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Ramezani M, Behzadipour S, Fawcett AJ, Joghataei MT. Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:264-285. [PMID: 37337459 DOI: 10.1002/dys.1747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 05/15/2023] [Accepted: 06/06/2023] [Indexed: 06/21/2023]
Abstract
Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly-designed training program, Verbal Working Memory-Balance (VWM-B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM-B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM-B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia.
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Affiliation(s)
- Mehdi Ramezani
- Nursing and Midwifery Care Research Center, Iran University of Medical Sciences, Tehran, Iran
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Saeed Behzadipour
- Mechanical Engineering Department, Sharif University of Technology, Tehran, Iran
- Djawad Movafaghian Research Center in Neuro-rehabilitation Technologies, Sharif University of Technology, Tehran, Iran
| | | | - Mohammad Taghi Joghataei
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
- Cellular and Molecular Research Center, Iran University of Medical Sciences, Tehran, Iran
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2
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Cross AM, Lammert JM, Peters L, Frijters JC, Ansari D, Steinbach KA, Lovett MW, Archibald LMD, Joanisse MF. White matter correlates of reading subskills in children with and without reading disability. BRAIN AND LANGUAGE 2023; 241:105270. [PMID: 37141728 DOI: 10.1016/j.bandl.2023.105270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 03/31/2023] [Accepted: 04/18/2023] [Indexed: 05/06/2023]
Abstract
Individual differences in reading ability are associated with characteristics of white matter microstructure in the brain. However, previous studies have largely measured reading as a single construct, resulting in difficulty characterizing the role of structural connectivity in discrete subskills of reading. The present study used diffusion tensor imaging to examine how white matter microstructure, measured by fractional anisotropy (FA), relates to individual differences in reading subskills in children aged 8 to 14 (n = 65). Findings showed positive correlations between FA of the left arcuate fasciculus and measures of single word reading and rapid naming abilities. Negative correlations were observed between FA of the right inferior longitudinal fasciculus and bilateral uncinate fasciculi, and reading subskills, particularly reading comprehension. The results suggest that although reading subskills rely to some extent on shared tracts, there are also distinct characteristics of white matter microstructure supporting different components of reading ability in children.
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Affiliation(s)
- Alexandra M Cross
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada; School of Communication Sciences and Disorders, University of Western Ontario, London, Canada.
| | - Jessica M Lammert
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada
| | - Lien Peters
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada
| | - Jan C Frijters
- Child and Youth Studies, Brock University, St. Catharines, Canada
| | - Daniel Ansari
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada
| | | | - Maureen W Lovett
- The Hospital for Sick Children (SickKids), Toronto, Canada; Paediatrics and Medical Sciences, University of Toronto, Toronto, Canada
| | - Lisa M D Archibald
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada; School of Communication Sciences and Disorders, University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada
| | - Marc F Joanisse
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada; Haskins Laboratories, New Haven CT, USA
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On the cusp of predictability: Disruption in the typical association between letter and word identification at critical thresholds of RAN and phonological skills. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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4
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Resting-state functional connectivity and reading subskills in children. Neuroimage 2021; 243:118529. [PMID: 34469812 DOI: 10.1016/j.neuroimage.2021.118529] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Revised: 08/26/2021] [Accepted: 08/27/2021] [Indexed: 11/23/2022] Open
Abstract
Individual differences in reading ability have been linked to characteristics of functional connectivity in the brain in both children and adults. However, many previous studies have used single or composite measures of reading, leading to difficulty characterizing the role of functional connectivity in discrete subskills of reading. The present study addresses this issue using resting-state fMRI to examine how resting-state functional connectivity (RSFC) related to individual differences in children's reading subskills, including decoding, sight word reading, reading comprehension, and rapid automatized naming (RAN). Findings showed both positive and negative RSFC-behaviour relationships that diverged across different reading subskills. Positive relationships included increasing RSFC among left dorsal and anterior regions with increasing decoding proficiency, and increasing RSFC between the left thalamus and right fusiform gyrus with increasing sight word reading, RAN, and reading comprehension abilities. In contrast, negative relationships suggested greater functional segregation of attentional and reading networks with improved performance on RAN, decoding, and reading comprehension tasks. Importantly, the results suggest that although reading subskills rely to some extent on shared functional networks, there are also distinct functional connections supporting different components of reading ability in children.
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Outón P, Ferraces MJ. Rapid serial naming: Developmental trajectory and relationship with the Bangor Dyslexia Test in Spanish students. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:325-341. [PMID: 34105848 DOI: 10.1002/dys.1683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 04/07/2021] [Accepted: 04/20/2021] [Indexed: 06/12/2023]
Abstract
This study aimed to analyse the developmental trajectory of the accuracy and speed of naming among dyslexics and developing readers from 1st to 6th grade of primary education. It examined how familiarity with the stimulus influences the performance of different naming tasks in both groups and evaluated the link between naming speed and the Bangor Dyslexia Test. With a descriptive and correlational design, eight naming tasks and the Bangor Dyslexia Test (Miles, 1982; Outón & Suárez, 2010) were administered to a sample of 198 dyslexics and 245 developing readers. The results showed that the dyslexics were slower and more inaccurate in all the naming tasks, compared with the developing readers of the same age. Greater difficulty was observed with the less familiar stimuli. It became evident that naming performance improved with age among both groups of subjects. Finally, a greater number of significant and positive correlations were found between the naming tasks and the Bangor Dyslexia Test in the dyslexic group; the strongest relationship was obtained by naming letters.
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Affiliation(s)
- Paula Outón
- Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago, Spain
| | - María José Ferraces
- Department of Social Psychology, Basic Psychology, and Methodology, University of Santiago de Compostela, Santiago, Spain
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Alonzo CN, McIlraith AL, Catts HW, Hogan TP. Predicting Dyslexia in Children With Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:151-162. [PMID: 31910060 DOI: 10.1044/2019_jslhr-l-18-0265] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.
