Comprehensive Test of Phonological Processing
TL;DR: The phonological processing refers to the use of the sound system of language to process written and oral infonnation, including sensitivity to the sound segments in verbal language (Clark & Uhry, 1995; Harm & Seidenberg, 1999; Mathes & Mathes as mentioned in this paper ).
Abstract: in learning to read are most frequently contributed to weaknesses in the ability to process the phonological features of language (Blachman, 1994; Blachman, Tangel, Ball, Black, & McGraw, 1999; Fletcher & Lyon, 1998; Mathes, Howard, Allen, & Fuchs, 1998; National Research Council, 1998; Torgesen, Wagner, Rashotte, 1994; Torgesen, Wagner, Rashotte, Alexander, & Conway, 1997). The term phonology is of Greek origin, phone meaning &dquo;voice&dquo; or &dquo;sound.&dquo; Phonological processing refers to the use of the sound system of language to process written and oral infonnation, including sensitivity to the sound segments in verbal language (Clark & Uhry, 1995; Harm & Seidenberg, 1999; Mathes &
Citations
More filters
TL;DR: Several new questions are addressed: to what extent does this disparity between groups reflect a gradient of SES-related individual differences in neurocognitive development, as opposed to a more categorical difference?
Abstract: Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive abilities. Here we address several new questions: To what extent does this disparity between groups reflect a gradient of SES-related individual differences in neurocognitive development, as opposed to a more categorical difference? What other neurocognitive systems differ across individuals as a function of SES? Does linguistic ability mediate SES differences in other systems? And how do specific prefrontal/executive subsystems vary with SES? One hundred and fifty healthy, socioeconomically diverse first-graders were administered tasks tapping language, visuospatial skills, memory, working memory, cognitive control, and reward processing. SES explained over 30% of the variance in language, and a smaller but highly significant portion of the variance in most other systems. Statistically mediating factors and possible interventional approaches are discussed.
894Â citations
TL;DR: The authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th and 5th-grade students, 218 6th- and 7th-grad students, and 207 8th and 9th grade students in a suburban school district.
Abstract: Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th- and 5th-grade students, 218 6th- and 7th-grade students, and 207 8th- and 9th-grade students in a suburban school district. Morphological awareness made a significant unique contribution to reading comprehension, reading vocabulary, and spelling for all 3 groups, to all measures of decoding rate for the 8th/9th-grade students, and to some measures of decoding accuracy for the 4th/5th-grade and 8th/9th-grade students. Morphological awareness also made a significant contribution to reading comprehension above and beyond that of reading vocabulary for all 3 groups.
843Â citations
University of Washington1, Duke University2, Radboud University Nijmegen3, University of Catania4, Katholieke Universiteit Leuven5, Maastricht University6, PerkinElmer7, Allen Institute for Brain Science8, Oregon Health & Science University9, Howard Hughes Medical Institute10, University of California, Davis11
TL;DR: It is indicated that CHD8 disruptions define a distinct ASD subtype and reveal unexpected comorbidities between brain development and enteric innervation.
648Â citations
TL;DR: A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children and highlighted the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.
Abstract: A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.
620Â citations
TL;DR: This article identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties.
Abstract: This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD) A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in children in first (N = 130), second (N = 92) and third grades (N = 131) The results were that (a) younger children and children at risk for SMD performed poorer on WM and problem-solving tasks, as well as measures of math calculation, reading, semantic processing, phonological processing, and inhibition, than older children and children not at risk for SMD and (b) WM predicted solution accuracy of word problems independent of measures of fluid intelligence, reading skill, math skill, knowledge of algorithms, phonological processing, semantic processing, speed, short-term memory, and inhibition The results support the notion that the executive system is an important predictor of children's problem solving
586Â citations
References
More filters
Book•
01 Jan 1998
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index
5,743Â citations
TL;DR: In this paper, the double-deficit hypothesis was proposed for dyslexia, i.e., phonological deficits and processes underlying naming-speed deficits represent two separable sources of reading dysfunction.
Abstract: The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype with more pervasive and severe impairments. Naming-speed and phonological-awareness variables contribute uniquely to different aspects of reading according to this conception, with a model of visual letter naming illustrating both the multicomponential nature of naming speed and why naming speed Should not be subsumed under phonological processes. Two hypotheses concerning relationships between naming-speed processes and reading are considered. The implications of processing speed as a second core deficit in dyslexia are described for diagnosis and intervention.
1,698Â citations
TL;DR: This paper examined the relationship between phonological processing abilities and word-level reading skills in a longitudinal correlational study of 216 children from kindergarten through 4th grade, and found that individual differences in phonological awareness were related to subsequent individual differences of word level reading for every time period examined.
Abstract: Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.
922Â citations
TL;DR: The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired.
Abstract: O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987) As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonological or sound structure of oral language when he or she is learning how to decode written language The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work) The kinds of phonological processing skills and knowledge that have been most frequently studied include phonological awareness, phonological memory, and rate of access for phonological information Types of Reading-Related Phonological Skill
913Â citations
TL;DR: Using functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis supports a conclusion that the impairment in Dyslexia is phonologic in nature.
Abstract: Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents that the alphabetic characters represent. Such phonologic awareness is characteristically lacking in dyslexic readers who, therefore, have difficulty mapping the alphabetic characters onto the spoken word. To find the location and extent of the functional disruption in neural systems that underlies this impairment, we used functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis. Brain activation patterns differed significantly between the groups with dyslexic readers showing relative underactivation in posterior regions (Wernicke’s area, the angular gyrus, and striate cortex) and relative overactivation in an anterior region (inferior frontal gyrus). These results support a conclusion that the impairment in dyslexia is phonologic in nature and that these brain activation patterns may provide a neural signature for this impairment.
873Â citations