Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs

Chinese characters presented tachistoscopically to young readers of minimal reading ability and to young readers of better ability produce reliable differences in recognition thresholds in favor of the good readers. Simultaneous presentations of compared characters also reduces perceptual thresholds as compared to successive presentation with minimal readers being inferior to good readers on the successive task. Chinese characters have been used as intermediaries in reading and improved performance attributed to the fact that the Chinese characters are related to words as units rather than to phonemic elements as in the Roman alphabet. However, since visual factors also appear to be involved in recognition of Chinese characters in a manner distinguishing between minimal and good young readers, absence of phonemic word structure may not be responsible for the improvement arising from substitution of the Chinese for Roman script.

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Neural and functional correlates of impaired reading ability in schizophrenia

Scientific Reports ◽

10.1038/s41598-019-52669-6 ◽

2019 ◽

Vol 9 (1) ◽

Cited By ~ 1

Author(s):

Clément Dondé ◽

Antigona Martinez ◽

Pejman Sehatpour ◽

Gaurav H. Patel ◽

Rebecca Kraut ◽

...

Keyword(s):

Functional Connectivity ◽

Functional Outcome ◽

Functional Capacity ◽

Reading Fluency ◽

Phonological Processing ◽

Reading Ability ◽

Word Reading ◽

Matching Task ◽

Resting State Functional Connectivity ◽

Specific Level

Abstract Deficits in early auditory processing (EAP) are a core component of schizophrenia (SZ) and contribute significantly to impaired overall function. Here, we evaluate the potential contributions of EAP-related impairments in reading to functional capacity and outcome, relative to effects of auditory social cognitive and general neurocognitive dysfunction. Participants included 30-SZ and 28-controls of similar age, sex, and educational achievement. EAP was assessed using an auditory working memory (tone-matching) task. Phonological processing and reading Fluency were assessed using the Comprehensive Test of Phonological Processing and Woodcock-Johnson reading batteries, respectively. Auditory-related social cognition was assessed using measures of emotion/sarcasm recognition. Functional capacity and outcome were assessed using the UCSD Performance-based Skills Assessment and Specific Level of Functioning scale, respectively. fMRI resting-state functional-connectivity (rsFC) was used to evaluate potential underlying substrates. As predicted, SZ patients showed significant and interrelated deficits in both phonological processing (d = 0.74, p = 0.009) and reading fluency (d = 1.24, p < 0.00005). By contrast, single word reading (d = 0.35, p = 0.31) was intact. In SZ, deficits in EAP and phonological reading ability significantly predicted reduced functional capacity, but not functional outcome. By contrast, deficits in reading fluency significantly predicted impairments in both functional capacity and functional outcome. Moreover, deficits in reading fluency correlated with rsFC alterations among auditory thalamus, early auditory and auditory association regions. These findings indicate significant contributions of EAP deficits and functional connectivity changes in subcortical and early auditory regions to reductions in reading fluency, and of impaired reading ability to impaired functional outcome in SZ.

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Verbal Reports as Measures of Comprehension Evaluation

Journal of Reading Behavior ◽

10.1080/10862968909547678 ◽

1989 ◽

Vol 21 (3) ◽

pp. 295-307 ◽

Cited By ~ 3

Author(s):

DeWayne Moore ◽

Karen Zabrucky

Keyword(s):

Grade Level ◽

Reading Ability ◽

Verbal Report ◽

Sixth Grade ◽

Performance Measure ◽

Verbal Reports ◽

Young Readers ◽

Lower Ability ◽

And Performance ◽

Passage Reading

The present study assessed several commonly used measures of children's comprehension evaluation ability. Third and sixth grade higher and lower ability readers (N= 120) read texts that either contained an inconsistency or did not. Following each passage reading, six measures of comprehension evaluation were obtained: one performance measure and five commonly used verbal report measures. The results revealed that different verbal report measures are not comparable measures of children's comprehension evaluation ability. The verbal report measures were differently affected by grade level, reading ability, and text variables. Moreover, the verbal report measures did not all relate equally to comprehension evaluation performance and relationships between verbal reports and performance were stronger for higher ability readers and young readers. The results suggest that caution is needed in interpreting studies using verbal report measures in isolation to assess children's evaluation skills, and that the use of poorly defined verbal report measures may be one factor contributing to inconsistent findings concerning the development of such skills.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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Question Wording Effects in the Assessment of Global Self-Esteem

European Journal of Psychological Assessment ◽

10.1027//1015-5759.16.1.13 ◽

2000 ◽

Vol 16 (1) ◽

pp. 13-19 ◽

Cited By ~ 31

Author(s):

Martin Dunbar ◽

Graeme Ford ◽

Kate Hunt ◽

Geoff Der

Keyword(s):

Reading Ability ◽

Factor Model ◽

Self Esteem ◽

Reading Scores ◽

Poor Reading ◽

Method Effect ◽

Two Samples ◽

Positive Item ◽

Method Effects ◽

Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

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Does Viotin Activate Violin More Than Viocin?

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000223 ◽

2014 ◽

Vol 61 (1) ◽

pp. 23-29 ◽

Cited By ~ 15

Author(s):

Manuel Perea ◽

Victoria Panadero

Keyword(s):

Word Recognition ◽

Visual Word Recognition ◽

Developmental Dyslexia ◽

Computational Models ◽

Error Rates ◽

Visual Word ◽

Base Word ◽

Similar Response ◽

Skilled Readers ◽

Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

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