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Affiliation(s)
| | - Autumn L McIlraith
- Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | - Hugh W Catts
- School of Communication Science and Disorders Florida State University, Tallahassee
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Evans JJ, Floyd RG, McGrew KS, Leforgee MH. The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086154] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Hopkins S, Black AA, White SLJ, Wood JM. Visual information processing skills are associated with academic performance in Grade 2 school children. Acta Ophthalmol 2019; 97:e1141-e1148. [PMID: 31228337 DOI: 10.1111/aos.14172] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Accepted: 05/28/2019] [Indexed: 11/30/2022]
Abstract
PURPOSE This study evaluated the association between performance on visual information processing tests and academic performance in school children. METHODS Visual-motor integration (VMI), the Developmental Eye Movement (DEM) test, visual acuity and stereoacuity were assessed in 222 Grade 2 children (mean age: 7.90 ± 0.33 years). Academic performance was assessed using standardized tests of reading and mathematics (PAT-R and PAT-M). Linear regression analyses examined associations between visual information processing (VMI and DEM) and academic measures, adjusting for school socio-economic background and age. Receiver operating characteristic (ROC) analysis was used to assess the ability of the tests to identify children with below average academic performance. RESULTS Visual-motor integration (VMI) and DEM (horizontal time) were most strongly associated with PAT-R and PAT-M. Linear regression models explained 28.6% of variance in PAT-R (VMI: standardized regression coefficient = 0.31, p < 0.01; DEM horizontal time: -0.28, p < 0.01) and 24.1% of variance in PAT-M (VMI: standardized regression coefficient = 0.29, p < 0.01; DEM horizontal time: -0.16, p = 0.02). Receiver operating characteristic (ROC) curve analysis indicated that VMI was most strongly associated with below average PAT-R (area under curve [AUC] of 0.74 [95% CI: 0.67-0.81]) and PAT-M (AUC of 0.73 [95% CI: 0.66-0.81]). CONCLUSION Visual-motor integration (VMI) was most strongly associated with reading and mathematics scores in school children. A child's academic performance can be an important factor in their optometric management. The ability of clinical tests to identify children at risk of underachieving academically provides additional support to clinicians in managing their patients.
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Affiliation(s)
- Shelley Hopkins
- School of Optometry and Vision Science and Institute of Health and Biomedical Innovation Queensland University of Technology Brisbane Queensland Australia
| | - Alex A. Black
- School of Optometry and Vision Science and Institute of Health and Biomedical Innovation Queensland University of Technology Brisbane Queensland Australia
| | - Sonia L. J. White
- School of Early Childhood and Inclusive Education Queensland University of Technology Brisbane Queensland Australia
| | - Joanne M. Wood
- School of Optometry and Vision Science and Institute of Health and Biomedical Innovation Queensland University of Technology Brisbane Queensland Australia
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Harrison AG, Stewart M. Diagnostic implications of the double deficit model for young adolescents with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:345-359. [PMID: 31697024 DOI: 10.1002/dys.1638] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Revised: 09/04/2019] [Accepted: 09/19/2019] [Indexed: 06/10/2023]
Abstract
Considerable support exists for both the phonological core deficit and the naming speed deficit models of dyslexia. The double deficit model proposed that many students with dyslexia might also be impaired in both underlying processes. Employing either performance thresholds (i.e., scores below the 16th or 25th percentile) or k-means clustering as classification methods, the current study investigated whether 154 young adolescents with dyslexia could be categorized into subtypes according to the presence or absence of phonological deficits alone, naming speed deficits alone, or a combination of the two and whether group composition changed depending on classification method. Results support the existence of both single and double deficit groups and confirm that those with both deficits are the most severely impaired across multiple measures. Contrary to previous research, most adolescents were classified as either naming speed only (about a third of the group) or double deficit when defining impairment using performance thresholds to classify groups. This may suggest that although early phonological deficits are amenable to remediation, identification of language symbols fails to become automatized in most individuals with dyslexia and may require more targeted intervention. Classification differences reported in the literature may depend on age and methods employed for classification.
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Affiliation(s)
- Allyson G Harrison
- Regional Assessment and Resource Centre, Queen's University, Kingston, Ontario, Canada
| | - Matthew Stewart
- Regional Assessment and Resource Centre, Queen's University, Kingston, Ontario, Canada
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Åvall M, Wolff U, Gustafsson JE. Rapid automatized naming in a developmental perspective between ages 4 and 10. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:360-373. [PMID: 31414528 DOI: 10.1002/dys.1631] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2018] [Revised: 07/04/2019] [Accepted: 07/24/2019] [Indexed: 06/10/2023]
Abstract
During the last decades, rapid automatized naming (RAN) has been widely examined as a predictor of reading ability, but very few studies have examined the development of RAN itself. The present study followed children from ages 4 until 10, focusing on RAN performance in a developmental perspective. Relations within and between alphanumeric and nonalphanumeric RAN were investigated both concurrently and over time. The result shows that individual differences in RAN objects are stable between ages 4 and 10, with the most rapid growth of mean performance between ages 4 and 6. Early performance on RAN objects predicts both performance on RAN digits and RAN letters at age 8 and the further development between ages 8 and 10. Further, low-performing children at age 4 develop their performance on RAN digits and RAN letters later compared with high-performing children, and RAN digits performance reaches a plateau earlier than RAN letters performance.
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Affiliation(s)
- Malena Åvall
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Ulrika Wolff
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Jan-Eric Gustafsson
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
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Khodadoust M, Mohamadi R, Janani L, Javadi Z, Sadeghi A. The effect of phonological awareness on rapid automatized naming. Med J Islam Repub Iran 2019; 33:32. [PMID: 31456956 PMCID: PMC6708104 DOI: 10.34171/mjiri.33.32] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Indexed: 11/05/2022] Open
Abstract
Background: Phonological awareness (PA) is a fundamental predictor of reading disability. However, researches on reading have indicated that PA assessment alone is not sufficient to prevent reading problems. Rapid automatized naming (RAN) has been suggested as another influential factor in reading deficits independent of PA. This study investigated the impact of phonological awareness on rapid automatized naming.
Methods: This was a randomized clinical trial study in which 62 Persian monolingual first graders were recruited from 3 schools using convenience sampling. Inclusion criteria were lack of deficits with sensory-motor skills and knowledge of the Persian alphabets. Measures of PA and RAN were utilized. The participants were randomly assigned into either the intervention or the control group. The intervention group was divided into small groups of 4-6 children who received thirty 40-minute training sessions in PA. T test, Mann-Whitney, and Wilcoxon tests were used for data analysis.
Results: The results revealed that the RAN time was significantly reduced (p≤0.001), with a significant increase in PA scores (p≤0.001). In addition, there was a significant inverse relationship between some of the measures of the phonological awareness subtests and rapid automatized naming (eg, phonemic blending & RAN (numbers): ρ=-0.52 with p≤0.001).
Conclusion: The findings showed that in the initial assessment, PA and RAN had a significant relationship, but RAN could be significantly improved by PA training.
