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.

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.

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.

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.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

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.

scholarly journals Visual search for upright bigrams predicts reading fluency in children

2021 ◽  
Author(s):  
Aakash Agrawal ◽  
Sonali Nag ◽  
K.V.S. Hari ◽  
S. P. Arun
Keyword(s):  
Visual Search ◽  
Language Processing ◽  
Reading Fluency ◽  
Visual Processing ◽  
Word Reading ◽  
Primary School Children ◽  
Rapid Automatized Naming ◽  
Clear Understanding ◽  
Related Factors ◽  
Large Letter

ABSTRACTFluent reading is an important milestone in education, but we lack a clear understanding of why children vary so widely in attaining this milestone. Language-related factors such as rapid automatized naming (RAN) and phonological awareness have been identified as important factors that influence reading fluency. Of theoretical interest is also, however, whether aspects of visual processing influence reading fluency. To investigate this issue, we tested primary school children (n = 68) on four tasks: two reading fluency tasks (word reading and passage reading), a RAN task to measure naming speed, and a visual search task using letters and bigrams to measure visual processing. As expected, the RAN score was strongly correlated with reading fluency. In addition, visual processing of bigrams was correlated with reading fluency. Importantly, this association was specific to upright but not inverted bigrams, and to bigrams with normal but not large letter spacing. Thus, reading fluency in children is accompanied by specialized changes in upright bigram processing. We propose that bigram processing during visual search could complement existing measures of language processing to understand individual differences in reading fluency.

Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study

2021 ◽  
pp. 1-25
Author(s):  
George K. Georgiou ◽  
Tomohiro Inoue ◽  
Timothy C. Papadopoulos ◽  
Rauno Parrila
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Cognitive Skills ◽  
Developmental Period ◽  
Orthographic Knowledge ◽  
Rapid Naming ◽  
Growth Trajectories ◽  
Phonological Memory ◽  
Nonword Reading ◽  
Text Reading

Abstract We examined the growth trajectories of reading in a consistent orthography (Greek) in two developmental periods (from Grade 1 to Grade 4 and from Grade 4 to Grade 10) and what cognitive skills predict the growth patterns. Seventy-five Greek-speaking children were assessed in Grades 1, 2, 4, 6, and 10 on word-, nonword-, and text-reading fluency. In Grades 1 and 4, they were also assessed on phonological awareness, rapid naming, phonological memory, orthographic knowledge, and articulation rate. Results of growth curve modeling showed that during the first developmental period, there was a rapid initial growth from Grade 1 to Grade 2 followed by a less rapid growth from Grade 2 to Grade 4. In the second developmental period, the slow growth continued. In both developmental periods, rapid naming and orthographic knowledge predicted the initial status of all reading outcomes and phonological memory predicted the initial status of nonword-reading fluency. Phonological awareness predicted the initial status of nonword-reading fluency in the first developmental period and the initial status of word- and text-reading fluency in the second developmental period. None of the cognitive skills predicted the growth rate in reading skills. Theoretical and practical implications of these findings are discussed.

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