Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype

2020 ◽  
pp. 002221942096133
Author(s):  
Sylviane Valdois ◽  
Caroline Reilhac ◽  
Emilie Ginestet ◽  
Marie Line Bosse
Keyword(s):  
Reading Fluency ◽  
Oral Language ◽  
Sixth Grade ◽  
Reading Performance ◽  
Phoneme Awareness ◽  
Poor Readers ◽  
Rapid Automatized Naming ◽  
Cognitive Profiles ◽  
Oral Language Skills ◽  
Average Readers

A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a large sample of 948 sixth-grade children. We first assessed the contribution of phoneme awareness (PA), rapid automatized naming (RAN), and visual attention span (VAS) to reading performance in a subset of 281 children including poor and average readers/spellers. We show that all three skills are unique and significant predictors of reading fluency. We then restricted the analysis to participants with normal Raven’s score (IQ) and oral language skills to focus on 110 children with more specific reading difficulties. A unique VAS deficit was found in 18% of these poor readers while 20% and 15.5% showed a unique PA or RAN deficit. Children with multiple or no deficit were further identified. The overall findings provide evidence for a variety of cognitive profiles in poor readers. They suggest that, in addition to PA interventions, training programs targeting VAS might be useful for the nontrivial share of poor readers who exhibit a VAS deficit.

scholarly journals The Cognitive Profiles of Poor Readers/Good Spellers and Good Readers/Poor Spellers in a Consistent Orthography: A Retrospective Analysis

2015 ◽  
Vol 3 (2) ◽  
pp. 103 ◽  
Author(s):  
George Manolitsis ◽  
George K. Georgiou
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Short Term Memory ◽  
Orthographic Knowledge ◽  
Poor Readers ◽  
Rapid Automatized Naming ◽  
Cognitive Profiles ◽  
Good Readers ◽  
Poor Spellers ◽  
Reading And Spelling

Reading and spelling are closely related to each other, but empirical evidence shows that they can also dissociate. The purpose of this study was to examine the cognitive profiles of good readers/poor spellers and poor readers/good spellers in a relatively consistent orthography (Greek). One hundred forty children were administered measures of phonological awareness, rapid automatized naming, phonological short-term memory, and orthographic knowledge in grades 1 and 2. Their performance in reading and spelling was assessed in grade 4. Two small groups of children exhibited dissociation between reading and spelling: seven children were identified as poor readers/good spellers and 11 children as good readers/poor spellers. The former group experienced severe deficits in both rapid naming and phonological awareness. The latter group experienced only mild deficits in orthographic knowledge. Although inefficient orthographic knowledge affects their spelling accuracy (Greek is inconsistent in the direction of spelling), it does not impact their reading fluency because they can recognize words by relying on partial cues.

scholarly journals The interface between spoken and written language: developmental disorders

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120395 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Developmental Disorders ◽  
Current Knowledge ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Rapid Automatized Naming ◽  
Decoding Skills ◽  
Learning To Read

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

scholarly journals A network approach to dyslexia: Mapping the reading network

2021 ◽  
pp. 1-15
Author(s):  
Cara Verwimp ◽  
Jurgen Tijms ◽  
Patrick Snellings ◽  
Jonas M. B. Haslbeck ◽  
Reinout W. Wiers
Keyword(s):  
Reading Fluency ◽  
Reading Development ◽  
Speech Sound ◽  
Phoneme Awareness ◽  
Rapid Automatized Naming ◽  
Network Approach ◽  
Future Directions ◽  
Complex Interactions ◽  
Core Deficit ◽  
Speech Information

Abstract Research on the etiology of dyslexia typically uses an approach based on a single core deficit, failing to understand how variations in combinations of factors contribute to reading development and how this combination relates to intervention outcome. To fill this gap, this study explored links between 28 cognitive, environmental, and demographic variables related to dyslexia by employing a network analysis using a large clinical database of 1,257 elementary school children. We found two highly connected subparts in the network: one comprising reading fluency and accuracy measures, and one comprising intelligence-related measures. Interestingly, phoneme awareness was functionally related to the controlled and accurate processing of letter–speech sound mappings, whereas rapid automatized naming was more functionally related to the automated convergence of visual and speech information. We found evidence for the contribution of a variety of factors to (a)typical reading development, though associated with different aspects of the reading process. As such, our results contradict prevailing claims that dyslexia is caused by a single core deficit. This study shows how the network approach to psychopathology can be used to study complex interactions within the reading network and discusses future directions for more personalized interventions.

What Do Phonological Processing Errors Tell About Students’ Skills in Reading, Writing, and Oral Language?

2016 ◽  
Vol 35 (1-2) ◽  
pp. 24-46 ◽  
Author(s):  
Dowon Choi ◽  
Ryan C. Hatcher ◽  
Susan Dulong-Langley ◽  
Xiaochen Liu ◽  
Melissa A. Bray ◽  
...  
Keyword(s):  
Correlation Analysis ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Oral Language ◽  
Educational Achievement ◽  
Principal Component ◽  
Error Factor ◽  
Oral Language Skills ◽  
Processing Errors ◽  
Age Range

The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 ( N = 3,842) who were tested on the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness and Advanced Phonological Processing. Canonical analysis and correlation analysis were conducted to determine how each factor related to reading, writing, and oral language across the wide age range. Results of canonical correlation analysis indicated that the advanced error factor was more responsible for reading, writing, and oral language skills than the basic error factor. However, in the correlation analysis, both the basic and advanced factors related about equally to different aspects of achievement—including reading fluency and rapid naming—and there were few age differences.

scholarly journals Reading Comprehension Predictors in European Portuguese Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Fábio Gonçalves ◽  
Alexandra Reis ◽  
Filomena Inácio ◽  
Inês Salomé Morais ◽  
Luís Faísca
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Rapid Automatized Naming ◽  
School Aged Children ◽  
Mediation Hypothesis

Research on the predictors of reading comprehension has been largely focused on school-aged children and mainly in opaque orthographies, hindering the generalization of the results to adult populations and more transparent orthographies. In the present study, we aim to test two versions of the Simple View of Reading (SVR): the original model and an extended version, including reading fluency and vocabulary. Additional mediation models were analyzed to verify if other reading comprehension predictors (rapid automatized naming, phonological decoding, phonological awareness, morphological awareness, and working memory) have direct effects or if they are mediated through word reading and reading fluency. A sample of 67 typical adult Portuguese readers participated in this study. The SVR model accounted for 27% of the variance in reading comprehension, with oral language comprehension displaying a larger contribution than word reading. In the extended SVR model, reading fluency and vocabulary provided an additional and significant contribution of 7% to the explained variance. Moreover, vocabulary influenced reading comprehension directly and indirectly, via oral language comprehension. In the final mediation model, the total mediation hypothesis was rejected, and only morphological awareness showed a direct effect on reading comprehension. These results provide preliminary evidence that the SVR (with the possible addition of vocabulary) might be a reliable model to explain reading comprehension in adult typical readers in a semitransparent orthography. Furthermore, oral language comprehension and vocabulary were the best predictors in the study, suggesting that remediation programs addressing reading comprehension in adults should promote these abilities.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

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