Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade

School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associated with first grade reading, in addition to the preschool age reading-related cognitive skills. The results replicated earlier findings; we found significant correlations between pre-school phonological skills and first-grade reading, pre-school rapid naming and first-grade reading, and pre-school verbal short-term memory and first-grade reading. The results also revealed a significant correlation between the pre-school children's reaction time for correctly derived words in the morphological task and the first-grade children's performance in rapid automatized naming for letters. No significant correlations were found between brain activation measures of morphological processing and first-grade reading.

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Inferencing Skill and Attentional Control Account for the Connection Between Reading Comprehension and Mathematics

Frontiers in Psychology ◽

10.3389/fpsyg.2021.709944 ◽

2021 ◽

Vol 12 ◽

Author(s):

Young-Suk Grace Kim

Keyword(s):

Reading Comprehension ◽

Attentional Control ◽

Cognitive Skills ◽

Short Term Memory ◽

First Grade ◽

Mathematics Performance ◽

Shared Resources ◽

Short Term ◽

Term Memory ◽

And Mathematics

We examined the relations of inference, vocabulary, decoding, short-term memory, and attentional control to reading comprehension and mathematics performance for first-grade students in the US (N = 83). The students were composed of 75% Hispanics, 15% Whites, and 6% Asian Americans. Students' performance on mathematics and reading comprehension were very strongly related (r = 0.88). Results from path analysis showed that inference (0.27 ≤ s ≤ 0.38) was independently and positively related to both reading comprehension and mathematics performance after accounting for short-term memory, attentional control, decoding, and vocabulary. Decoding was independently related to reading comprehension, but not mathematics, whereas vocabulary was independently related to mathematics, but not to reading comprehension. Attentional control was directly related to mathematics, and indirectly related to reading comprehension and mathematics via inference, vocabulary, and decoding, with a substantial total effect on reading comprehension and mathematics (0.56 respectively). Short-term memory was not directly nor indirectly related to reading comprehension and mathematics. Overall these results show that language and cognitive skills are shared resources of reading comprehension and mathematics, and highlight the roles of attentional control and inference skill in reading comprehension and mathematics.

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Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children

Journal of Learning Disabilities ◽

10.1177/0022219417724817 ◽

2017 ◽

Vol 51 (5) ◽

pp. 473-481 ◽

Cited By ~ 6

Author(s):

Young-Suk Grace Kim ◽

Jeung-Ryeul Cho ◽

Soon-Gil Park

Keyword(s):

Cognitive Skills ◽

Short Term Memory ◽

Word Reading ◽

Cognitive Capacity ◽

Rapid Automatized Naming ◽

Metalinguistic Awareness ◽

Short Term ◽

Term Memory ◽

Transparent Orthography ◽

Relation Model

We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN. In the direct and indirect relations model, STM was hypothesized to be directly and indirectly related to word reading. Results from 207 beginning readers in South Korea showed that STM was directly related to word reading as well as indirectly via metalinguistic awareness and RAN. Although the direct effect of STM was relatively small (.16), the total effect incorporating the indirect effect was substantial (.42). These results suggest that STM is an important, foundational cognitive capacity that underpins metalinguistic awareness and RAN as well as word reading, and further indicate the importance of considering both direct and indirect effects of language and cognitive skills on word reading.

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Hearing the Beat

Music Perception An Interdisciplinary Journal ◽

10.1525/mp.2016.34.1.56 ◽

2016 ◽

Vol 34 (1) ◽

pp. 56-70 ◽

Cited By ~ 9

Author(s):

Kathleen M. Einarson ◽

Laurel J. Trainor

Keyword(s):

Cognitive Skills ◽

Short Term Memory ◽

Superior Performance ◽

Auditory Stimuli ◽

Perceptual Sensitivity ◽

Short Term ◽

Term Memory ◽

Phase Errors ◽

The Relationship ◽

Better Than

Adults can extract the underlying beat from music, and entrain their movements with that beat. Although infants and children are poor at synchronizing their movements to auditory stimuli, recent findings suggest they are perceptually sensitive to the beat. We examined five-year-old children’s perceptual sensitivity to musical beat alignment (adapting the adult task of Iversen & Patel, 2008). We also examined whether sensitivity is affected by metric complexity, and whether perceptual sensitivity correlates with cognitive skills. On each trial of the complex Beat Alignment Test (cBAT) children were presented with two successive videos of puppets drumming to music with simple or complex meter. One puppet’s drumming was synchronized with the beat of the music while the other had either incorrect tempo or incorrect phase, and children were asked to select the better drummer. In two experiments, five-year-olds were able to detect beat misalignments in simple meter music significantly better than beat misalignments in complex meter music for both phase errors and tempo errors, with performance for complex meter music at chance levels. Although cBAT performance correlated with short-term memory in Experiment One, the relationship held for both simple and complex meter, so cannot explain the superior performance for culturally typical meters.

