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Thematische Bibliographien / Battery of tests of phonological abilities / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Battery of tests of phonological abilities“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

McDermott, Erin E., Jennifer L. Smart, Julie A. Boiano, et al. "Assessing Auditory Processing Abilities in Typically Developing School-Aged Children." Journal of the American Academy of Audiology 27, no. 02 (2016): 072–84. http://dx.doi.org/10.3766/jaaa.14050.

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Background: Large discrepancies exist in the literature regarding definition, diagnostic criteria, and appropriate assessment for auditory processing disorder (APD). Therefore, a battery of tests with normative data is needed. Purpose: The purpose of this study is to collect normative data on a variety of tests for APD on children aged 7–12 yr, and to examine effects of outside factors on test performance. Research Design: Children aged 7–12 yr with normal hearing, speech and language abilities, cognition, and attention were recruited for participation in this normative data collection. Study

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Fastame, Maria Chiara, Anna Cardis, and Daniela Callai. "Assessing phonological awareness in Italian children with and without developmental dyslexia: The contribution of a new pseudo-word blending task." School Psychology International 39, no. 5 (2018): 470–89. http://dx.doi.org/10.1177/0143034318791214.

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The current study investigated the capacity of a new test assessing phonological awareness to detect differences between Italian children with and without developmental dyslexia. Specifically, the task involves blending of a list of pseudo-words, and excludes lexical knowledge as a source of task performance. Fifty-four third to fifith Italian graders were presented a battery of tests assessing phonological awareness, reading, writing, and verbal short-term memory abilities. A multivariate analysis of covariance, with age as a covariate, revealed that proficient readers outperformed students w

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D'ODORICO, LAURA, ALESSANDRA ASSANELLI, FABIA FRANCO, and VALENTINA JACOB. "A follow-up study on Italian late talkers: Development of language, short-term memory, phonological awareness, impulsiveness, and attention." Applied Psycholinguistics 28, no. 1 (2007): 157–69. http://dx.doi.org/10.1017/s0142716406070081.

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This follow-up study compares cognitive and language aspects of a group of Italian children ages 4–6 years, who had shown delayed expressive language abilities at 24 months of age (late talkers), with those of a group of children with a history of normal expressive language development (average talkers). Children were given a battery of cognitive–neuropsychological tests to assess grammatical comprehension, vocabulary development, verbal short-term memory, phonological awareness, planning and visuomotor coordination, and attention and impulsiveness. No differences were found in the results bet

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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Fu

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Guarnera, Maria, Palmira Faraci, Elena Commodari, and Stefania Lucia Buccheri. "Mental Imagery and School Readiness." Psychological Reports 120, no. 6 (2017): 1058–77. http://dx.doi.org/10.1177/0033294117717262.

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The aim of this study was to investigate the relationships between the skills that constitute school readiness, such as linguistic, phonological, logical-mathematical and psychomotor skills, and mental imagery processes in preschool children. The participants were 100 healthy children (50 boys and 50 girls) aged four to five. Two batteries of tests were used to assess school readiness and different aspects of the mental imagery processes. The mental imagery battery measured mental imagery generation, inspection, and rotation of images. The results showed a relationship between the generation a

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Breaux, Kristina C., Maria Avitia, Taylor Koriakin, et al. "Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math." Journal of Psychoeducational Assessment 35, no. 1-2 (2016): 168–85. http://dx.doi.org/10.1177/0734282916669657.

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This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and wr

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ARDILA, ALFREDO, FEGGY OSTROSKY-SOLIS, and VICTOR U. MENDOZA. "Learning to read is much more than learning to read: A neuropsychologically based reading program." Journal of the International Neuropsychological Society 6, no. 7 (2000): 789–801. http://dx.doi.org/10.1017/s1355617700677068.