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Affiliation(s)
- Mahdi Khodadoust
- School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran.,Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
| | - Reyhane Mohamadi
- School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran
| | - Leila Janani
- Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran
| | - Zakiye Javadi
- School of Paramedical Sciences, Mashhad University of Medical Sciences, Tehran, Iran
| | - Amir Sadeghi
- School of Teacher Education, University of Canterbury, New Zealand
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Ferreira-Mattar TDL, Roama-Alves RJ, Araceli Gomes F, Freire T, Ciasca SM, de Abreu Pinheiro Crenitte P. An Exploration of the Rapid Automatic Naming Test as Administered to Brazilian Children. Folia Phoniatr Logop 2019; 72:316-324. [PMID: 31434086 DOI: 10.1159/000501535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2018] [Accepted: 06/17/2019] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The purpose of this research was to conduct an exploratory study of the performance of Brazilian children on the Rapid Automatic Naming (RAN) test, examining schooling effects of schooling and associations with reading speed, comprehension, and reading level for each of the RAN subtests of colour, numbers, letters, and objects. METHODS Participants were 97 children, aged 7-11 years, enrolled in the first to fifth grade of elementary public education. RESULTS The findings indicated a school-year effect on RAN performance, with recurrent differences in grades 1-4 and no effect in RAN Numbers. Correlations ranged from moderate to high for reading level, speed, and comprehension. In addition, multiple linear regression analysis indicated that RAN Letters could significantly predict performance in the three reading abilities studied. CONCLUSION Thus, the study provided initial evidence of RAN's performance in testing Brazilian children's phonological processing as a form of predictive monitoring of reading development in school-age children as it relates to scholastic progress and reading speed, comprehension, and level.
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Affiliation(s)
- Tais de Lima Ferreira-Mattar
- School of Dentistry of Bauru, University of São Paulo, São Paulo, Brazil, .,Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil,
| | - Rauni Jandé Roama-Alves
- Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil.,Federal University of Rondonópolis, Rondonópolis, Brazil
| | | | - Thais Freire
- School of Dentistry of Bauru, University of São Paulo, São Paulo, Brazil
| | | | - Patrícia de Abreu Pinheiro Crenitte
- School of Dentistry of Bauru, University of São Paulo, São Paulo, Brazil.,Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil
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Balhinez R, Shaul S. The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective. Front Psychol 2019; 10:1281. [PMID: 31214086 PMCID: PMC6555082 DOI: 10.3389/fpsyg.2019.01281] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2018] [Accepted: 05/15/2019] [Indexed: 11/22/2022] Open
Abstract
This study investigated the underlying cognitive abilities which are related to both fluency in reading and arithmetic across different developmental phases of their acquisition. An unselected sample of children in first (N = 83), second (N = 66), and third (N = 67) grades completed several reading and arithmetic fluency tasks, as well as rapid automatized naming (RAN), working memory (WM), and inhibition measures. The results of a stepwise regression analysis revealed differences in the predictive models of fluency in both academic domains in first grade. However, similar patterns were found in the second and third grades. Specifically, in first grade reading fluency was predicted by inhibition and WM, while arithmetic fact fluency was predicted by RAN and WM. In contrast, in second grade both types of fluency were predicted by RAN and WM, and in third grade only RAN was found to be a predictor. Alongside the gradual reduction in the cognitive components participating in reading and arithmetic fluency, the results of the present study suggest that both fluencies share the same underlying cognitive mechanisms. Practical implications of the current results are discussed.
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Affiliation(s)
| | - Shelley Shaul
- Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel
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Sideridis GD, Simos P, Mouzaki A, Stamovlasis D, Georgiou GK. Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties. JOURNAL OF LEARNING DISABILITIES 2018; 52:59-70. [PMID: 29771185 DOI: 10.1177/0022219418775112] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis. Participants were 587 elementary schoolchildren (Grades 2-4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.
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Affiliation(s)
- Georgios D Sideridis
- 1 Boston Children's Hospital, Harvard Medical School, Boston, MA, USA
- 5 National and Kapodistrian University of Athens
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Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.02.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Sparks RL, Luebbers J. How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading Without Meaning and the Simple View. JOURNAL OF LEARNING DISABILITIES 2018; 51:194-208. [PMID: 28380307 DOI: 10.1177/0022219417704168] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers-dyslexic, hyperlexic, and garden variety-who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, a random sample of U.S. high school students completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding and reading comprehension, compared with monolingual Spanish readers from first to eleventh grades, and classified into reader types according to the simple view of reading. The majority of students fit the hyperlexic profile, and no participants fit the good reader profile until they were compared with first- and second-grade monolingual Spanish readers. Findings call into question the practice of diagnosing an FL "disability" before a student engages in FL study.
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Gonçalves-Guedim TF, Capelatto IV, Salgado-Azoni CA, Ciasca SM, Crenitte PAP. Desempenho do processamento fonológico, leitura e escrita em escolares com transtorno de déficit de atenção e hiperatividade. REVISTA CEFAC 2017. [DOI: 10.1590/1982-0216201719220815] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Objetivo: comparar o desempenho do processamento fonológico, da leitura e escrita de palavras reais e inventadas entre os escolares com transtorno de déficit de atenção e hiperatividade e escolares com bom desempenho escolar. Métodos: participaram deste estudo 30 escolares, na faixa etária de 9 a 12 anos, de ambos os gêneros, do Ensino Fundamental de escolas públicas e particulares, divididos em: Grupo Experimental (15 escolares com diagnóstico interdisciplinar de transtorno de déficit de atenção e hiperatividade) e Grupo Controle (15 escolares com bom desempenho escolar), pareado com o Grupo Experimental em idade, gênero, escolaridade, tipo de instituição de ensino (pública e particular). Os instrumentos utilizados para avaliação foram: Instrumento de Avaliação Sequencial (CONFIAS), Teste de Nomeação Seriada Rápida (RAN), Prova de repetição de palavras sem significado e Prova de leitura e escrita. Os resultados foram analisados por meio de testes estatísticos (Mann Whitney e Teste t de Student), adotando-se nível de significância de 5% (0,05). Resultados: os resultados analisados por meio de testes estatísticos revelaram diferenças significantes entre o grupo experimental e o grupo controle nas provas avaliadas. Conclusão: escolares com transtorno de déficit de atenção e hiperatividade apresentaram desempenho inferior em habilidades de consciência fonológica, acesso ao léxico, memória operacional, leitura e escrita de palavras, quando comparados aos escolares sem transtorno de déficit de atenção e hiperatividade, com bom desempenho escolar.
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Kruk RS, Luther Ruban C. Beyond Phonology: Visual Processes Predict Alphanumeric and Nonalphanumeric Rapid Naming in Poor Early Readers. JOURNAL OF LEARNING DISABILITIES 2016; 51:18-31. [PMID: 27899738 DOI: 10.1177/0022219416678406] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Visual processes in Grade 1 were examined for their predictive influences in nonalphanumeric and alphanumeric rapid naming (RAN) in 51 poor early and 69 typical readers. In a lagged design, children were followed longitudinally from Grade 1 to Grade 3 over 5 testing occasions. RAN outcomes in early Grade 2 were predicted by speeded and nonspeeded visual processing measures, after controlling for initial (Grade 1) RAN, matrix reasoning, phonological awareness, and word decoding abilities. A predictive influence of backward visual masking-a speeded visual discrimination task-was found for nonalphanumeric RAN in early Grade 2 but not for alphanumeric RAN or subsequent RAN ability in Grades 2 and 3. A nonspeeded predictor involving controlled visual attention accounted for significant variance in early Grade 2 RAN in the poor early reader group. Results are discussed in relation to Wolf, Bowers, and Biddle's conceptualization of rapid naming-in particular, on the roles of visual processes in speeded low and nonspeeded high spatial frequency visual information in predicting RAN.