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Short-term memory and working memory as indices of children's cognitive skills

Memory ◽

10.1080/09658210042000058 ◽

2001 ◽

Vol 9 (4-6) ◽

pp. 383-394 ◽

Cited By ~ 52

Author(s):

Una M. Z. Hutton ◽

John N. Towse

Keyword(s):

Working Memory ◽

Cognitive Skills ◽

Short Term Memory ◽

Short Term ◽

Term Memory

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Do serial order short-term memory and long-term learning abilities predict spelling skills in school-age children?

Cognition ◽

10.1016/j.cognition.2020.104479 ◽

2021 ◽

Vol 206 ◽

pp. 104479

Author(s):

Laura Ordonez Magro ◽

Steve Majerus ◽

Lucie Attout ◽

Martine Poncelet ◽

Eleonore H.M. Smalle ◽

...

Keyword(s):

Short Term Memory ◽

Serial Order ◽

School Age Children ◽

School Age ◽

Short Term ◽

Learning Abilities ◽

Term Memory

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Neonatal Hydrocortisone Treatment Related to 1H-MRS of the Hippocampus and Short-Term Memory at School Age in Preterm Born Children

Pediatric Research ◽

10.1203/01.pdr.0000196377.13816.61 ◽

2006 ◽

Vol 59 (2) ◽

pp. 309-313 ◽

Cited By ~ 18

Author(s):

Karin J Rademaker ◽

Maarten Rijpert ◽

Cuno S P M Uiterwaal ◽

Arno F Lieftink ◽

Frank van Bel ◽

...

Keyword(s):

Short Term Memory ◽

School Age ◽

Short Term ◽

1H Mrs ◽

Term Memory ◽

Preterm Born ◽

Hydrocortisone Treatment

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300 Neonatal Hydrocortisone Treatment Related to 1H-Mrs of the Hippocampus and Short-Term Memory at School Age in Preterm Born Children.

Pediatric Research ◽

10.1203/00006450-200508000-00329 ◽

2005 ◽

Vol 58 (2) ◽

pp. 406-406

Author(s):

K J Rademaker ◽

M Rijpert ◽

CSPM Uiterwaal ◽

A F Lieftink ◽

F Van Bel ◽

...

Keyword(s):

Short Term Memory ◽

School Age ◽

Short Term ◽

1H Mrs ◽

Term Memory ◽

Preterm Born ◽

Hydrocortisone Treatment

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Working memory, short-term memory and reading proficiency in school-age children with cochlear implants

International Journal of Pediatric Otorhinolaryngology ◽

10.1016/j.ijporl.2015.07.006 ◽

2015 ◽

Vol 79 (10) ◽

pp. 1647-1653 ◽

Cited By ~ 10

Author(s):

Sneha V. Bharadwaj ◽

Denise Maricle ◽

Laura Green ◽

Tamby Allman

Keyword(s):

Working Memory ◽

Cochlear Implants ◽

Short Term Memory ◽

Reading Proficiency ◽

School Age Children ◽

School Age ◽

Short Term ◽

Term Memory

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Morphological processing with deficient phonological short-term memory

Cognitive Neuropsychology ◽

10.1080/02643290701511863 ◽

2007 ◽

Vol 24 (5) ◽

pp. 516-534 ◽

Cited By ~ 2

Author(s):

Gitit Kavé ◽

Hagit Bar Ze'ev ◽

Anita Lev

Keyword(s):

Short Term Memory ◽

Morphological Processing ◽

Short Term ◽

Term Memory

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Reading alphasyllabic hindi: contributions from phonological and orthographic domains

Psychology of Language and Communication ◽

10.2478/plc-2018-0022 ◽

2018 ◽

Vol 22 (1) ◽

pp. 492-515 ◽

Cited By ~ 1

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.

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