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Departing from the observation that illiterates significantly underscore in some neuropsychological tests, a learning-to-read method named NEUROALFA was developed. NEUROALFA is directed to reinforce these underscored abilities during the learning-to-read process. It was administered to a sample of 21 adult illiterates in Colima (Mexico). Results were compared with 2 control groups using more traditional procedures in learning to read. The NEUROPSI neuropsychological test battery was administered to all the participants before and after completing the learning-to-read training program. All 3 gr

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Felsenfeld, Susan, Matt McGue, and Patricia A. Broen. "Familial Aggregation of Phonological Disorders: Results From a 28-Year Follow-Up." Journal of Speech, Language, and Hearing Research 38, no. 5 (1995): 1091–107. http://dx.doi.org/10.1044/jshr.3805.1091.

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This investigation is a follow-up to a longitudinal speech and educational outcome study involving approximately 400 normally developing children that was initiated in 1960. From this database, two groups of subjects (now aged 32–34), their spouses, and all of their offspring over the age of 3:0 (years:months) completed a battery of cognitive-linguistic and interview measures. One group (probands) consisted of 24 adults with a documented history of a moderate phonological-language disorder that persisted through at least the end of the first grade. The other group (controls) consisted of 28 ad

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Fong, Mandy W. M., Ryan Van Patten, and Robert P. Fucetola. "The Factor Structure of the Boston Diagnostic Aphasia Examination, Third Edition." Journal of the International Neuropsychological Society 25, no. 7 (2019): 772–76. http://dx.doi.org/10.1017/s1355617719000237.

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AbstractObjective: The Boston Diagnostic Aphasia Examination (BDAE) is one of the most commonly used aphasia batteries. The newest edition has undergone significant revisions since its original publication in 1972, but existing evidence for its validity is lacking. We examined the construct validity of BDAE-3 and identified the factor structure of this battery. Method: A total of 355 people with aphasia of various types and severity completed neuropsychological evaluations to assess their patterns of language impairment. A principal component analysis with varimax rotation was conducted to exa

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Watson, Betty U. "Auditory Temporal Acuity in Normally Achieving and Learning-Disabled College Students." Journal of Speech, Language, and Hearing Research 35, no. 1 (1992): 148–56. http://dx.doi.org/10.1044/jshr.3501.148.

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Recent research has suggested that deficits in several metalinguistic/phonological abilities, such as short-term verbal memory and phoneme segmentation, may be etiologic factors in specific reading disability, and it has been speculated that these weaknesses may result from a more fundamental deficit in the processing of temporal, auditory stimuli. This study examined the auditory temporal processing skills of reading-disabled, math-disabled, and normally achieving college students. The math-disabled group was included to control for the possibility that poor temporal processing is a "marker"

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Mooijman, S., A. Vincent, E. De Witte, E. Visch-Brink, and D. Satoer. "OS07.5A Diagnostic Instrument for Mild Aphasia (DIMA): sensitive and valuable addition to standard language assessment in glioma patients." Neuro-Oncology 23, Supplement_2 (2021): ii10—ii11. http://dx.doi.org/10.1093/neuonc/noab180.033.

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Abstract BACKGROUND Low-grade glioma (LGG) patients typically suffer from mild aphasia that often cannot be detected with standard aphasia tests. The Diagnostic Instrument for Mild Aphasia (DIMA) is the first standardized test-battery to assess mild language disorders. We investigate pre- and postoperative linguistic abilities of LGG and high-grade glioma (HGG) patients with the DIMA. METHODS The DIMA consists of subtests that tap phonology (word, compound, non-word, sentence repetition), semantics (odd-picture-out), and syntax (sentence completion). Additionally, we administered the Boston Na

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Li, Liping, Ruiying Li, and Xinchun Wu. "The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students." PLOS ONE 15, no. 12 (2020): e0243050. http://dx.doi.org/10.1371/journal.pone.0243050.