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Heikkilä R, Torppa M, Aro M, Närhi V, Ahonen T. Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading. JOURNAL OF LEARNING DISABILITIES 2016; 49:546-560. [PMID: 25716215 DOI: 10.1177/0022219415572895] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This study explored the double-deficit hypothesis (DDH) in a transparent orthography (Finnish) and extended the view from reading disabilities to comorbidity of learning-related problems in math and attention. Children referred for evaluation of learning disabilities in second through sixth grade (N = 205) were divided into four groups based on rapid automatized naming (RAN) and phonological awareness (PA) according to the DDH: the double-deficit group, the naming speed deficit-only group, the phonological deficit-only group, and the no-deficit group. The results supported the DDH in that the prevalence and severity of reading disability were greatest in the double-deficit group. Despite the greater prevalence of reading disabilities in single-deficit groups compared to the no-deficit group, the means of reading measures in the single-deficit groups were similar to those of the no-deficit group. The PA single-deficit group was poorer in spelling than the no-deficit group and single-naming-deficit group. Deficits in RAN or PA were primarily linked to reading disabilities but not with math or attention problems. The results supported the DDH partially and indicate that deficits in RAN and PA are specific to reading disabilities.
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Affiliation(s)
- Riikka Heikkilä
- Niilo Mäki Institute, Jyväskylä, Finland Department of Psychology, University of Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Finland
| | - Mikko Aro
- Department of Education, University of Jyväskylä, Finland
| | - Vesa Närhi
- Niilo Mäki Institute, Jyväskylä, Finland University of Eastern Finland, School of Educational Sciences and Psychology, Joensuu, Finland
| | - Timo Ahonen
- Department of Psychology, University of Jyväskylä, Finland
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Reiter BA. Reading Disabilities Related to Word Recognition: Underlying Deficits and Diagnostic Approaches. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2016. [DOI: 10.1177/082957350201700106] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article provides an overview of the underlying core deficits (i.e., phonological processing, rapid naming speed, and the "double deficit" hypothesis) believed to be associated with reading disabilities in the word recognition area. In order to emphasize the importance of accurate diagnosis, examples of appropriate intervention strategies for the different deficit areas are presented. This is followed by a general discussion of current assessment practices. Although school systems typically utilize IQ-achievement discrepancy analysis for identifying reading disabilities in children, this procedure appears to have a number of shortcomings. Alternative approaches for identifying children with reading disabilities related to word recognition are offered.
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Siddaiah A, Saldanha M, Venkatesh SK, Ramachandra NB, Padakannaya P. Development of Rapid Automatized Naming (RAN) in Simultaneous Kannada-English Biliterate Children. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2016; 45:177-187. [PMID: 25408516 DOI: 10.1007/s10936-014-9338-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2013] [Accepted: 10/31/2014] [Indexed: 06/04/2023]
Abstract
RAN tests were administered to 600 typically developing children, 60 each from grade level one through grade ten (30 boys and 30 girls), who learn two distinct languages, English and Kannada simultaneously from the very first grade. The overall results were in accordance with similar previous studies in English and other European languages. The developmental trajectories were similar across the languages to a large extent; but the results also showed some differences across languages with respect to synchrony between the measures and the overall naming speed. Though some of the differences could be ascribed to the bilingual/biliterate culture and language use, there are enough scopes for future researches to examine these issues.
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Affiliation(s)
- Anand Siddaiah
- Department of Psychology, University of Mysore, Manasagangotri, Mysore, 570006, India
| | - Marita Saldanha
- Department of Psychology, University of Mysore, Manasagangotri, Mysore, 570006, India
| | - Shyamala K Venkatesh
- DOS in Zoology, Genomics Laboratory, University of Mysore, Mysore, 570006, India
| | - Nallur B Ramachandra
- DOS in Zoology, Genomics Laboratory, University of Mysore, Mysore, 570006, India
| | - Prakash Padakannaya
- Department of Psychology, University of Mysore, Manasagangotri, Mysore, 570006, India.
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Tambyraja SR, Farquharson K, Logan JAR, Justice LM. Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2015; 24:177-188. [PMID: 25835599 DOI: 10.1044/2015_ajslp-14-0054] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2014] [Accepted: 12/29/2014] [Indexed: 06/04/2023]
Abstract
PURPOSE Children with language impairment (LI) often demonstrate difficulties with word decoding. Research suggests that child-level (i.e., phonological processing) and environmental-level (i.e., classroom quality) factors both contribute to decoding skills in typically developing children. The present study examined the extent to which these same factors influence the decoding skills of children with LI, and the extent to which classroom quality moderates the relationship between phonological processing and decoding. METHOD Kindergarten and first-grade children with LI (n = 198) were assessed on measures of phonological processing and decoding twice throughout the academic year. Live classroom observations were conducted to assess classroom quality with respect to emotional support and instructional support. RESULTS Hierarchical regression analyses revealed that of the 3 phonological processing variables included, only phonological awareness significantly predicted spring decoding outcomes when controlling for children's age and previous decoding ability. One aspect of classroom quality (emotional support) was also predictive of decoding, but there was no significant interaction between classroom quality and phonological processing. CONCLUSIONS This study provides further evidence that phonological awareness is an important skill to assess in children with LI and that high-quality classroom environments can be positively associated with children's decoding outcomes.
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A functional investigation of RAN letters, digits, and objects: How similar are they? Behav Brain Res 2014; 275:157-65. [DOI: 10.1016/j.bbr.2014.08.038] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2014] [Revised: 08/19/2014] [Accepted: 08/20/2014] [Indexed: 01/18/2023]
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Rubenstein K, Raskind WH, Berninger VW, Matsushita MM, Wijsman EM. Genome scan for cognitive trait loci of dyslexia: Rapid naming and rapid switching of letters, numbers, and colors. Am J Med Genet B Neuropsychiatr Genet 2014; 165B:345-56. [PMID: 24807833 PMCID: PMC4053475 DOI: 10.1002/ajmg.b.32237] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2013] [Accepted: 04/14/2014] [Indexed: 12/14/2022]
Abstract
Dyslexia, or specific reading disability, is a common developmental disorder that affects 5-12% of school-aged children. Dyslexia and its component phenotypes, assessed categorically or quantitatively, have complex genetic bases. The ability to rapidly name letters, numbers, and colors from rows presented visually correlates strongly with reading in multiple languages and is a valid predictor of reading and spelling impairment. Performance on measures of rapid naming and switching, RAN and RAS, is stable throughout elementary school years, with slowed performance persisting in adults who still manifest dyslexia. Targeted analyses of dyslexia candidate regions have included RAN measures, but only one other genome-wide linkage study has been reported. As part of a broad effort to identify genetic contributors to dyslexia, we performed combined oligogenic segregation and linkage analyses of measures of RAN and RAS in a family-based cohort ascertained through probands with dyslexia. We obtained strong evidence for linkage of RAN letters to the DYX3 locus on chromosome 2p and RAN colors to chromosome 10q, but were unable to confirm the chromosome 6p21 linkage detected for a composite measure of RAN colors and objects in the previous genome-wide study.
