scholarly journals Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

2016 ◽  
Vol 50 (4) ◽  
pp. 408-421 ◽  
Author(s):  
Robin L. Peterson ◽  
Richard Boada ◽  
Lauren M. McGrath ◽  
Erik G. Willcutt ◽  
Richard K. Olson ◽  
...  
Keyword(s):  
Word Reading ◽  
Older Children ◽  
Verbal Comprehension ◽  
Math Ability ◽  
Cognitive Predictors ◽  
Hyperactivity Disorder ◽  
Math Disability ◽  
Reading And Math ◽  
Predictor Model ◽  
Executive Functioning Skills

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

Teaching Executive Functions, Self-Management, and Ethical Decision-Making through Popular Videogame Play

2013 ◽  
pp. 771-785
Author(s):  
Randy Kulman ◽  
Gary Stoner ◽  
Louis Ruffolo ◽  
Stephanie Marshall ◽  
Jennifer Slater ◽  
...  
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Clinical Population ◽  
Attention And Memory ◽  
Problem Solving Skills ◽  
Hyperactivity Disorder ◽  
Executive Functioning Skills

Numerous studies support the contention that videogames can be useful in developing specific attention and memory skills. Videogames and other digital technologies also require the practice of critical-thinking and executive-functioning skills, but there is little evidence that these skills, which lead to decision-making and problem-solving skills, can be generalized from the game to the real world. This chapter examines strategies that use videogames to enhance the development of these problem-solving and ethical decision-making skills. This chapter discusses the use of these strategies with a clinical population of children with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities and considers methods for parents, teachers, and game publishers to make popular videogames a potent teaching tool for developing decision-making skills in children.

Divide and Conquer

2019 ◽  
Vol 66 (4) ◽  
pp. 296-309
Author(s):  
Michael J. Beran ◽  
Andrew J. Kelly ◽  
Bonnie M. Perdue ◽  
Will Whitham ◽  
Melany Love ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Word Reading ◽  
Object Identification ◽  
Divide And Conquer ◽  
Older Children ◽  
Potential Form ◽  
The Given ◽  
Effect Of Age

Abstract. We assessed the ability of preschool children to assign the most difficult tasks to a symbolic helper. First, children were taught that a toy “helper” could aid them in remembering the location of a hidden item. Children preferentially assigned the helper to the objectively most difficult locations to remember. Each child then completed eight more tests, assessing a range of different skills such as counting, object identification, and word reading. Children again could assign some stimuli in each task to the helper, leaving the remaining stimuli for themselves to respond to in the given tasks. They were not explicitly told to assign the hardest stimulus to the helper. However, children consistently still did so in most tasks, although some tasks showed an effect of age where older children were more proficient in assigning the objectively more difficult stimuli to the helper. These results highlight a potential form of metacognition in young children in which they can monitor difficulty across varied kinds of assessments and use a generalized tool for asking for help that does not require verbal responding.

Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model

2022 ◽  
pp. 002221942110608
Author(s):  
Young-Suk Grace Kim
Keyword(s):  
Word Reading ◽  
Writing Development ◽  
Writing Difficulties ◽  
Written Composition ◽  
Communicative Acts ◽  
Reading And Writing ◽  
Hyperactivity Disorder ◽  
Language Difficulties ◽  
General Skills ◽  
Interactive Dynamic

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading–writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.

scholarly journals Cognitive predictors of word reading in Sinhala

2018 ◽  
Vol 32 (7) ◽  
pp. 1881-1907
Author(s):  
M. A. D. K. Wijaythilake ◽  
R. Parrila ◽  
Tomohiro Inoue ◽  
Sonali Nag
Keyword(s):  
Word Reading ◽  
Cognitive Predictors

The consistency and cognitive predictors of children's oral language, reading, and math learning profiles

2019 ◽  
Vol 70 ◽  
pp. 130-141 ◽  
Author(s):  
Lisa M.D. Archibald ◽  
Janis Oram Cardy ◽  
Daniel Ansari ◽  
Thomas Olino ◽  
Marc F. Joanisse
Keyword(s):  
Oral Language ◽  
Math Learning ◽  
Cognitive Predictors ◽  
Reading And Math

Executive functioning skills uniquely predict Chinese word reading.

2011 ◽  
Vol 103 (4) ◽  
pp. 909-921 ◽  
Author(s):  
Kevin K. H. Chung ◽  
Catherine McBride-Chang
Keyword(s):  
Executive Functioning ◽  
Word Reading ◽  
Chinese Word ◽  
Executive Functioning Skills

Attention behavior and hyperactivity and concurrent neurocognitive and social competence functioning in 4-year-olds from two population-based birth cohorts

2011 ◽  
Vol 26 (6) ◽  
pp. 381-389 ◽  
Author(s):  
J. Julvez ◽  
M. Forns ◽  
N. Ribas-Fitó ◽  
M. Torrent ◽  
J. Sunyer
Keyword(s):  
Social Competence ◽  
Regression Models ◽  
Neuropsychological Functioning ◽  
Population Based ◽  
Adhd Symptoms ◽  
Older Children ◽  
Birth Cohorts ◽  
Hyperactivity Disorder ◽  
Symptom Scores ◽  
Dsm Iv

AbstractObjectiveWe studied the associations between Attention Deficit Hyperactivity Disorder (ADHD) symptoms and the neurobehavioral status in two population-based birth cohorts.MethodsChildren (n = 467) were assessed by psychologists and teachers for neuropsychological functioning (McCarthy Scales, MCSA), inattention-hyperactivity symptoms (ADHD-DSM-IV form list) and social behavior (California Preschool Social Competence Scale, CPSCS). Regression models were used with covariate adjustment.ResultsSixteen percent of children had ADHD-DSM-IV symptoms. MCSA scores were linearly associated with ADHD symptom scores (general cognitive Beta = −0.6 [−1.0; −0.3] per symptom), specifically inattention scores (general cognitive Beta = −1.8 [−2.3; −1.2]). CPSCS scores were associated with ADHD symptoms (Beta = −2.19 [−2.5; −1.9]). MCSA scores of executive function, perceptive-performance and quantitative sub-areas had stronger associations with ADHD symptoms.ConclusionsPreschooler ADHD symptoms are associated with concurrent decrements in neurocognitive and social competence functioning. The association patterns are similar to those found in older children with ADHD symptomology (Marks et al., 2005 [36], Seidman, 2006 [46], Sonuga-Barke et al., 2003 [48], Yochman et al., 2006 [53]).

scholarly journals Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts

2021 ◽  
pp. 002221942110562
Author(s):  
Tuija Aro ◽  
Kenneth Eklund ◽  
Anna-Kaija Eloranta ◽  
Timo Ahonen ◽  
Leslie Rescorla
Keyword(s):  
Learning Disabilities ◽  
Emotional Problems ◽  
Z Score ◽  
Emotional Symptoms ◽  
Hyperactivity Disorder ◽  
Contextual Variation ◽  
Math Disability ◽  
Students With Ld ◽  
And Gender ◽  
Teachers And Parents

Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data comprised 579 Finnish children (8–15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score ≥1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention Deficit Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers’ awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning.

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