scholarly journals Phonology Processing and Reading Ability in Elementary School-aged children with Cleft Palate

2021 ◽  
Vol 26 (3) ◽  
pp. 686-699
Author(s):  
Yu Gyeong Choe ◽  
Seunghee Ha
Keyword(s):  
Elementary School ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Reading Ability ◽  
Digit Span ◽  
Speech Sound ◽  
Preschool Age ◽  
Nonword Repetition ◽  
School Aged Children ◽  
Reading Abilities

Objectives: This study aimed to examine the phonological processing and reading abilities of elementary school-aged children with and without cleft palate (CP).Methods: The participants were 10 children with CP and 12 typically developing children in the first to the second grades of elementary school. All children with CP in the study were identified with speech and language development problems during preschool age and were recommended speech and language therapy. The performances of phonological processing were measured in terms of phonological awareness (syllable and phoneme awareness), phonological memory (nonword repetition, digit span and backward digit span), and rapid automatized naming. The reading abilities were also measured in terms of decoding, reading fluency and reading comprehension. The correlations among vocabulary, articulation, and phonological processing and reading ability were examined.Results: Children with CP showed significantly lower performances in phonological awareness of syllable level and nonword repetition than typically developing children. Also, significant group differences were seen in all decoding and reading comprehension tasks except reading fluency. The results showed that nonword repetition performances of children with CP were highly correlated with receptive vocabulary and percentage of consonants correct.Conclusion: This study confirmed that school-aged children with CP who showed speech sound disorders in preschool age are likely to have difficulties in phonological processing and reading. Therefore, this study suggested that comprehensive evaluation of phonological processing skills should be performed more actively in preschool children with CP who show speech sound disorders, and intervention should continue to improve reading skills for school age.

Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders

2017 ◽  
Vol 60 (7) ◽  
pp. 1877-1890 ◽  
Author(s):  
Sarah Masso ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
Cen Wang
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Phonological Processing ◽  
Literacy Development ◽  
Digit Span ◽  
Speech Sound ◽  
Poor Performance ◽  
Receptive Vocabulary ◽  
Speech Sound Disorders ◽  
Print Knowledge

Purpose The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables—words of three or more syllables—are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Method Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Results Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. Conclusions The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk—those with both low polysyllable accuracy and poor phonological processing.

scholarly journals Neural and functional correlates of impaired reading ability in schizophrenia

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Clément Dondé ◽  
Antigona Martinez ◽  
Pejman Sehatpour ◽  
Gaurav H. Patel ◽  
Rebecca Kraut ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Functional Outcome ◽  
Functional Capacity ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Matching Task ◽  
Resting State Functional Connectivity ◽  
Specific Level

Abstract Deficits in early auditory processing (EAP) are a core component of schizophrenia (SZ) and contribute significantly to impaired overall function. Here, we evaluate the potential contributions of EAP-related impairments in reading to functional capacity and outcome, relative to effects of auditory social cognitive and general neurocognitive dysfunction. Participants included 30-SZ and 28-controls of similar age, sex, and educational achievement. EAP was assessed using an auditory working memory (tone-matching) task. Phonological processing and reading Fluency were assessed using the Comprehensive Test of Phonological Processing and Woodcock-Johnson reading batteries, respectively. Auditory-related social cognition was assessed using measures of emotion/sarcasm recognition. Functional capacity and outcome were assessed using the UCSD Performance-based Skills Assessment and Specific Level of Functioning scale, respectively. fMRI resting-state functional-connectivity (rsFC) was used to evaluate potential underlying substrates. As predicted, SZ patients showed significant and interrelated deficits in both phonological processing (d = 0.74, p = 0.009) and reading fluency (d = 1.24, p < 0.00005). By contrast, single word reading (d = 0.35, p = 0.31) was intact. In SZ, deficits in EAP and phonological reading ability significantly predicted reduced functional capacity, but not functional outcome. By contrast, deficits in reading fluency significantly predicted impairments in both functional capacity and functional outcome. Moreover, deficits in reading fluency correlated with rsFC alterations among auditory thalamus, early auditory and auditory association regions. These findings indicate significant contributions of EAP deficits and functional connectivity changes in subcortical and early auditory regions to reductions in reading fluency, and of impaired reading ability to impaired functional outcome in SZ.

scholarly journals The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes

2015 ◽  
Vol 14 (2) ◽  
pp. 180-198 ◽  
Author(s):  
Susanne Schwab ◽  
Marco G. P. Hessels ◽  
Markus Gebhardt ◽  
Mathias Krammer ◽  
Barbara Gasteiger-Klicpera
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Text Comprehension ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social And Emotional ◽  
Reading Abilities ◽  
Low Iq

This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average-IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

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