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Affiliation(s)
- Kevin Rubenstein
- Department of Biostatistics University of Washington, Seattle, WA
| | - Wendy H. Raskind
- Division of Medical Genetics, Department of Medicine University of Washington, Seattle, WA
| | | | - Mark M. Matsushita
- Division of Medical Genetics, Department of Medicine University of Washington, Seattle, WA
| | - Ellen M. Wijsman
- Department of Biostatistics University of Washington, Seattle, WA,Division of Medical Genetics, Department of Medicine University of Washington, Seattle, WA,Corresponding author: 4333 Brooklyn Ave. NE BOX 359460 University of Washington Seattle WA 98195-9460 Ph: 206-543-8987 Fax: 206-616-1973
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Tran C, Wigg KG, Zhang K, Cate-Carter TD, Kerr E, Field LL, Kaplan BJ, Lovett MW, Barr CL. Association of the ROBO1 gene with reading disabilities in a family-based analysis. GENES, BRAIN, AND BEHAVIOR 2014; 13:430-8. [PMID: 24612512 PMCID: PMC4930671 DOI: 10.1111/gbb.12126] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2013] [Revised: 01/10/2014] [Accepted: 02/18/2014] [Indexed: 01/28/2023]
Abstract
Linkage studies have identified a locus on chromosome 3 as reading disabilities (RD) and speech and sound disorder (SSD) susceptibility region, with both RD and SSD sharing similar phonological processing and phonological memory difficulties. One gene in this region, roundabout homolog 1 (ROBO1), has been indicated as a RD candidate and has shown significant association with measures of phonological memory in a population-based sample. In this study, we conducted a family-based association analysis using two independent samples collected in Toronto and Calgary, Canada. Using the two samples, we tested for association between ROBO1 single nucleotide polymorphisms (SNPs) and RD, along with quantitative measures for reading, spelling and phonological memory. One SNP, rs331142, which was selected based on its correlation with ROBO1 expression in brain tissue, was found to be significantly associated with RD in the Toronto sample with over transmission of the minor C allele (P = 0.001), correlated with low expression. This SNP is located ~200 bp from a putative enhancer and results for a marker within the enhancer, rs12495133, showed evidence for association with the same allele in both the Toronto and Calgary samples (P = 0.005 and P = 0.007). These results support previous associations between ROBO1 and RD, as well as correlation with low gene expression, suggesting a possible mechanism of risk conferred by this gene.
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Affiliation(s)
- C. Tran
- Genetics and Development Division, Toronto Western Research Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario
- Institute of Medical Science, University of Toronto, Toronto, Ontario
| | - K. G. Wigg
- Genetics and Development Division, Toronto Western Research Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario
| | - K. Zhang
- Genetics and Development Division, Toronto Western Research Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario
| | - T. D. Cate-Carter
- Neurosciences & Mental Health Program, The Hospital for Sick Children, Toronto, Ontario
| | - E. Kerr
- Neurosciences & Mental Health Program, The Hospital for Sick Children, Toronto, Ontario
| | - L. L. Field
- Department of Medical Genetics, University of British Columbia, Vancouver, British Columbia
| | - B. J. Kaplan
- Department of Paediatrics, Faculty of Medicine, Alberta Children’s Hospital, University of Calgary, Calgary, Alberta, Canada
| | - M. W. Lovett
- Neurosciences & Mental Health Program, The Hospital for Sick Children, Toronto, Ontario
| | - C. L. Barr
- Genetics and Development Division, Toronto Western Research Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario
- Institute of Medical Science, University of Toronto, Toronto, Ontario
- Neurosciences & Mental Health Program, The Hospital for Sick Children, Toronto, Ontario
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26
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Brock SE, Christo C. Digit Naming Speed Performance Among Children With Attention-Deficit/Hyperactivity Disorder. ACTA ACUST UNITED AC 2014. [DOI: 10.1007/bf03340900] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Langer N, Benjamin C, Minas J, Gaab N. The neural correlates of reading fluency deficits in children. Cereb Cortex 2013; 25:1441-53. [PMID: 24335032 DOI: 10.1093/cercor/bht330] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Multiple studies have shown that individuals with a reading disability (RD) demonstrate deficits in posterior left-hemispheric brain regions during reading-related tasks. These studies mainly focused on reading sub-skills, and it remains debated whether such dysfunction is apparent during more ecologically valid reading skills, such as reading fluency. In this fMRI study, reading fluency was systematically varied to characterize neural correlates of reading fluency in 30 children with (RD) and without (typical developing children, TYP) a RD. Sentences were presented at constrained, comfortable, and accelerated speeds, which were determined based on individual reading speed. Behaviorally, RD children displayed decreased performance in several reading-related tasks. Using fMRI, we demonstrated that both TYP and RD children display increased activation in several components of the reading network during fluent reading. When required to read at an accelerated speed, RD children exhibited less activation in the fusiform gyrus (FG) compared with the TYP children. A region of interest analysis substantiated differences in the FG and demonstrated a relationship to behavioral reading performance. These results suggest that the FG plays a key role in fluent reading and that it can be modulated by speed. These results and their implications for remediation strategies should be considered in educational practice.
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Affiliation(s)
- Nicolas Langer
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA Harvard Medical School, Boston, MA, USA
| | | | - Jennifer Minas
- Department of Brain and Cognitive Sciences, MIT, Cambridge, MA, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA Harvard Medical School, Boston, MA, USA
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Park H, Lombardino LJ. Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:2946-2958. [PMID: 23816630 DOI: 10.1016/j.ridd.2013.06.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2013] [Revised: 06/01/2013] [Accepted: 06/03/2013] [Indexed: 06/02/2023]
Abstract
Processing speed deficits along with phonological awareness deficits have been identified as risk factors for dyslexia. This study was designed to examine the behavioral profiles of two groups, a younger (6-8 years) and an older (10-15 years) group of dyslexic children for the purposes of (1) evaluating the degree to which phonological awareness and processing speed deficits occur in the two developmental cohorts; (2) determining the strength of relationships between the groups' respective mean scores on cognitive tasks of phonological awareness and processing speed and their scores on component skills of reading; and (3) evaluating the degree to which phonological awareness and processing speed serve as concurrent predictors of component reading skills for each group. The mean scaled scores for both groups were similar on all but one processing speed task. The older group was significantly more depressed on a visual matching test of attention, scanning, and speed. Correlations between reading skills and the cognitive constructs were very similar for both age-groups. Neither of the two phonological awareness tasks correlated with either of the two processing speed tasks or with any of the three measures of reading. One of the two processing speed measures served as a concurrent predictor of word- and text-level reading in the younger, however, only the rapid naming measure functioned as a concurrent predictor of word reading in the older group. Conversely, phonological processing measures did not serve as concurrent predictors for word-level or text-level reading in either of the groups. Descriptive analyses of individual subjects' deficits in the domains of phonological awareness and processing speed revealed that (1) both linguistic and nonlinguistic processing speed deficits in the younger dyslexic children occurred at higher rates than deficits in phonological awareness and (2) cognitive deficits within and across these two domains were greater in the older dyslexic children. Our findings underscore the importance of using rapid naming measures when testing school-age children suspected of having a reading disability and suggest that processing speed measures that do not reply on verbal responses may serve as predictors of reading disability in young children prior to their development of naming automaticity.
