Showing papers in "Journal of Learning Disabilities in 2019"
TL;DR: The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed, and found numerosity was related to the comorbidity between math and attention.
Abstract: Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
52 citations
TL;DR: Differences emerged between the LD and control groups in all outcomes, suggesting that a higher proportion of individuals with LD had mental health problems compared to the control group, and a notable share of them had not attained a degree after compulsory education and had been unemployed for an extended period.
Abstract: We studied the impact of diverse subtypes of learning disabilities (LD) on adult-age mental health, education, and employment by comparing the LD group (n = 430) with a matched control group withou...
46 citations
TL;DR: Different developmental trajectories and different predictors for word reading and reading comprehension among young at-risk readers are found among the 185 students identified as at- risk for reading difficulties in this study.
Abstract: This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk f...
37 citations
TL;DR: The results show that students with RD had lower hope and higher anxiety toward reading than those without RD, and that hope partly played a mediating role between LD and academic achievement in both the literacy and math domains.
Abstract: The present study examines associations between learning difficulties (LD), academic emotions, and academic achievement among 845 Grade 6 adolescents (455 girls, 390 boys). Reading difficulties (RD) and math difficulties (MD) were identified based on tested reading and math skills in the fall semester of Grade 6. At this time, the students also rated their hope, enjoyment, and anxiety regarding literacy and math. Information on students' achievement in literacy and math, as well as their overall academic achievement, was gathered using questionnaires in both the fall and spring semesters of Grade 6. The results show, first, that students with RD had lower hope and higher anxiety toward reading than those without RD. Also, students with MD reported lower enjoyment, lower hope, and higher anxiety than those without MD. Furthermore, the results show that hope partly played a mediating role between LD and academic achievement in both the literacy and math domains. In addition, enjoyment played a mediating role in the math domain. The present study's results indicate that subject-specific academic emotions should be taken into account when considering relations between LD and academic achievement.
37 citations
TL;DR: This paper used longitudinal data from Washington State to investigate the relationships among career and technical education enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities.
Abstract: We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.
29 citations
TL;DR: When the authors combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension.
Abstract: This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.
27 citations
TL;DR: Analysis showed that significant group differences were observed in orthographic processing, reading, semantics, and phonological memory measures, thus supporting the view that SLI and RD are distinct disorders.
Abstract: Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a linguistic and a cognitive level in an orthographically consistent language. Four groups of children participated in the study: an RD group ( n = 10), an SLI group ( n = 13), a possible comorbid group ( n = 9), and a control-no deficit group ( n = 20). Analysis showed that all three clinical groups in our sample performed similarly in phonological awareness and naming-speed tasks. However, significant group differences were observed in orthographic processing, reading, semantics, and phonological memory measures, thus supporting the view that SLI and RD are distinct disorders. Results are in line with previous findings indicating that SLI and RD share common characteristics, although the two conditions are manifested with different symptoms.
24 citations
TL;DR: The findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.
Abstract: Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students' risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs' reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs' reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.
21 citations
TL;DR: It is suggested that both suprasegmental and segmental phonological skills are critical to the development of reading comprehension across L1 Chinese and L2 English in Hong Kong Chinese-English bilingual children.
Abstract: This study examined the roles of first-language (L1) Chinese and second-language (L2) English phonological skills in English and Chinese reading comprehension, respectively, and their association with reading comprehension difficulties among Hong Kong Chinese-English bilingual children. We tested 258 second graders on nonverbal intelligence, working memory, phonological skills, word reading, and reading comprehension, in both Chinese and English. Structural equation modeling analyses revealed that Chinese phonological skills contributed to English reading comprehension both directly and indirectly, through the mediation of English phonological skills and English word reading. In contrast, English phonological skills contributed only indirectly to Chinese reading comprehension through L1 Chinese phonological and word reading skills. Furthermore, poor Chinese readers, poor English readers, and poor readers in both Chinese and English exhibited lower levels of lexical tone awareness than average readers, even after controlling for nonverbal intelligence, word reading, and working memory. Poor Chinese readers outperformed poor English readers and poor readers in both Chinese and English on Chinese segmental phonological awareness, and their performance was comparable to average readers. These findings suggest that both suprasegmental and segmental phonological skills are critical to the development of reading comprehension across L1 Chinese and L2 English in Hong Kong Chinese-English bilingual children.
20 citations
TL;DR: This paper explored the efficacy of fractions intervention with and without an embedded self-regulation component for third-grade students at risk for mathematics disabilities and found that fractions intervention focused on magnitude understanding and word problems.
Abstract: The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.
19 citations
TL;DR: The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills.
Abstract: This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.
TL;DR: The efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems is examined and effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures and reading fluency.
Abstract: We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).
TL;DR: The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten, where the intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9.
Abstract: Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and...
TL;DR: SRSD Fractions is used to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT to fifth-grade students at risk for disabilities.
Abstract: Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students' digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers.
TL;DR: A combined measure consisting primarily of fraction number line line estimation items and general fraction concept items was the most accurate screener of risk status in fourth, fifth, and sixth grades and validates an effective and practical screening tool for the intermediate grades.
