongolian and Chinese might not require independent cognitive systems or brain regions.

scholarly journals The relationship between phonological awareness time and reading abilities: an assessment using self-organizing maps

2013 ◽  
Vol 12 (3) ◽  
Author(s):  
Ana Sucena ◽  
João Falcão Carneiro ◽  
Ana Paula Vale ◽  
Fernanda Leopoldina Viana
Keyword(s):  
Response Time ◽  
Phonological Awareness ◽  
Word Reading ◽  
Self Organizing Maps ◽  
Nonword Reading ◽  
Reading Abilities ◽  
Task Time ◽  
Good And Poor Readers ◽  
The Relationship ◽  
Self Organizing

AbstractClassically, the assessment of reading disabilities is based on the accuracy for word and nonword reading, as well as on the accuracy or sensibility measures (such as d′) for phonological awareness tasks. Recent studies indicate that in terms of phonological awareness results, the response time is a more accurate indicator than sensibility measures (such as d′), thus providing an important measure explaining some of the differences between good and poor readers. This article explores the discriminative capability of phonological awareness task time (PATT) in reading disability assessment.One hundred and eighty-six children were tested using conventional tasks, specifically word reading, nonword reading, and phonological awareness tasks. The word and nonword accuracy and PATT were used to train self-organizing maps (SOM) to classify children into three distinct groups.Phonological awareness response time provides a powerful discriminative measure.Our results indicate that the PATT constitutes a useful selective measure, particularly in the third and fourth grades when classical variables such as word and nonword reading accuracy lose their discriminative capabilities. Also, the use of SOM to classify children’s reading abilities can successfully categorize children and capture meaningful measures such as the lexicality effect.

scholarly journals The relationship between sentence comprehension and lexical-semantic retuning

2019 ◽  
Author(s):  
Rebecca Anne Gilbert ◽  
Matthew H. Davis ◽  
M. Gareth Gaskell ◽  
Jennifer M Rodd
Keyword(s):  
Language Processing ◽  
Sentence Comprehension ◽  
Ambiguous Word ◽  
Word Meanings ◽  
Lexical Semantic ◽  
Ambiguous Words ◽  
Subordinate Meaning ◽  
Final Interpretation ◽  
The Relationship

A single encounter with an ambiguous word (e.g. bark, ball) in the context of a less-frequent meaning (e.g. “Sally worried about how crowded the ball would be.”) can shift the later interpretation of the word toward the same subordinate meaning. This lexical-semantic retuning functions to improve future comprehension of ambiguous words. The present paper investigates the relationship between this form of learning and the specific processes that occur during sentence comprehension. One possibility is that lexical-semantic retuning occurs immediately upon hearing the ambiguous word, during initial meaning activation and selection, so priming should be strongest when the disambiguating context is provided before the ambiguous word (prior disambiguation). Alternatively, priming may relate to the degree of reinterpretation needed, which would predict maximal learning when the word is initially misunderstood because the critical context is given after the word (subsequent disambiguation, e.g. “Sally worried that the ball would be too crowded.”). In four experiments, adults listened to prior and subsequent disambiguation sentences, and were later tested on their interpretations of primed and unprimed ambiguous words. The results showed that lexical-semantic retuning can occur for both sentence types. Importantly, however, the emergence of priming for subsequent disambiguation sentences was sensitive to the prime conditions: when the task could potentially be performed without needing to re-analyse the ambiguity, then no significant priming was observed. This is consistent with the ‘good enough’ view of language processing which states that representations can remain as (im)precise as mandated by the situation, and that lexical-semantic retuning operates on the output of good-enough interpretation. More generally, our findings suggest that lexical-semantic retuning is driven by participants’ final interpretation of the word meanings during the prime encounter, regardless of initial meaning activation or misinterpretation.

Understanding How We Produce Written Words

2019 ◽  
pp. 424-448
Author(s):  
Brenda Rapp ◽  
Jeremy Purcell
Keyword(s):  
Language Processing ◽  
Cognitive Processes ◽  
Language Production ◽  
Written Language ◽  
Current Understanding ◽  
Written Word ◽  
The Relationship ◽  
Cognitive Neuropsychological

Most of the current understanding of how we produce written language comes from psycholinguistic and cognitive neuropsychological investigations. More recently, both neuroimaging and lesion-based investigations have provided valuable information not only regarding the neural bases of the cognitive processes of written language production, but also regarding key cognitive processes and representations. This chapter focuses on contributions to current understanding of written word production that come from the study of the brain. Four fundamental issues of cognitive representation and processing in spelling are reviewed: the distinction between orthographic long-term and working-memory; the distinction between lexical and sublexical spelling processes; the relationship between reading and spelling; and the role of abstract letter representations in spelling. It specifically highlights the neural findings that have contributed significantly to current understanding of these issues. In some cases, the neural data provide convergence with behavioral findings; in others, they constitute unique contributions. The work reviewed here exemplifies the role of neurolinguistics evidence in furthering understanding of language processing and representation.

scholarly journals The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes

2015 ◽  
Vol 14 (2) ◽  
pp. 180-198 ◽  
Author(s):  
Susanne Schwab ◽  
Marco G. P. Hessels ◽  
Markus Gebhardt ◽  
Mathias Krammer ◽  
Barbara Gasteiger-Klicpera
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Text Comprehension ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social And Emotional ◽  
Reading Abilities ◽  
Low Iq

This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average-IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.

Oral Reading and Story Retelling of Students With Specific Language Impairment

1997 ◽  
Vol 28 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Ronald B. Gillam ◽  
Rebekah M. Carlile
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Level ◽  
Specific Language ◽  
Story Retelling ◽  
Single Word Reading

Students with specific language impairment (SL) and students matched for single-word reading ability read and retold stories that were approximately one grade level above their reading level. Children with SLI produced a significantly greater percentage of oral reading discrepancies (miscues) between printed and read words. Their miscues were less graphophonemically, syntactically, semantically, and pragmatically consistent with the original texts than the miscues produced by their reading-matched peers. Despite these differences in oral reading story retellings by students in the two groups were similar in terms of percentages of recalled vocabulary, story elements, and problem-resolution pairs. Holistic analysis of the retellings indicated that fewer retellings by students in the SLI group were complete, and more of their retellings were confusing. Lack of prior knowledge regarding the topics of the stories that were read, slowed language processing and/or working memory deficiencies could account for these results.

The Mediating Effect of Language on the Development of Cognitive and Affective Theory of Mind

2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott
Keyword(s):  
Theory Of Mind ◽  
Social Functioning ◽  
Middle Childhood ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Language Abilities ◽  
Language Assessments ◽  
Empathic Ability ◽  
The Relationship

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of cognitive and affective ToM. 151 children aged between 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their child’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM, but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.

Language and Aging

2019 ◽  
pp. 294-316
Author(s):  
Jonathan E. Peelle
Keyword(s):  
Language Processing ◽  
Brain Function ◽  
Neural Systems ◽  
Language Abilities ◽  
Physiological Mechanisms ◽  
Cognitive Changes ◽  
Older Adulthood ◽  
Neural Organization ◽  
Age Related ◽  
High Level

Language processing in older adulthood is a model of balance between preservation and decline. Despite widespread changes to physiological mechanisms supporting perception and cognition, older adults’ language abilities are frequently well preserved. At the same time, the neural systems engaged to achieve this high level of success change, and individual differences in neural organization appear to differentiate between more and less successful performers. This chapter reviews anatomical and cognitive changes that occur in aging and popular frameworks for age-related changes in brain function, followed by an examination of how these principles play out in the context of language comprehension and production.

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