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Affiliation(s)
- Heeyoung Park
- Department of Speech-Language Therapy and Aural Rehabilitation, Woosong University, Jayang-dong, Dong-gu, Daejeon 300-718, Republic of Korea.
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Ding Y, Guo JP, Yang LY, Zhang D, Ning H, Richman LC. Rapid automatized naming and immediate memory functions in Chinese children who read English as a second language. JOURNAL OF LEARNING DISABILITIES 2013; 46:347-362. [PMID: 22034524 DOI: 10.1177/0022219411424209] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
This study examined reading performance of 102 Chinese Mandarin-speaking 4th graders in their second language (L2, English) as a function of performance in their first language (L1, Chinese). The results revealed that for Rapid Automatized Naming (RAN) and Rapid Alternating Stimulus (RAS) measures, the mean naming time decreased monotonically in high-achieving, average, and low-achieving readers. RAN and RAS differentiated poor readers from good and average readers but failed to differentiate between good and average readers. RAN deficits occurred in poor readers in both languages. Comparison of memory profiles revealed that patterns varied depending on the mode of stimulus presentation or response. Low-achieving readers performed poorly on a subtest involving visual components only and did relatively better on a subtest involving verbal components only. Poor readers in Chinese also encountered difficulties in learning English as a L2. RAN-character accounted for unique variance in two Chinese reading measures. RAN-letter explained unique variance in English mid-term reading grade. The unique variance captured by the Color Span Subtest 1 (visual-visual) was found in Chinese reading comprehension but not in English reading comprehension. Reading performance in L1 was predictive of reading performance in L2 and vice versa.
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Affiliation(s)
- Yi Ding
- Division of Psychological and Educational Services, Graduate School of Education, Fordham University, New York, NY, USA
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30
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Pan J, Yan M, Laubrock J, Shu H, Kliegl R. Eye-voice span during rapid automatized naming of digits and dice in Chinese normal and dyslexic children. Dev Sci 2013; 16:967-79. [PMID: 24118721 DOI: 10.1111/desc.12075] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2012] [Accepted: 03/27/2013] [Indexed: 12/01/2022]
Abstract
We measured Chinese dyslexic and control children's eye movements during rapid automatized naming (RAN) with alphanumeric (digits) and symbolic (dice surfaces) stimuli. Both types of stimuli required identical oral responses, controlling for effects associated with speech production. Results showed that naming dice was much slower than naming digits for both groups, but group differences in eye-movement measures and in the eye-voice span (i.e. the distance between the currently fixated item and the voiced item) were generally larger in digit-RAN than in dice-RAN. In addition, dyslexics were less efficient in parafoveal processing in these RAN tasks. Since the two RAN tasks required the same phonological output and on the assumption that naming dice is less practiced than naming digits in general, the results suggest that the translation of alphanumeric visual symbols into phonological codes is less efficient in dyslexic children. The dissociation of the print-to-sound conversion and phonological representation suggests that the degree of automaticity in translation from visual symbols to phonological codes in addition to phonological processing per se is also critical to understanding dyslexia.
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Affiliation(s)
- Jinger Pan
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China
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32
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Evans TM, Flowers DL, Napoliello EM, Eden GF. Sex-specific gray matter volume differences in females with developmental dyslexia. Brain Struct Funct 2013; 219:1041-54. [PMID: 23625146 DOI: 10.1007/s00429-013-0552-4] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2012] [Accepted: 04/09/2013] [Indexed: 01/18/2023]
Abstract
Developmental dyslexia, characterized by unexpected reading difficulty, is associated with anomalous brain anatomy and function. Previous structural neuroimaging studies have converged in reports of less gray matter volume (GMV) in dyslexics within left hemisphere regions known to subserve language. Due to the higher prevalence of dyslexia in males, these studies are heavily weighted towards males, raising the question whether studies of dyslexia in females only and using the same techniques, would generate the same findings. In a replication study of men, we obtained the same findings of less GMV in dyslexics in left middle/inferior temporal gyri and right postcentral/supramarginal gyri as reported in the literature. However, comparisons in women with and without dyslexia did not yield left hemisphere differences, and instead, we found less GMV in right precuneus and paracentral lobule/medial frontal gyrus. In boys, we found less GMV in left inferior parietal cortex (supramarginal/angular gyri), again consistent with previous work, while in girls differences were within right central sulcus, spanning adjacent gyri, and left primary visual cortex. Our investigation into anatomical variants in dyslexia replicates existing studies in males, but at the same time shows that dyslexia in females is not characterized by involvement of left hemisphere language regions but rather early sensory and motor cortices (i.e., motor and premotor cortex, primary visual cortex). Our findings suggest that models on the brain basis of dyslexia, primarily developed through the study of males, may not be appropriate for females and suggest a need for more sex-specific investigations into dyslexia.
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Affiliation(s)
- Tanya M Evans
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, BOX 571406, Suite 150, Building D, 4000 Reservoir Road, NW, Washington, DC, 20057, USA
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van Zuijen TL, Plakas A, Maassen BA, Maurits NM, van der Leij A. Infant ERPs separate children at risk of dyslexia who become good readers from those who become poor readers. Dev Sci 2013; 16:554-63. [PMID: 23786473 DOI: 10.1111/desc.12049] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2011] [Accepted: 12/20/2012] [Indexed: 11/30/2022]
Affiliation(s)
- Titia L. van Zuijen
- Department of Child Development and Education; Faculty of Social and Behavioral Sciences; University of Amsterdam; The Netherlands
| | - Anna Plakas
- Department of Child Development and Education; Faculty of Social and Behavioral Sciences; University of Amsterdam; The Netherlands
| | - Ben A.M. Maassen
- School for Behavioral and Cognitive Neuroscience; University of Groningen; The Netherlands
| | - Natasha M. Maurits
- Department of Neurology; University Medical Center Groningen; University of Groningen; The Netherlands
| | - Aryan van der Leij
- Department of Child Development and Education; Faculty of Social and Behavioral Sciences; University of Amsterdam; The Netherlands
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Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1. J Exp Child Psychol 2013; 115:481-96. [PMID: 23506806 DOI: 10.1016/j.jecp.2013.01.004] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2012] [Revised: 01/13/2013] [Accepted: 01/19/2013] [Indexed: 11/22/2022]
Abstract
We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math.
