Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study

2019 ◽  
Vol 39 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Cathy Yui-Chi Fong ◽  
Connie Suk Han Ho
Keyword(s):  
Reading Difficulties ◽  
First Grade ◽  
Cognitive Profiles ◽  
Oral Discourse ◽  
Word Decoding ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Discourse Skills ◽  
Normal Word ◽  
Average Readers

Prior research on reading difficulties has mainly focused on word decoding problems. However, there exists another group of children – poor comprehenders (PCs) – who have normal word decoding abilities but difficulties in reading comprehension. Less is known about PCs especially in non-alphabetic languages such as Chinese. This study identified three groups – poor decoders, PCs, and average readers – among 103 Chinese children at the end of first grade. Children’s performances in reading and cognitive-linguistic measures, both concurrently at first grade and retrospectively at kindergarten levels two and three, were then compared among the three groups. This study is the first to demonstrate the distinct cognitive profiles of poor decoders and PCs in Chinese. The key cognitive-linguistic weaknesses of Chinese PCs were found to be in oral discourse skills and working memory. The retrospective data further revealed their oral discourse weakness as early as in preschool years at age 5. Practically, the necessity of developing assessment and intervention tools that focus on oral discourse skills for Chinese PCs is highlighted.

Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

2020 ◽  
pp. 073194872095814
Author(s):  
Ae-Hwa Kim ◽  
Ui Jung Kim ◽  
Jae Chul Kim ◽  
Sharon Vaughn
Keyword(s):  
Reading Achievement ◽  
Grade Level ◽  
Rapid Naming ◽  
Primary Grade ◽  
Poor Readers ◽  
Linguistic Variables ◽  
Intermediate Grade ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Average Readers

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Normal Variation in Reading Acquisition

1986 ◽  
Vol 62 (3) ◽  
pp. 691-716 ◽  
Author(s):  
Virginia Wise Berninger
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Cognitive Skills ◽  
Verbal Ability ◽  
First Grade ◽  
Normal Variation ◽  
Word Decoding ◽  
Linguistic Skills ◽  
Whole Word ◽  
Reading And Spelling

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Carolyn A. Denton ◽  
Kim Nimon ◽  
Patricia G. Mathes ◽  
Elizabeth A. Swanson ◽  
Caroline Kethley ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Supplemental Reading ◽  
Early Reading Intervention ◽  
To Receive ◽  
Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

2016 ◽  
Vol 35 (1-2) ◽  
pp. 186-205 ◽  
Author(s):  
Xiaochen Liu ◽  
Lavinia Marchis ◽  
Emily DeBiase ◽  
Kristina C. Breaux ◽  
Troy Courville ◽  
...  
Keyword(s):  
Processing Speed ◽  
Phonological Processing ◽  
Educational Achievement ◽  
Orthographic Processing ◽  
Cognitive Profiles ◽  
Word Decoding ◽  
High Processing Speed ◽  
Error Factor ◽  
Cognitive Patterns

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive profiles: High Crystallized Ability paired with Low Processing Speed and Long-Term Retrieval (High Gc), Low Crystallized Ability paired with High Processing Speed and Long-Term Retrieval (High Gs/ Glr), Low Orthographic Processing (Low OP), Low Phonological Processing (Low PP), and Low Phonological Processing paired with Low Orthographic Processing (Low PP_OP). Error factor scores for all five groups were compared on Reading Comprehension and Written Expression; the first four groups were compared on Letter & Word Recognition, Nonsense Word Decoding, and Spelling, and the first three groups were compared on Phonological Processing. Significant differences were noted among the patterns of errors demonstrated by the five groups. Findings support the notion that students with diverse cognitive PSWs display different patterns of errors on tests of academic achievement.

scholarly journals A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

2010 ◽  
Vol 34 (2) ◽  
pp. 119-132 ◽  
Author(s):  
Gary Woolley
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Story Comprehension ◽  
Word Decoding ◽  
Decoding Skills ◽  
Learning Deficits ◽  
Poor Comprehenders ◽  
New Meanings ◽  
Good Word ◽  
Multiple Strategy

AbstractPoor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading.

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