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Spelling is a literacy skill that must be mastered during children’s academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the re

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Bradshaw, Abigail R., Zoe V.J. Woodhead, Paul A. Thompson, and Dorothy V.M. Bishop. "Investigation into inconsistent lateralisation of language functions as a potential risk factor for language impairment." European Journal of Neuroscience 51, no. 4 (2019): 1106–21. https://doi.org/10.1111/ejn.14623.

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Abstract: Disruption to language lateralisation has been proposed as a cause of developmental language impairments. In this study, we tested the idea that consistency of lateralisation across different language functions is associated with language ability. A large sample of adults with variable language abilities (N = 67 with a developmental disorder affecting language and N = 37 controls) were recruited. Lateralisation was measured using functional transcranial Doppler sonography (fTCD) for three language tasks that engage different language subprocesses (phonological decision, semantic deci

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Rvachew, Susan, Alyssa Ohberg, Meghann Grawburg, and Joan Heyding. "Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills." American Journal of Speech-Language Pathology 12, no. 4 (2003): 463–71. http://dx.doi.org/10.1044/1058-0360(2003/092).

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The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays

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Roazzi, Antonio, Ann Dowker, and Peter Bryant. "Phonological abilities of Brazilian street poets." Applied Psycholinguistics 14, no. 4 (1993): 535–51. http://dx.doi.org/10.1017/s0142716400010730.

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ABSTRACTThis study deals with repentistas: oral poets in the northeast of Brazil, most of whom have had limited schooling. Twenty-four repentistas, 27 non-repentistas from a similar background, and 38 university students were given a rhyme production task. The repentistas produced about three times as many rhymes as the SES-matched non-repentistas and over one-and-a-half times as many as the students. They did not, however, differ significantly from the nonrepentistas or students in regard to auditory memory or phonological segmentation; they were similar to non-repentistas and considerably wo

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LUK, GIGI, and ELLEN BIALYSTOK. "Common and distinct cognitive bases for reading in English–Cantonese bilinguals." Applied Psycholinguistics 29, no. 2 (2008): 269–89. http://dx.doi.org/10.1017/s0142716407080125.

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ABSTRACTThe study explores the relationship between phonological awareness and early reading for bilingual children learning to read in two languages that use different writing systems. Participants were 57 Cantonese–English bilingual 6-year-olds who were learning to read in both languages. The children completed cognitive measures, phonological awareness tasks, and word identification tests in both languages. Once cognitive abilities had been controlled, there was no correlation in word identification ability performance across languages, but the correspondence in phonological awareness measu

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Pires, Mayra Monteiro, Mailce Borges Mota, and Maria Madalena Canina Pinheiro. "The memory systems of children with (central) auditory disorder." CoDAS 27, no. 4 (2015): 326–32. http://dx.doi.org/10.1590/2317-1782/20152015018.

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This study aims to investigate working, declarative, and procedural memory in children with (central) auditory processing disorder who showed poor phonological awareness. Thirty 9- and 10-year-old children participated in the study and were distributed into two groups: a control group consisting of 15 children with typical development, and an experimental group consisting of 15 children with (central) auditory processing disorder who were classified according to three behavioral tests and who showed poor phonological awareness in the CONFIAS test battery. The memory systems were assessed throu

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FOY, JUDITH G., and VIRGINIA MANN. "Does strength of phonological representations predict phonological awareness in preschool children?" Applied Psycholinguistics 22, no. 3 (2001): 301–25. http://dx.doi.org/10.1017/s0142716401003022.

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Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children,

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Salameh, Eva-Kristina. "Grammatisk och fonologisk utveckling på svenska och arabiska vid tvåspråkig undervisning." Educare, no. 3 (September 1, 2011): 177–203. http://dx.doi.org/10.24834/educare.2011.3.1202.

