scholarly journals ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners

2021 ◽  
Vol 15 ◽  
Author(s):  
Elizabeth S. Norton ◽  
Sara D. Beach ◽  
Marianna D. Eddy ◽  
Sean McWeeny ◽  
Ola Ozernov-Palchik ◽  
...  
Keyword(s):  
Mismatch Negativity ◽  
Reading Ability ◽  
Word Identification ◽  
Mean Amplitude ◽  
Kindergarten Children ◽  
Rapid Automatized Naming ◽  
Electrophysiological Response ◽  
Reading Impairment ◽  
Behavioral Assessments ◽  
English Speaking

The mismatch negativity (MMN), an electrophysiological response to an oddball auditory stimulus, is related to reading ability in many studies. There are conflicting findings regarding exactly how the MMN relates to risk or actual diagnosis of dyslexia/reading impairment, perhaps due to the heterogeneity of abilities in children with reading impairment. In this study, 166 English-speaking kindergarten children oversampled for dyslexia risk completed behavioral assessments and a speech-syllable MMN paradigm. We examined how early and late MMN mean amplitude and laterality were related to two established predictors of reading ability: phonological awareness (PA) and rapid automatized naming (RAN). In bootstrapped group analyses, late MMN amplitude was significantly greater in children with typical PA ability than low PA ability. In contrast, laterality of the early and late MMN was significantly different in children with low versus typical RAN ability. Continuous analyses controlling for child age, non-verbal IQ, and letter and word identification abilities showed the same associations between late MMN amplitude with PA and late MMN laterality with RAN. These findings suggest that amplitude of the MMN may relate to phonological representations and ability to manipulate them, whereas MMN laterality may reflect differences in brain processes that support automaticity needed for reading.

Learning pitch patterns in lexical identification by native English-speaking adults

2007 ◽  
Vol 28 (4) ◽  
pp. 565-585 ◽  
Author(s):  
PATRICK C. M. WONG ◽  
TYLER K. PERRACHIONE
Keyword(s):  
Word Learning ◽  
Native Speakers ◽  
Word Identification ◽  
Large Individual ◽  
Musical Experience ◽  
Learning Success ◽  
English Speaking ◽  
Native English Speaking ◽  
Pitch Patterns ◽  
Language Learn

The current study investigates the learning of nonnative suprasegmental patterns for word identification. Native English-speaking adults learned to use suprasegmentals (pitch patterns) to identify a vocabulary of six English pseudosyllables superimposed with three pitch patterns (18 words). Successful learning of the vocabulary necessarily entailed learning to use pitch patterns in words. Two major facets of sound-to-word learning were investigated: could native speakers of a nontone language learn the use of pitch patterns for lexical identification, and what effect did more basic auditory ability have on learning success. We found that all subjects improved to a certain degree, although large individual differences were observed. Learning success was found to be associated with the learners' ability to perceive pitch patterns in a nonlexical context and their previous musical experience. These results suggest the importance of a phonetic–phonological–lexical continuity in adult nonnative word learning, including phonological awareness and general auditory ability.

scholarly journals The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

2011 ◽  
Vol 44 (4) ◽  
pp. 339-347 ◽  
Author(s):  
Douglas Fuchs ◽  
Donald L. Compton ◽  
Lynn S. Fuchs ◽  
Bobette Bouton ◽  
Erin Caffrey
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Fixed Effects ◽  
Word Identification ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Impulsive Behavior ◽  
Alphabetic Knowledge

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

scholarly journals PENGARUH METODE STRUKTURAL ANALITIK SINTETIK (SAS) TERHADAP KEMAMPUAN MEMBACA PERMULAAN PADA ANAK KELOMPOK B

2019 ◽  
Vol 7 (2) ◽  
pp. 174
Author(s):  
LUH NELI ANTARI . ◽  
Dr. I Made Tegeh, S.Pd., M.Pd. . ◽  
Putu Rahayu Ujianti, S.Psi., M.Psi., Psi .
Keyword(s):  
Structural Analysis ◽  
Learning Process ◽  
Reading Ability ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Average Score ◽  
Significance Level ◽  
Group B ◽  
Academic Year ◽  
Quasi Experiment