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Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures. SPANISH JOURNAL OF PSYCHOLOGY 2013; 13:88-100. [DOI: 10.1017/s1138741600003693] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported.
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McCarthy JH, Hogan TP, Catts HW. Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? CLINICAL LINGUISTICS & PHONETICS 2012; 26:791-805. [PMID: 22876769 PMCID: PMC3884899 DOI: 10.3109/02699206.2012.702185] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single-word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders.
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Affiliation(s)
- Jillian H McCarthy
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville, USA.
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Georgiou GK, Papadopoulos TC, Fella A, Parrila R. Rapid naming speed components and reading development in a consistent orthography. J Exp Child Psychol 2012; 112:1-17. [PMID: 22297121 DOI: 10.1016/j.jecp.2011.11.006] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2011] [Revised: 11/16/2011] [Accepted: 11/18/2011] [Indexed: 11/28/2022]
Abstract
We examined how rapid automatized naming (RAN) components-articulation time and pause time-predict word and text reading fluency in a consistent orthography (Greek). In total, 68 children were followed from Grade 2 to Grade 6 and were assessed three times on RAN (Digits and Objects), phonological awareness, orthographic processing, speed of processing, and reading fluency. Both RAN components were strongly related to reading fluency and, with few exceptions, accounted for unique variance over and above the contribution of speed of processing, phonological awareness, and orthographic processing. The amount of predictive variance shared between the components and the cognitive processing skills varied across time. The implications of these findings for the RAN-reading relationship are discussed.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada T6G 2G5.
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38
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Norton ES, Wolf M. Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities. Annu Rev Psychol 2012; 63:427-52. [PMID: 21838545 DOI: 10.1146/annurev-psych-120710-100431] [Citation(s) in RCA: 330] [Impact Index Per Article: 27.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Maryanne Wolf
- Center for Reading and Language Research, Eliot-Pearson Department of Child Development, Tufts University, Medford, Massachusetts 02155;
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39
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König IR, Schumacher J, Hoffmann P, Kleensang A, Ludwig KU, Grimm T, Neuhoff N, Preis M, Roeske D, Warnke A, Propping P, Remschmidt H, Nöthen MM, Ziegler A, Müller-Myhsok B, Schulte-Körne G. Mapping for dyslexia and related cognitive trait loci provides strong evidence for further risk genes on chromosome 6p21. Am J Med Genet B Neuropsychiatr Genet 2011; 156B:36-43. [PMID: 21184582 DOI: 10.1002/ajmg.b.31135] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2010] [Accepted: 09/15/2010] [Indexed: 12/27/2022]
Abstract
In a genome-wide linkage scan, we aimed at mapping risk loci for dyslexia in the German population. Our sample comprised 1,030 individuals from 246 dyslexia families which were recruited through a single-proband sib pair study design and a detailed assessment of dyslexia and related cognitive traits. We found evidence for a major dyslexia locus on chromosome 6p21. The cognitive trait rapid naming (objects/colors) produced a genome-wide significant LOD score of 5.87 (P = 1.00 × 10⁻⁷) and the implicated 6p-risk region spans around 10 Mb. Although our finding maps close to DYX2, where the dyslexia candidate genes DCDC2 and KIAA0319 have already been identified, our data point to the presence of an additional risk gene in this region and are highlighting the impact of 6p21 in dyslexia and related cognitive traits.
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Affiliation(s)
- Inke R König
- Institute of Medical Biometry and Statistics, University at Lübeck, Germany
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40
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Beneventi H, Tønnessen FE, Ersland L, Hugdahl K. Executive working memory processes in dyslexia: behavioral and fMRI evidence. Scand J Psychol 2010; 51:192-202. [PMID: 20338015 DOI: 10.1111/j.1467-9450.2010.00808.x] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Dyslexia is an impairment in learning to read and write, primarily associated with a phonological core deficit. However, the manifestation of symptoms in dyslexia also includes impaired working memory (WM). The aim of this study was to investigate cortical activation related to verbal WM in dyslexic and normal readers aged around 13 years, controlling for phonological awareness processing. We used a modified WM n-back task where the participants remembered the first or last speech segment (phonemes) of the names of common objects shown as pictures. Dyslexic readers were impaired compared with the control group. Compared with the dyslexic readers, controls showed increased fMRI activation in the left superior parietal lobule and the right inferior prefrontal gyrus. Unlike controls, dyslexics did not show a significant increase in activation in WM areas with increased memory load. These findings provide support for a specific working memory deficit in dyslexic individuals.
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Affiliation(s)
- Harald Beneventi
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway.
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41
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Hulslander J, Olson RK, Willcutt EG, Wadsworth SJ. Longitudinal Stability of Reading-Related Skills and their Prediction of Reading Development. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2010; 14:111-136. [PMID: 20563241 PMCID: PMC2885806 DOI: 10.1080/10888431003604058] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children.
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42
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Ding Y, Richman LC, Yang LY, Guo JP. Rapid automatized naming and immediate memory functions in Chinese Mandarin-speaking elementary readers. JOURNAL OF LEARNING DISABILITIES 2010; 43:48-61. [PMID: 19770285 DOI: 10.1177/0022219409345016] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
The purpose of this study was to evaluate rapid automatized naming skills (RAN) and immediate memory processes in 243 Chinese Mandarin-speaking elementary readers (ranging from Grade 1 to Grade 5). For RAN subtests, the mean naming time decreased monotonically with grade level in good and average readers, and a similar trajectory was found in poor readers, even though they were generally slower in rapid naming. Regardless of grouping methods (counting all participants or counting good readers only), RAN Character emerged as a significant predictor of various Chinese reading measures. Different from classical findings in English readers indicating that RAN Number was a better correlate of reading than RAN Object, RAN Object outperformed RAN Number and became a significant predictor of Chinese reading speed and spelling, suggesting that the differences in predictive power of RAN tasks may be language specific. Comparison of memory profiles for good, average, and poor readers revealed that the patterns varied depending on mode of stimulus presentation or response. Poor readers performed poorly on subtests involving a visual component and did relatively better on subtests involving verbal cues only, whereas a reversed pattern was shown in the group of good readers. The findings were interpreted to suggest that good and poor Chinese readers may be essentially different in applying visual strategies and verbal mediation during visual-verbal intra- and intermodal processing, and visual skills appear to be particularly important in reading of Chinese.
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Affiliation(s)
- Yi Ding
- The University of Toledo, Toledo, Ohio, USA.