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Swedish-Arabic pupils, who received instruction in both languages, were assessed longitudinally in Swedish and Arabic during the three first years of primary school. Altogether 189 assessments of the pupils’ grammatical development and 80 assessments regarding phonological development were carried out. The assessment instruments used were tandem tests generating comparable results in both languages. Tests based on a second language theory, Processability Theory, were used for grammatical assessment. For phonological assessment tests regarding phonological awareness and repetition of non-words

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Coumel, Marion, Christine Groß, Sabine Sommer-Lolei, and Markus Christiner. "The Contribution of Music Abilities and Phonetic Aptitude to L2 Accent Faking Ability." Languages 8, no. 1 (2023): 68. http://dx.doi.org/10.3390/languages8010068.

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This study examined how second language (L2) speakers’ individual differences in music perception abilities, singing abilities and phonetic aptitude relate to their L2 phonological awareness. To measure participants’ L2 phonological awareness, we used an accent faking paradigm, where participants were asked to speak in their native language (German) while imitating a strong L2 accent (English). We measured their musical abilities with the AMMA test and their singing abilities with two singing tasks and a self-report questionnaire. Their phonetic aptitude was assessed with a combination of phon

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Larrivee, Linda S., and Hugh W. Catts. "Early Reading Achievement in Children With Expressive Phonological Disorders." American Journal of Speech-Language Pathology 8, no. 2 (1999): 118–28. http://dx.doi.org/10.1044/1058-0360.0802.118.

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In this study, 30 children with expressive phonological disorders and 27 children with normally developing phonological and language abilities were administered measures of expressive phonology, phonological awareness, and language ability at the end of kindergarten. A year later, children were given tests of reading achievement. Although the group with expressive phonological disorders performed significantly less well than the control group on tests of reading achievement, a great deal of within-group variability was observed. Children with expressive phonological disorders were divided into

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Gellert, Anna Steenberg, and Carsten Elbro. "Kan en dynamisk afkodningstekst i børnehaveklassen bidrage til at forudsige læsevanskeligheder i 1. klasse? Foreløbige resultater fra en langtidsundersøgelse." NyS, Nydanske Sprogstudier 47, no. 47 (2015): 9. http://dx.doi.org/10.7146/nys.v47i47.19915.

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The aim of the research reported here was to examine the validity of a new dynamic test of the initial development of reading. In the dynamic test, participants are taught three novel letters and how to synthesize the letter sounds into new words. This test was administered along with traditional tests of reading, letter knowledge and phonological awareness to 176 children at the end of the kindergarten grade. Three months into Grade 1, traditional tests of reading were administered to the same children. It was found that performance on the dynamic test correlated highly with concurrent perfor

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Brown, Emma, Norah Frederickson, Susie Iyadurai, Miguel Jackson, and Sally Kynan. "Differences between children with specific learning difficulties (SpLD) and moderate learning difficulties (MLD) on the Phonological Assessment Battery." Educational and Child Psychology 15, no. 4 (1998): 18–32. http://dx.doi.org/10.53841/bpsecp.1998.15.4.18.

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This small scale exploratory study investigated possible differences in phonological processing between poor readers with Specific Learning Difficulties (SpLD) and those with Moderate Learning Difficulties (MLD). These two groups of children with statements were matched for chronological age (CA) and reading age (RA) and were compared with two groups of average readers (one CA-matched group and one RA-matched group). The phonological-core, variable-difference model (Stanovich, 1988) was used to predict differences between the groups in phonological processing.Both the SpLD and the MLD groups w

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Laughery, Kenneth R., Andrew S. Jackson, Hobart G. Osburn, and Joyce C. Hogan. "Physical Abilities and Performance Tests for Coal Miner Jobs." Proceedings of the Human Factors Society Annual Meeting 30, no. 4 (1986): 377–81. http://dx.doi.org/10.1177/154193128603000416.

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A project was carried out to develop a physical abilities test battery for coal miner jobs. A job and task analysis indicated that strength is an important requirement while cardiovascular endurance is not. A sample of 87 underground miners completed a battery of 14 physical tests and measures. