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.

Word- and Text-Level Reading Difficulties in Students With Dyslexia

2021 ◽  
pp. 073194872110372
Author(s):  
Elizabeth B. Meisinger ◽  
Ashley M. Breazeale ◽  
Lyle H. Davis
Keyword(s):  
Phonological Awareness ◽  
Cognitive Processing ◽  
Reading Fluency ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Clinical Sample ◽  
Rapid Automatized Naming ◽  
Fluency And Comprehension ◽  
Text Reading

The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive processing skills (phonological awareness, rapid automatized naming [RAN], and verbal short-term memory), word reading skills (decoding and word identification), oral text reading (fluency and comprehension), and silent text reading (fluency and comprehension). Word- and text-level reading skills were used to place students into the following groups: text fluency deficit, globally impaired, and partially remediated. Results replicated the existence of a text fluency deficit group. Reader group differences in terms of cognitive processing skills were less pronounced than expected, with only phonological awareness differentiating among them. Phonological awareness and RAN emerged as the important contributors to reading skill, though their relative contributions varied across wordand text-level measures. Together, these results point to importance of considering text-level reading processes across modality in both research and clinical contexts.

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 Reading alphasyllabic hindi: contributions from phonological and orthographic domains

2018 ◽  
Vol 22 (1) ◽  
pp. 492-515 ◽  
Author(s):  
Azizuddin Khan ◽  
Purnima Bajre
Keyword(s):  
Reading Fluency ◽  
Phonological Processing ◽  
Cognitive Skills ◽  
Short Term Memory ◽  
Orthographic Knowledge ◽  
Rapid Automatized Naming ◽  
Future Research ◽  
Short Term ◽  
Reading Measures

Abstract Phonological and orthographic processing are important cognitive skills required in reading. The present study attempts to investigate the role of phonological processing and orthographic knowledge, in reading alphasyllabic Hindi orthography. The sample constituted 65 children from Grade 4. The result of hierarchical multiple regression indicated that the variance in reading fluency was significantly explained by phonological processing and orthographic knowledge measured through the tasks of rapid automatized naming, syllable deletion and dictation. The variance in reading accuracy was significantly explained only by orthographic knowledge measured through a dictation task. Phonological short-term memory showed significant correlations with all the reading measures but was non-significant in explaining the unique variance in reading. The limitation of the study and suggestions for future research is discussed.

scholarly journals Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context

2022 ◽  
Author(s):  
Cyril Wealer ◽  
Silke Fricke ◽  
Ariana Loff ◽  
Pascale M. J. Engel de Abreu
Keyword(s):  
Phonological Awareness ◽  
Short Term Memory ◽  
First Language ◽  
Building Blocks ◽  
Literacy Skills ◽  
Preschool Age ◽  
Rapid Automatized Naming ◽  
Learning To Read ◽  
Letter Sound ◽  
Reading And Spelling

AbstractThe study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confirm that individual differences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a first language, at least for languages that are typologically close. However, current findings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their first language.

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

2018 ◽  
Vol 40 (2) ◽  
pp. 235-251 ◽  
Author(s):  
TOMOHIRO INOUE ◽  
GEORGE K. GEORGIOU ◽  
HIROFUMI IMANAKA ◽  
TAKAKO OSHIRO ◽  
HIROYUKI KITAMURA ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Path Analysis ◽  
Reading Fluency ◽  
Cognitive Skills ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Automatized Naming ◽  
Writing System ◽  
The Cross

ABSTRACTWe examined the cross-lagged relations between word reading fluency in the two orthographic systems of Japanese: phonetic (syllabic) Hiragana and morphographic Kanji. One hundred forty-two Japanese-speaking children were assessed on word reading fluency twice in Grade 1 (Times 1 and 2) and twice in Grade 2 (Times 3 and 4). Nonverbal IQ, vocabulary, phonological awareness, morphological awareness, and rapid automatized naming were also assessed in Time 1. Results of path analysis revealed that Time 1 Hiragana fluency predicted Time 2 Kanji fluency after controlling for the cognitive skills. Time 2 Hiragana fluency did not predict Time 3 Kanji fluency or vice versa after the autoregressor was controlled, but Hiragana and Kanji fluency were reciprocally related between Times 3 and 4. These findings provide evidence for a cross-script transfer of word reading fluency across the two contrastive orthographic systems, and the first evidence of fluency in a morphographic script predicting fluency development in a phonetic script within the same language.

Effects of reading skill on component spelling skills

1990 ◽  
Vol 11 (4) ◽  
pp. 425-437 ◽  
Author(s):  
Maggie Bruck ◽  
Gloria Waters
Keyword(s):  
Visual Information ◽  
Sixth Grade ◽  
Reading Skill ◽  
Poor Readers ◽  
Good Readers ◽  
Reading Experience ◽  
Visual Characteristics ◽  
Poor Spellers ◽  
Better Than

ABSTRACTThis study examined the influence of reading experience on the development of component spelling skills. Three groups of sixth-grade children were identified – good readers-good spellers (Good), good readers-poor spellers (Mixed), and poor readers-poor spellers (Poor). The children completed three different spelling tasks that assessed component spelling skills involving the use and knowledge of sound-spelling, orthographic, morphological, and visual information. Good subjects performed consistently better than Mixed and Poor subjects. Mixed and Poor subjects did not differ on measures requiring use and knowledge of sound-spelling, orthographic, and visual information. Mixed subjects performed better than Poor subjects on measures assessing use and knowledge of morphological information. It is suggested that, as a result of their greater experience with print, Mixed subjects have better knowledge of some of the linguistic, but not the visual, characteristics of words.

scholarly journals Tapping to Music Predicts Literacy Skills of First-Grade Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Csaba Kertész ◽  
Ferenc Honbolygó
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Verbal Working Memory ◽  
First Grade ◽  
Literacy Skills ◽  
Rapid Automatized Naming ◽  
Reading Accuracy

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

scholarly journals Response and Non-response to Intervention for Reading Difficulties: What Role do Cognitive Correlates Play?

2019 ◽  
Author(s):  
Malikka Begum Binte Habib Mohamed
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Verbal Memory ◽  
Cognitive Skills ◽  
Word Reading ◽  
Research Question ◽  
Reading Difficulties ◽  
Rapid Automatized Naming ◽  
Cognitive Measures ◽  
Post Intervention

Grade 1 responders and non-responders to an iPad-based reading intervention were evaluated on their cognitive attributes. Cognitive measures included phonological awareness, rapid automatized naming, verbal memory and statistical learning, which were correlated with a lack of response to reading interventions in previous studies (Al Otaiba & Fuchs, 2006). The overall research question was whether and which of the cognitive variables could differentiate treatment responders versus non-responders, since this would provide valuable information in predicting which children may be better served by different types of intervention. The intervention study was conducted as a randomized controlled design, wherein 147 children (Mage = 6.75) who were identified as at risk for reading difficulties at primary school entry were allocated to either phonics or word reading based interventions. Responders included children who attained criterion-referenced word reading and fluency and decoding accuracy and fluency scores (e.g., above grade equivalent scores or above a mean of typically developing peers), whereas nonresponders did not attain age-based scores at post-intervention compared with their preintervention scores. Four separate MANCOVA analyses were conducted to determine if nonresponders differed from their peers on any of the cognitive measures. The two groups differed only on the fluency outcomes. On the reading fluency task, non-responders varied from the other groups on their phonological awareness and verbal memory scores. For decoding fluency outcomes, responders and non-responders differed only on rapid automatized naming. Altogether, these findings do suggest differences between the groups, suggesting implications of building on cognitive skills together with language skills for children with reading difficulties.

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