scholarly journals Exploring the Korean Hangul Word Decoding Properties of Children with Reading Disabilities: Implication for Reading Intervention and Reading Related Language Factors

2021 ◽  
Vol 26 (4) ◽  
pp. 797-819
Author(s):  
Eun Ju Lee
Keyword(s):  
Phonological Awareness ◽  
Reading Intervention ◽  
Reading Disabilities ◽  
Reading Interventions ◽  
Receptive Vocabulary ◽  
Rapid Naming ◽  
Word Decoding ◽  
Related Language ◽  
Word Writing ◽  
Korean Hangul

Objectives: This study analyzed the Korean Hangul word decoding properties of children with reading disabilities by considering reading intervention and reading related language factors.Methods: A corresponding sample t-test, correlation analysis, and repeated measurement were examined for the relevance of Hangul and reading difficulties, predictors of Hangul reading difficulties, and the effects of Korean word meaningfulness (word/non-word) and spelling regularity (regular/irregular) variables.Results: 1) After reading intervention, children with reading disabilities improved in their Hangul decoding, listening comprehension, phonological awareness, and word writing scores. 2) Before and after reading interventions, variables related to decoding were receptive vocabulary, phonological awareness, word writing, and rapid naming. 3) The variables of children’s ability that predicted decoding were word writing, listening comprehension, receptive vocabulary, and rapid naming; and the variable that predicted non-word decoding was word writing. Phonological awareness, which showed significant correlation with decoding scores, did not act as a significant predictor of decoding scores. 4) Reading interventions and decoding-level variables (word meaning and spelling regularity) both showed significant effects in the decoding of Korean Hangul, especially after reading interventions.Conclusion: The reading disability of Hangul is acting on both the characteristics of the ideogram and phonogram system, and the characteristics of Hangul’s unique spelling system.

scholarly journals A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention

2010 ◽  
Vol 16 (3) ◽  
pp. 526-536 ◽  
Author(s):  
AMY E. BARTH ◽  
CAROLYN A. DENTON ◽  
KARLA K. STUEBING ◽  
JACK M. FLETCHER ◽  
PAUL T. CIRINO ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Reading Disabilities ◽  
Postural Stability ◽  
Intervention Study ◽  
Reading Interventions ◽  
Rapid Naming ◽  
Poor Readers ◽  
Reading Scores ◽  
Inadequate Responders ◽  
Typically Achieving

AbstractThe cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with “specific” reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties. (JINS, 2010, 16, 526–536.)

scholarly journals Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities

2011 ◽  
Vol 44 (2) ◽  
pp. 150-166 ◽  
Author(s):  
Jan C. Frijters ◽  
Maureen W. Lovett ◽  
Karen A. Steinbach ◽  
Maryanne Wolf ◽  
Rose A. Sevcik ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Reading Disabilities ◽  
Explanatory Power ◽  
Intervention Group ◽  
Additive Model ◽  
Rapid Naming ◽  
Reading Outcomes ◽  
Growth Curve Models ◽  
Outcomes For Children

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.

scholarly journals Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography

2021 ◽  
Author(s):  
Irit Bar-Kochva ◽  
Réka Vágvölgyi ◽  
Thomas Dresler ◽  
Benjamin Nagengast ◽  
Hannes Schröter ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Language Skills ◽  
Rapid Naming ◽  
Transparent Orthography ◽  
Reading Accuracy ◽  
Related Language ◽  
Basic Reading Skills ◽  
Text Reading

AbstractThis study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored.

scholarly journals Tier 2 Interventions Within the RtI-model for Developing Students’ Word decoding – a Systematic Review and Meta-analysis - PrePrint version 2

2021 ◽  
Author(s):  
Camilla Nilvius ◽  
Rickard Carlsson ◽  
Linda Fälth ◽  
Thomas Nordström
Keyword(s):  
At Risk ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Risk Of Bias ◽  
Tier 2 ◽  
Word Decoding ◽  
Students At Risk ◽  
Randomized Controlled ◽  
Decoding Ability

AbstractBackgroundObjectives: This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator) on word decoding outcomes (Outcome), based on randomized controlled trials (Study type).MethodsEligibility criteria were adequately sized (n> 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. TAU could not be another intervention. Only decoding tests from WRMT and TOWRE were included. Information sources: Database search was conducted 190520 in ERIC, PsycINFO, LLBA, WOS and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated in 2021-03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. Synthesis of results: A random-effects model was used to analyze the effect sizes (Hedges’ g)ResultsIncluded studies: Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis.Synthesis of results: The weighted mean effect size across the four included studies was Hedges' g = 0.31 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. DiscussionLimitations of evidence: Only four studies met inclusion criteria and all studies had at least some risk of bias.Interpretation: Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors. Other:Funding: Thomas Nordström and Rickard Carlsson was supported by the Swedish Research Council (grant no. 2020-03430). Camilla Nilvius was supported by Swedish National Research School Special Education for Teacher Educators (SET), funded by the Swedish Research Council (grant no. 2017-06039).Registration: Available at the Open Science Framework: https://osf.io/6y4wr

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

scholarly journals Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

2021 ◽  
pp. 002221942098199
Author(s):  
Alexandra M. A. Schmitterer ◽  
Garvin Brod
Keyword(s):  
Phonological Awareness ◽  
Elementary School Teachers ◽  
Standardized Tests ◽  
Reading Intervention ◽  
Reading Skills ◽  
Linear Models ◽  
Reading Assessments ◽  
Accurate Identification ◽  
Third Grade Students ◽  
Teacher Training Programs

Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.

Reading Development in Children With Nonsyndromic Cleft Palate With or Without Cleft Lip: Meta-analysis and Systematic Review

2021 ◽  
pp. 105566562110398
Author(s):  
Hope Sparks Lancaster ◽  
Kari M. Lien ◽  
Jordan Haas ◽  
Paige Ellis ◽  
Nancy J. Scherer
Keyword(s):  
Systematic Review ◽  
Cleft Palate ◽  
Phonological Awareness ◽  
Cleft Lip ◽  
Meta Analysis ◽  
Reading Development ◽  
Effect Sizes ◽  
School Age Children ◽  
School Age ◽  
Word Decoding

Objective We conducted a meta-analysis and systematic review of literature comparing pre-reading and general reading in school-age children with nonsyndromic cleft palate with or without cleft lip (NSCP/L) to their peers without NSCP/L. Methods Our literature search identified 1238 possible records. After screening we identified 11 samples for inclusion for systematic review and eight for meta-analysis. We compared 292 children with NSCP/L to 311 peers for 23 pre-reading effect sizes and 17 general reading effect sizes (EFg). We conducted a random-effects metaregression using robust variance estimation. Results On average school-age children with NSCP/L scored lower on pre-reading (EFg = −0.36) and general reading measures (EFg = −0.38) compared to their peers. We conducted post-hoc analyses on phonological awareness and word decoding effect sizes; children with NSCP/L performed lower on phonological awareness (EFg = −0.22) and word decoding (EFg = −0.39) compared to their peers. There was weak evidence that hearing status and/or speech-language functioning might moderate reading development. There was limited evidence that age or socioeconomic status moderated reading development. However, samples did not consistently report several characteristics that were coded for this project. Conclusions Our findings suggest that school-age children with NSCP/L have persistent reading problems. Further research is needed to explore reading development in children with NSCP/L, as well as the relationships among hearing, speech, language, and reading development.

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

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