Abstract: This study investigated the accuracy of three fraction measures (i.e., fraction number line estimation accuracy, general fraction concepts, and fraction arithmetic) for screening fourth graders who...
TL;DR: The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen.
Abstract: This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city (N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students' reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.
TL;DR: The present study proposes two span tasks for assessing visual-phonological working memory binding that involved memorizing cross-modal associations between nonsense figures and nonwords and were administered to children with and without a reading disability.
Abstract: Successful reading demands the ability to combine visual-phonological information into a single representation and is associated with an efficient short-term memory. Reading disability may consequently involve an impaired working memory binding of visual and phonological information. The present study proposes two span tasks for assessing visual-phonological working memory binding. The tasks involved memorizing cross-modal associations between nonsense figures and nonwords, and they were administered, with other working memory measures, to children with and without a reading disability. The tasks required recognizing which figure was associated with a given nonword and recalling which nonword was associated with a given figure. Children with a reading disability had a similar significant deficit in both cross-modal binding tasks when compared with the control children, and the difference remained significant even after controlling for other verbal and nonverbal working memory measures. The cross-modal binding tasks described here seem to capture a core aspect of working memory associated with reading and may be a useful procedure for assessing reading disabilities.
TL;DR: Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.
Abstract: A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins (Mage = 13.30, SDage = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.
TL;DR: This paper examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios.
Abstract: Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that student practice differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed.
TL;DR: Separate parallel analyses in the monolingual and ELL samples confirmed that late-emerging DLD exists in both groups, and can be identified as early as Grade 1 based on poorer performance on phonological awareness, naming speed, and working memory.
Abstract: Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not necessarily consistent over time, and we hypothesized that some monolinguals and ELLs go "under the radar" in lower grades but their language difficulties become more pronounced in later years, as syntactic demands increase, hence "late-emerging DLD". This longitudinal study examined (a) the existence of late-emerging DLD in Grades 4-6 in English-speaking monolinguals and ELLs, and (b) the Grade 1 and 3 cognitive and language profiles that predict late-emerging DLD. This study involved monolinguals (n = 149), and ELLs (n = 402) coming from diverse home language backgrounds. Cognitive (working memory, phonological short-term memory, processing speed), language (vocabulary and syntax), and word reading skills were assessed annually from grades 1 to 6. Separate parallel analyses in the monolingual and ELL samples confirmed that late-emerging DLD exists in both groups. In comparison with their typically developing peers, late-emerging DLD can be identified as early as Grade 1 based on poorer performance on phonological awareness, naming speed, and working memory.
TL;DR: PRAP is supported as a valid test accommodation procedure for readers who struggle with decoding but not listening comprehension and shows its value in the design of test accommodations for a specific type of reading disability.
Abstract: This experiment examined whether a partial read-aloud accommodation with pacing (PRAP) would improve the reading comprehension of poor decoders but not average decoders compared to standard testing procedures. Participants were 82 third graders with at least average listening comprehension skills: 28 were poor decoders, and 54 were average decoders; mean age 8 years, 9 months (8:9). In the PRAP condition, students' were paced through the Gates MacGinitie reading comprehension test. The examiner read aloud only directions, proper nouns, and questions with multiple choice answers while students read the passages independently. PRAP was compared to a standard testing condition and a pacing only condition. Poor decoders' reading comprehension was significantly higher under PRAP than under either the pacing or standard testing ( p < .01), whereas average decoders did not benefit from the PRAP procedure. Results support PRAP as a valid test accommodation procedure for readers who struggle with decoding but not listening comprehension. Results support the simple view of reading and show its value in the design of test accommodations for a specific type of reading disability.
TL;DR: The proportion of students with reading comprehension difficulties in classes moderated outcomes for content knowledge acquisition and content reading comprehension.
Abstract: We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 ...
TL;DR: Results indicate that teachers’ CBM graph comprehension can be improved via video instruction, and improvements were seen primarily in interpreting and linking the data to instruction, two important but difficult aspects of CBMgraph comprehension.
Abstract: The authors examined three instructional approaches for improving teachers’ curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpret...
TL;DR: Investigation of perceptions of preparation programs, including edTPA, related to general education teacher candidates’ perceptions of their preparation for educating SWLDs found candidates reported feeling more prepared for disability policies if they believed their program was cohesive in its goals and expectations.
Abstract: Including students with learning disabilities (SWLDs) in general education classrooms is a priority nationwide. Consequently, now more than ever before in our nation's history, university teacher education programs face increased responsibility to ensure general education teaching candidates receive adequate preparation to educate SWLDs. Many stakeholders believe that edTPA-a performance assessment used as a credential requirement-can be an important tool in helping to fulfill this goal. Utilizing survey data from a large, research university, the authors investigated how perceptions of preparation programs, including edTPA, related to general education teacher candidates' perceptions of their preparation for educating SWLDs. Candidates reported feeling more prepared for disability policies if they believed their program was cohesive in its goals and expectations. Candidates who rated edTPA as beneficial for entering the teaching profession also believed that edTPA improved their abilities to educate SWLDs.