Permasalahan dalam penelitian ini adalah kemampuan membaca permulaan anak pada kelompok B di Gugus VII Kecamatan Buleleng Kabupaten Buleleng tahun pelajaran 2018/2019. Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan metode Struktural Analitik Sintetik (SAS) terhadap kemampuan membaca permulaan pada anak kelompok B Taman Kanak-kanak Gugus IV Kecamatan Buleleng tahun pelajaran 2018/2019. Jenis penelitian ini merupakan jenis penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh anak kelompok B di Gugus IV Kecamatan Buleleng. Sampel dalam penelitian ini yaitu TK Cudhacrama Singaraja yang berjumlah 20 anak dan TK Santi Kumara Singaraja yang berjumlah 15 anak. Data kemampuan membaca permulaan anak dikumpulkan dengan menggunakan teknik observasi dan rubrik. Data yang diperoleh dianalisis dengan menggunakan statistik deskriptif dan statistik inferensial yaitu uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan membaca permulaan yang menggunakan metode Struktural Analitik Sintetik (SAS) dengan yang tidak menggunakan metode Struktural Analitik Sintetik (SAS) dengan thitung = 18,74 dan ttabel dengan dk = (n1 + n2 – 2) = 33 dengan taraf signifikansi 5% = 2,034 Dengan demikian thitung > ttabel = 18,74 > 2,034, maka H0 ditolak dan HA diterima. Jadi, dapat disimpulkan bahwa terdapat pengaruh yang signifikan metode Struktural Analitik Sintetik (SAS) terhadap kemampuan membaca permulaan pada anak. Hal ini dapat dilihat dari skor rata-rata anak yang menggunakan metode SAS yaitu 55,75 dan skor rata-rata anak yang tidak menggunakan metode SAS yaitu 31,18. Penerapan metode SAS dalam proses pembelajaran digunakan untuk meningkatkan kemampuan membaca permulaan pada anak dalam mengatasi kendala-kendala dalam proses pembelajaran di kelas.Kata Kunci : metode SAS, kemampuan, membaca permulaan, anak usia dini The problem in this study was the beginning reading ability of group B children in Cluster VII Buleleng District, Buleleng Regency in academic year 2018/2019. This study aimed at difference the significant effect of Synthetic Structural Analysis (SAS) method on the ability to read early in group B Kindergarten children, Cluster IV District of Buleleng in academic year 2018/2019. This type of research is a quasi-experiment. The population in this study were all of children from group B in Cluster IV District of Buleleng. The sample in this study were 20 students of TK Cudha Crama Singaraja and 15 students of TK Santi Kumara Singaraja. The technique used in collecting the data were observation and rubric. The data were analyzed by using descriptive statistics and inferential statistics, named the t-test. The results showed that there were differences in the initial reading ability using the Synthetic Analytical Structural (SAS) method with those who did not using the Synthetic Structural Analysis (SAS) method with t count = 18.74 and t table with dk = (n1 + n2 - 2) = 33 with significance level of 5% = 2.034 Thus tcount > t table = 18.74 > 2.034, then H0 is rejected and HA is accepted. So, it can be concluded that there is a significant effect of the Synthetic Analytical Structural (SAS) method on the beginning reading ability of children group. This can be seen from the average score of children using the SAS method, which is 55.75 and the average score of children who do not use the SAS method is 31.18. The application of the SAS method in the learning process is used to improve the children beginning reading ability in faced any problem in learning process in the classroom.keyword : skill, early reading, SAS method, young children

scholarly journals Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

2020 ◽  
Author(s):  
Xue Bao ◽  
Hang Qu ◽  
Ruixiong Zhang ◽  
Tiffany P. Hogan
Keyword(s):  
Reading Ability ◽  
Formal Education ◽  
Critical Role ◽  
Kindergarten Children ◽  
School Closures ◽  
Policy Makers ◽  
Simple Strategy ◽  
Time Period ◽  
Novel Coronavirus ◽  
Business As Usual

By 15 April 2020, more than 1.5 billion students worldwide experienced school closures in an effort to slow the spread of a novel coronavirus, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), during the worldwide coronavirus disease 2019 (COVID-19) pandemic. These interruptions in formal in-person educational experiences caused adverse consequences on school-age children’s academic outcomes. Using a pre-existing database, we calculated changes in children’s reading ability without formal education (i.e., the summer months). The resultant models predicted that the rate of reading ability gain in kindergarten children during COVID-19 school closures without formal in-person education will decrease 66% (2.46 vs. 7.17 points/100 days), compared to the business-as-usual scenario, resulting in a 31% less reading ability gain from 1 January 2020 to 1 September 2020. Additionally, the model predicted that kindergarten children who have books read to them daily would have 2.3 points less loss (42%) compared to those who do not, who are predicted to have a 5.6-point loss during the same time period. Even though reading books to children will not substitute the critical role of formal education in teaching children how to read, families, educators, and policy makers can promote this simple strategy to facilitate and maintain reading ability gain during school closures, which may be a common occurrence as nations see the public health benefits of physical distancing for the current and future pandemic outbreaks.

scholarly journals Phonological Underspecification: An Explanation for How a Rake Can Become Awake

2021 ◽  
Vol 15 ◽  
Author(s):  
Alycia E. Cummings ◽  
Ying C. Wu ◽  
Diane A. Ogiela
Keyword(s):  
Time Window ◽  
Mean Amplitude ◽  
Event Related Potential ◽  
English Speakers ◽  
Oddball Paradigm ◽  
Place Of Articulation ◽  
English Speaking ◽  
The Right ◽  
Spectral Perturbation ◽  
Processing Asymmetries