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43
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Heikkilä R, Närhi V, Aro M, Ahonen T. Rapid Automatized Naming and Learning Disabilities: Does RAN Have a Specific Connection to Reading or Not? Child Neuropsychol 2009; 15:343-58. [DOI: 10.1080/09297040802537653] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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44
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Platko JV, Wood FB, Pelser I, Meyer M, Gericke GS, O'Rourke J, Birns J, Purcell S, Pauls DL. Association of reading disability on chromosome 6p22 in the Afrikaner population. Am J Med Genet B Neuropsychiatr Genet 2008; 147B:1278-87. [PMID: 18452150 DOI: 10.1002/ajmg.b.30774] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The genetic basis of reading disability (RD) has long been established through family and twin studies. More recently genetic linkage studies have identified genomic regions that appear to harbor susceptibility genes for RD. Association studies have been shown to have greater power for detecting genes of modest effect, particularly in genetically isolated populations. Hence, a case control study of RD was undertaken in the Afrikaner population in South Africa. Sixty-eight microsatellite markers in regions where linkages had been reported in previous studies were genotyped on 122 children with reading disability and 112 typically reading controls drawn from the same school population. A single allele of marker D6S299 showed a highly significant association with the RD phenotype (D6S299[229], P-value 0.000014). Other markers on other chromosomes also showed suggestive associations. Of particular interest were markers on chromosomes 1 and 15. These two regions have been implicated in studies of populations that formed the founding population in the Afrikaner population.
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Affiliation(s)
- Jill V Platko
- Psychiatric and Neurodevelopmental Genetics Unit, Center for Human Genetic Research, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts 02114, USA
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45
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Powell D, Stainthorp R, Stuart M, Garwood H, Quinlan P. An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. J Exp Child Psychol 2007; 98:46-68. [PMID: 17555762 DOI: 10.1016/j.jecp.2007.04.003] [Citation(s) in RCA: 63] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2007] [Revised: 04/20/2007] [Accepted: 04/24/2007] [Indexed: 11/30/2022]
Abstract
Two studies investigated the degree to which the relationship between rapid automatized naming (RAN) performance and reading development is driven by shared phonological processes. Study 1 assessed RAN, phonological awareness, and reading performance in 1010 7- to 10-year-olds. Results showed that RAN deficits occurred in the absence of phonological awareness deficits. These were accompanied by modest reading delays. In structural equation modeling, solutions where RAN was subsumed within a phonological processing factor did not provide a good fit to the data, suggesting that processes outside phonology may drive RAN performance and its association with reading. Study 2 investigated Kail's proposal that speed of processing underlies this relationship. Children with single RAN deficits showed slower speed of processing than did closely matched controls performing normally on RAN. However, regression analysis revealed that RAN made a unique contribution to reading even after accounting for processing speed. Theoretical implications are discussed.
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Affiliation(s)
- Daisy Powell
- School of Psychology and Human Development, Institute of Education, University of London, London WC1H 0AA, UK.
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46
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Escribano CL. Evaluation of the double-deficit hypothesis subtype classification of readers in Spanish. JOURNAL OF LEARNING DISABILITIES 2007; 40:319-30. [PMID: 17713131 DOI: 10.1177/00222194070400040301] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected.
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Affiliation(s)
- Carmen López Escribano
- Universidad Complutense de Madrid, Facultad de Educacíon, Psicología Evolutiva y de la Educacíon, Spain.
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47
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Di Filippo G, Brizzolara D, Chilosi A, De Luca M, Judica A, Pecini C, Spinelli D, Zoccolotti P. Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian). Child Neuropsychol 2007; 11:349-61. [PMID: 16051563 DOI: 10.1080/09297040490916947] [Citation(s) in RCA: 45] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study examined the influence of rapid automatization naming (RAN) measures on various parameters of reading performance in children who were native speakers of a language with a shallow orthography (Italian). Participants included 281 children enrolled in first-to-sixth grade. They were given a Naming test, in which they had to name rapidly matrices of colors, objects, or digits, a Cancellation test, using the same stimulus materials, and an oral Articulation test. Performance on all tests improved steadily across ages tested. Performance on the Naming test, but not on the Cancellation and Articulation tests, predicted speed and accuracy in reading; none of these measures reliably predicted the reading comprehension measure. Data on a Blending test were also available for a subsample of first- and third-graders. Both RAN and phonological ability contributed independently to the prediction of reading ability (accuracy and speed) in these participants. The results extend observations on RAN to an orthographically shallow language (Italian) and suggest an element of continuity between languages with opaque and transparent orthographies.
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Affiliation(s)
- Gloria Di Filippo
- Centro Richerche di Neuropsicologia, IRCCS, Fondazione Santa Lucia, Rome, Italy.
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48
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Di Filippo G, Brizzolara D, Chilosi A, De Luca M, Judica A, Pecini C, Spinelli D, Zoccolotti P. Naming Speed and Visual Search Deficits in Readers With Disabilities: Evidence From an Orthographically Regular Language (Italian). Dev Neuropsychol 2006; 30:885-904. [PMID: 17083298 DOI: 10.1207/s15326942dn3003_7] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
The study examined rapid automatized naming (RAN) in 42 children with reading disabilities and 101 control children-all native speakers of Italian, a language with shallow orthography. Third-, 5th- and 6th-grade children were given a RAN test that required rapid naming of color, object, or digit matrices. A visual search test using the same stimulus material (but not requiring a verbal response) and an oral articulation test were also given. Readers with disabilities performed worse than controls on the RAN test. This effect was larger in higher grades than in lower ones. Readers with disabilities were also slower than controls in performing the visual search test. The pattern of results for the RAN test held constant when the visual search performance was partialed out by covariance analysis, indicating the independence of the 2 deficits. The 2 groups did not differ for articulation rate. Finally, analysis of the pattern of intercorrelations indicated that reading speed was most clearly related to RAN, particularly in the group with reading disabilities. The results extend observations of RAN effects on reading deficits to Italian, an orthographically shallow language.
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Affiliation(s)
- Gloria Di Filippo
- Department of Neuropsychology, IRCCS Foundation, Santa Lucia, Rome, Italy.
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49
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Gijsel MAR, Bosman AMT, Verhoeven L. Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch. JOURNAL OF LEARNING DISABILITIES 2006; 39:558-71. [PMID: 17165622 DOI: 10.1177/00222194060390060701] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed.
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50
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Miller CJ, Miller SR, Bloom JS, Jones L, Lindstrom W, Craggs J, Garcia-Barrera M, Semrud-Clikeman M, Gilger JW, Hynd GW. Testing the double-deficit hypothesis in an adult sample. ANNALS OF DYSLEXIA 2006; 56:83-102. [PMID: 17849209 DOI: 10.1007/s11881-006-0004-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2005] [Accepted: 03/08/2006] [Indexed: 05/17/2023]
Abstract
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits.
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Affiliation(s)
- Carlin J Miller
- Department of Psychology, Queens College, City University of New York, 65-30 Kissena Boulevard, 11367, Flushing, NY 11367, USA.
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