TL;DR: This study explored whether there is an optimal amount of student practice that teachers should provide in core mathematics instruction to maximize the mathematics achievement of kindergarten students with MD, a so called “Goldilocks effect,” as opposed to simply “more is better.”
Abstract: Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored whether there is an optimal amount of student practice that teachers should provide in core mathematics instruction to maximize the mathematics achievement of kindergarten students with MD, a so called "Goldilocks effect," as opposed to simply "more is better." Results from observation data collected in a large-scale efficacy trial supported the latter rather than the former. Specifically, we found that three individual practice opportunities for every explicit teacher demonstration of mathematical content was associated with increased mathematics achievement for students with MD relative to fewer practice opportunities. Implications for facilitating frequent student practice opportunities during core mathematics instruction and designing professional development for teachers who work with students with MD are discussed.
TL;DR: Quantile regression using estimated factor scores revealed heterogeneous relations of component skills to reading comprehension across each subgroup, and multiple group structural equation modeling showed that the relation between Grade 3 vocabulary and Grade 10 reading comprehension did not vary across three student subgroups when accounting for Grade 3 fluency.
Abstract: The present study explores the longitudinal development between Grade 3 word level reading skills and higher level semantic skills to Grade 10 reading comprehension for 3,157 students. In particular, this work focused on how the developmental relations varied for subsamples of students who are English learners (EL; N = 308), students identified as specific learning disability (SLD; N = 133), and general education (Gen Ed; N = 2,716) students who have no formal classification or diagnoses. Multiple group structural equation modeling showed that the relation between Grade 3 vocabulary and Grade 10 reading comprehension did not vary across three student subgroups when accounting for Grade 3 fluency and that when controlling for students' vocabulary, the unique effect of oral reading fluency ranged from a standardized effect of γ = .22 to γ = .39 across the three subgroups. Quantile regression using estimated factor scores revealed heterogeneous relations of component skills to reading comprehension across each subgroup.
TL;DR: The results showed that the effect of stereotype threat on academic persistence was significant among students who were of low psychological disengagement, while this effect was not significant amongStudents who were psychologically disengaged in academics.
Abstract: The academic underperformance of high school students with learning disabilities may reduce their access to higher education and decrease their employment opportunities. Based on stereotype threat hypothesis, the present study examined the role of stereotype threat in academic performance among adolescents with learning disabilities and the moderating role of psychological disengagement in this relation. In Study 1, 120 students with learning disabilities finished the measures of stereotype threat vulnerability and psychological disengagement, and their academic score at two time points were collected. Results showed that students who are more vulnerable to stereotype threat tend to have a lower academic score at Time 2 even after controlling for academic score at Time 1, and this relation was moderated by psychological disengagement. In Study 2, 62 sophomore students with learning disabilities finished measures of stereotype threat, academic persistence, and psychological disengagement. The results showed that the effect of stereotype threat on academic persistence was significant among students who were of low psychological disengagement, while this effect was not significant among students who were psychologically disengaged in academics. These results emphasize the individual differences of learning disabled students' response to stereotype threat and have significant implications for framing targeted interventions.
TL;DR: It is suggested that TP is more important for reading in children with dyslexia than in typically developing children, and the roles of TP in Dyslexia require further examination.
Abstract: The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and literacy-related skills. The results showed that typically developing children and children with dyslexia differed in all TP skills. Structural equation modeling indicated that cross-modal TP contributed independently to character recognition in the entire sample if the significant effects of phonological awareness, orthographic knowledge, and rapid automatized naming were considered. The multi-sample analysis showed that TP did not predict reading in the typical group after controlling for literacy-related skills, but visual and cross-modal TP skills independently contributed to reading in the group with dyslexia in addition to literacy-related skills. Finally, the path analysis indicated that in the typical group, separate TP skills affected reading through literacy-related skills, but visual and cross-modal TP skills had direct effects on character reading in the group with dyslexia. These findings suggest that TP is more important for reading in children with dyslexia than in typically developing children, and the roles of TP in dyslexia require further examination.
TL;DR: Individuals with dyslexia showed lower levels of performance in the reading task, the roles of word frequency and word length were more influential for them, and there was larger variability of the vehicle’s speed during the time they were attempting to read the traffic sign, which did not occur during their driving on similar segments that did not present the targeted traffic signs.
Abstract: A group of adult individuals with dyslexia and a matched group of normally reading individuals participated in a driving simulation experiment. Participants were asked to read the word presented on...
TL;DR: It is suggested that children with stable risk can be identified early and may benefit from the early provision of extra instructional support within a response-to-instruction framework.
Abstract: The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools ( n = 631) and non-Title 1 schools ( n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered at the beginning of preschool (Time 1) and midyear (Time 2), children were classified as at-risk or not at each time point. Prevalence rates were determined for four categories of risk status: (1) always at risk, (2) only at risk at Time 1, (3) never at risk, and (4) only at risk at Time 2. Univariate and multivariate analyses indicated that the best predictor of children's risk status was their level of skill in the respective literacy domain at the beginning of preschool. These results suggest that children with stable risk can be identified early and may benefit from the early provision of extra instructional support within a response-to-instruction framework.