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

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.

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Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math

Journal of Psychoeducational Assessment ◽

10.1177/0734282916669657 ◽

2016 ◽

Vol 35 (1-2) ◽

pp. 168-185 ◽

Cited By ~ 5

Author(s):

Kristina C. Breaux ◽

Maria Avitia ◽

Taylor Koriakin ◽

Melissa A. Bray ◽

Emily DeBiase ◽

...

Keyword(s):

Processing Speed ◽

Phonological Processing ◽

Oral Language ◽

High Speed ◽

Long Term Memory ◽

Factor Scores ◽

Term Memory ◽

Reasoning Abilities ◽

Error Factor

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

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

Journal of Psychoeducational Assessment ◽

10.1177/0734282916668996 ◽

2016 ◽

Vol 35 (1-2) ◽

pp. 186-205 ◽

Cited By ~ 4

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.

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

Journal of Learning Disabilities ◽

10.1177/0022219420961332 ◽

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.

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Analysis of Children’s Errors in Comprehension and Expression

Journal of Psychoeducational Assessment ◽

10.1177/0734282916669019 ◽

2016 ◽

Vol 35 (1-2) ◽

pp. 57-73 ◽

Cited By ~ 10

Author(s):

Ryan C. Hatcher ◽

Kristina C. Breaux ◽

Xiaochen Liu ◽

Melissa A. Bray ◽

Karen L. Ottone-Cross ◽

...

Keyword(s):

Oral Language ◽

Educational Achievement ◽

Language Skills ◽

Total Sample ◽

Written Language ◽

Divergent Validity ◽

Research Findings ◽

Interacting Systems ◽

Oral Language Skills ◽

Error Types

Children’s oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students’ errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Correlational analyses from the total sample ( n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of “same-name” error types (e.g., inferential errors across modalities) with correlations of “different-name” error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.

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Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade

Journal of Speech Language and Hearing Research ◽

10.1044/2017_jslhr-l-15-0402 ◽

2017 ◽

Vol 60 (8) ◽

pp. 2185-2198 ◽

Cited By ~ 24

Author(s):

Christopher J. Lonigan ◽

Trelani F. Milburn

Keyword(s):

Language Development ◽

Oral Language ◽

Factor Model ◽

Language Skills ◽

Receptive Language ◽

Formal Schooling ◽

Oral Language Skills ◽

Highly Correlated ◽

Age Range ◽

5Th Grade

Purpose Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade. Method In a large sample of 1,895 children, confirmatory factor analysis was conducted with 19–20 measures of language intended to represent 6 factors, including domains of vocabulary and syntax/grammar across modalities of expressive and receptive language, listening comprehension, and vocabulary depth. Results A 2-factor model with separate, highly correlated vocabulary and syntax factors provided the best fit to the data, and this model of language dimensionality was consistent from preschool through 5th grade. Conclusion This study found that there are fewer dimensions than are often suggested or represented by the myriad subtests in commonly used standardized tests of language. The identified 2-dimensional (vocabulary and syntax) model of language has significant implications for the conceptualization and measurement of the language skills of children in the age range from preschool to 5th grade, including the study of typical and atypical language development, the study of the developmental and educational influences of language, and classification and intervention in clinical practice. Supplemental Materials https://doi.org/10.23641/asha.5154220

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The contribution of oral language skills to the development of phonological awareness

Applied Psycholinguistics ◽

10.1017/s0142716402003053 ◽

2002 ◽

Vol 23 (3) ◽

pp. 399-416 ◽

Cited By ~ 51

Author(s):

DAVID H. COOPER ◽

FROMA P. ROTH ◽

DEBORAH L. SPEECE ◽

CHRISTOPHER SCHATSCHNEIDER

Keyword(s):

Phonological Awareness ◽

Oral Language ◽

Reading Ability ◽

Principal Component ◽

Early Reading ◽

Second Grade ◽

Full Sample ◽

Oral Language Skills ◽

Language Measures ◽

Longitudinal Relationships

Phonological awareness skills are prerequisite to early reading, yet the development of phonological awareness is an understudied phenomenon. To identify factors that contribute to the development of phonological awareness, we investigated the longitudinal relationships among child background factors, structural oral language, and phonological awareness in a sample of 52 children from kindergarten to second grade and a subsample of this group who were nonreaders in kindergarten. Background measures were IQ, family literacy, socioeconomic status, and child's primary language; oral language measures were receptive and expressive semantics, syntax, and morphology; phonological awareness was measured by segmentation and blending. Principal component analysis of the structural language measures yielded a general oral language factor score. Regression analyses indicated that the background variables were unique predictors of kindergarten general oral language skill but did not predict phonological awareness skills. General oral language accounted for significant and substantial unique variance in phonological awareness each year for both the full sample and the subsample of nonreaders, controlling for reading ability. These findings suggest general oral language may contribute to the development of early reading through its significant influence on the development of phonological awareness.

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Storytelling and Rural Areas (SARA): Making Links between Home and School

Australasian Journal of Early Childhood ◽

10.1177/183693919602100102 ◽

1996 ◽

Vol 21 (1) ◽

pp. 1-5 ◽

Cited By ~ 1

Author(s):

Kerry Mallan

Keyword(s):

Distance Education ◽

Oral Language ◽

Rural Areas ◽

Language Skills ◽

Important Link ◽

Oral Language Skills ◽

Age Range ◽

Home And School

SARA (Storytelling And Rural Areas) was originally conceived as an oracy project for P–3 at Longreach School of Distance Education (LSODE), however, the interest shown by parents and teachers meant that the intended age range was extended to cover P–7. The purpose of Project SARA is to enhance the oral language skills and confidence of children and to explore ways that storytelling can be used to assist in this development. It is also designed to provide another important link between home and school with parents/home tutors, teachers and children actively involved in sharing stories and a range of other forms of spoken communication.

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