Neural markers, such as the mismatch negativity (MMN), have been used to examine the phonological underspecification of English feature contrasts using the Featurally Underspecified Lexicon (FUL) model. However, neural indices have not been examined within the approximant phoneme class, even though there is evidence suggesting processing asymmetries between liquid (e.g., /ɹ/) and glide (e.g., /w/) phonemes. The goal of this study was to determine whether glide phonemes elicit electrophysiological asymmetries related to [consonantal] underspecification when contrasted with liquid phonemes in adult English speakers. Specifically, /ɹɑ/ is categorized as [+consonantal] while /wɑ/ is not specified [i.e., (–consonantal)]. Following the FUL framework, if /w/ is less specified than /ɹ/, the former phoneme should elicit a larger MMN response than the latter phoneme. Fifteen English-speaking adults were presented with two syllables, /ɹɑ/ and /wɑ/, in an event-related potential (ERP) oddball paradigm in which both syllables served as the standard and deviant stimulus in opposite stimulus sets. Three types of analyses were used: (1) traditional mean amplitude measurements; (2) cluster-based permutation analyses; and (3) event-related spectral perturbation (ERSP) analyses. The less specified /wɑ/ elicited a large MMN, while a much smaller MMN was elicited by the more specified /ɹɑ/. In the standard and deviant ERP waveforms, /wɑ/ elicited a significantly larger negative response than did /ɹɑ/. Theta activity elicited by /ɹɑ/ was significantly greater than that elicited by /wɑ/ in the 100–300 ms time window. Also, low gamma activation was significantly lower for /ɹɑ/ vs. /wɑ/ deviants over the left hemisphere, as compared to the right, in the 100–150 ms window. These outcomes suggest that the [consonantal] feature follows the underspecification predictions of FUL previously tested with the place of articulation and voicing features. Thus, this study provides new evidence for phonological underspecification. Moreover, as neural oscillation patterns have not previously been discussed in the underspecification literature, the ERSP analyses identified potential new indices of phonological underspecification.

scholarly journals Increment and decrement tone frequency effects in English-speaking adults

2019 ◽  
Author(s):  
Alycia Erin Cummings ◽  
Amebu Seddoh
Keyword(s):  
Mismatch Negativity ◽  
Event Related Potential ◽  
Oddball Paradigm ◽  
High Pitch ◽  
Tone Frequency ◽  
Frequency Effects ◽  
Standard Tone ◽  
Stimulus Set ◽  
English Speaking ◽  
Pure Tones

Mismatch negativity (MMN) has been shown to vary in amplitude and latency depending on deviance magnitude. However, how tone deviance direction affects its generation is poorly understood due to paucity of data. The present study sought to determine whether increment and decrement frequencies with deviance magnitudes of 20, 40, and 50 Hz yield differential MMN responses. English-speaking adults were presented two sets of standard and deviant pure tones in a passive event-related potential (ERP) oddball paradigm. Both stimulus sets had the same standard tone of 200 Hz. Each standard tone was accompanied by a set of either increment or decrement deviant tones. The increment tones were 220, 240, and 250 Hz, and the decrement tones were 180, 160, and 150 Hz. Thus, regardless of direction, deviance magnitudes were kept the same at 20 Hz, 40 Hz, and 50 Hz across each stimulus set. Results showed that ERP amplitudes varied according to deviance direction. Decrement stimuli of 160 Hz and 150 Hz elicited larger MMN responses than their corresponding increment stimuli (240 Hz and 150 Hz). These outcomes are consistent with data that indicate that the perception of low and high pitch is mediated by differential discrimination thresholds.

scholarly journals Phonological awareness and quick naming of developmental dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta

2018 ◽  
Vol 2 (1) ◽  
pp. 76
Author(s):  
Yanti Br Sitepu
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Word Identification ◽  
Reaction Times ◽  
Rapid Naming ◽  
Control Group ◽  
Slow Reaction ◽  
Slow Reaction Time ◽  
Double Deficit Hypothesis ◽  
And Gender

The weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (Wolf and Bowers, 1999). Therefore, this study will investigate the ability of phonological awareness (phonological awareness), rapid naming (Rapid Naming) and reading ability of people with dyslexia. The subjects consisted of 4 children aged 7-8 years of dyslexia in Pantara Inclusive Elementary School, Jakarta. The four dyslexic children were compared to the control group (20 children from Kwitang 8 PSKD Pancoran Mas, Depok, who had the same age and gender as dyslexic children). The research used quantitative method with case study control design. The study was conducted with three experiments, namely: reading test, counting the number of silabel, and fast-track test. The first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). The second experiment consisted of 48 words (24 words with illustrations and 24 words with trisilabik). All words are from the 10,000 words that have the highest frequency in the Indonesian linguistic corpus (Indonesianwac). The third test is 50 RAN letters (Pennington et al., 2001). Results showed that persons with dyslexia had a lower ability than the control group on all three tests. Dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with nonwords and slow reaction times. Based on the results obtained, 2 dyslexic children data support double deficit hypothesis Wolf and Bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits.

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