scholarly journals Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

2017 ◽  
Vol 42 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Zhichao Xia ◽  
Linjun Zhang ◽  
Fumiko Hoeft ◽  
Bin Gu ◽  
Gaolang Gong ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Sentence Reading ◽  
Calcarine Fissure ◽  
Age Range

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children ( N = 21; 12 females and 9 males; age range 10.7–12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children’s performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children’s phonetic representation, phonological awareness, and orthography–phonology mapping skills, respectively. By contrast, children’s performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography–semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.

scholarly journals Implications of a Remote Study of Children With Cerebral Visual Impairment for Conducting Virtual Pediatric Eye Care Research: Virtual Assessment Is Possible for Children With CVI

2021 ◽  
Vol 15 ◽  
Author(s):  
Reem Almagati ◽  
Barry S. Kran
Keyword(s):  
Visual Acuity ◽  
Visual Impairment ◽  
Low Vision ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Parent Questionnaire ◽  
Low Vision Clinic ◽  
Age Range ◽  
Vision Function ◽  
E Mail

The Pandemic of 2020 impacted conducting in-person research. Our proposed project already had an asynchronous online component but was later morphed to add a synchronous online component, thereby eliminating the need for in-person assessment. The project compares the results of various tests between a group of children with Cerebral Visual Impairments (CVI) (N = 4) and an age-matched sample of children without CVI (N = 3) from a pediatric low vision clinic. This model was trialed with a small convenient sample of typically developing children in the same age range (N = 4). Given the positive feedback, recruitment for the larger study was done via encrypted e-mail rather than through traditional mailing. The asynchronous components included recruitment, pre-assessment information, the Flemish CVI questionnaire, Vineland-3 comprehensive parent questionnaire for assessment of age equivalent, and vision function tests, such as contrast sensitivity. The synchronous components were administered via Zoom telehealth provided by necoeyecare.org and included assessment of visual acuity via the Freiburg Visual Acuity and Contrast Test (FrACT) electronic software and assessment of visual perceptual batteries via the Children’s Visual Impairment Test for developmental ages 3–6-years (CVIT 3–6). Our virtual testing protocol was successful in the seven participants tested. This paper reviews and critiques the model that we utilized and discusses ways in which this model can be improved. Aside from public health considerations during the pandemic, this approach is more convenient for many families. In a broader perspective, this approach can be scaled for larger N studies of rare conditions, such as CVI without being confined by proximity to the researcher.

Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency

2012 ◽  
Vol 34 (4) ◽  
pp. 697-725 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
GINA BIANCAROSA ◽  
JEANNETTE MANCILLA-MARTINEZ
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
Morphological Awareness ◽  
Language Minority ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
Reading Vocabulary ◽  
Language Minority Learners ◽  
Vocabulary Word

ABSTRACTThis study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions via three hypothesized mediators for students in sixth, seventh, and eighth grade (N = 101). Results indicated a significant unique contribution of morphological awareness, controlling for phonemic decoding, listening comprehension, reading vocabulary, word reading fluency, and passage reading fluency. Results further indicated significant indirect contributions of morphological awareness via reading vocabulary and passage fluency, but not via word reading fluency. Findings suggest that morphological awareness may play multiple important roles in second-language reading comprehension.

Children's referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders

2012 ◽  
Vol 40 (5) ◽  
pp. 971-1002 ◽  
Author(s):  
HANADY BANI HANI ◽  
ANA MARIA GONZALEZ-BARRERO ◽  
APARNA S. NADIG
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Autism Spectrum ◽  
Social Cues ◽  
Language Ability ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Age Range

ABSTRACTThis study examined two facets of the use of social cues for early word learning in parent–child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01–6;02) and typically developing children (age range: 1;02–4;09) who were matched on language ability. In Experiment 2, we examined verbal and non-verbal parental labeling behaviors. First, we found that both groups were similarly able to learn a novel label using social cues alone, and to generalize this label to other representations of the object. Children who utilized social cues for word learning had higher language levels. Second, we found that parental cues used to introduce object labels were strikingly similar across groups. Moreover, parents in both groups adapted labeling behavior to their child's language level, though this surfaced in different ways across groups.

scholarly journals Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

2010 ◽  
Vol 62 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Pakey Pui-man Chik ◽  
Connie Suk-han Ho ◽  
Pui-sze Yeung ◽  
Yau-kai Wong ◽  
David Wai-ock Chan ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals Sentence Comprehension in Specific Language Impairment: A Task Designed to Distinguish Between Cognitive Capacity and Syntactic Complexity

2013 ◽  
Vol 56 (2) ◽  
pp. 577-589 ◽  
Author(s):  
Laurence B. Leonard ◽  
Patricia Deevy ◽  
Marc E. Fey ◽  
Shelley L. Bredin-Oja
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Syntactic Structure ◽  
Target Sentence ◽  
Cognitive Capacity ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Item Types

Purpose This study examined sentence comprehension in children with specific language impairment (SLI) in a manner designed to separate the contribution of cognitive capacity from the effects of syntactic structure. Method Nineteen children with SLI, 19 typically developing children matched for age (TD-A), and 19 younger typically developing children (TD-Y) matched according to sentence comprehension test scores responded to sentence comprehension items that varied in either length or their demands on cognitive capacity, based on the nature of the foils competing with the target picture. Results The TD-A children were accurate across all item types. The SLI and TD-Y groups were less accurate than the TD-A group on items with greater length and, especially, on items with the greatest demands on cognitive capacity. The types of errors were consistent with failure to retain details of the sentence apart from syntactic structure. Conclusions The difficulty in the more demanding conditions seemed attributable to interference. Specifically, the children with SLI and the TD-Y children appeared to have difficulty retaining details of the target sentence when the information reflected in the foils closely resembled the information in the target sentence.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers

2005 ◽  
Vol 8 (2) ◽  
pp. 131-155 ◽  
Author(s):  
Pauline B. Low ◽  
Linda S. Siegel
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Sixth Grade ◽  
Relative Role ◽  
Syntactic Awareness

The present study examined the relative role played by three cognitive processes — phonological processing, verbal working memory, syntactic awareness — in understanding the reading comprehension performance among 884 native English (L1) speakers and 284 English-as-a-Second-Language (ESL) speakers in sixth-grade (mean age: 11.43 years). The performance of both groups of speakers were comparable on measures of word reading, word reading fluency, phonological awareness, phonological decoding fluency and verbal working memory. However, the ESL speakers lagged behind L1 speakers in terms of syntactic awareness. This study also emphasizes the importance of the three cognitive processes in establishing a common model of reading comprehension across English L1 and ESL reading.

Sign in / Sign up

Export Citation Format

Share Document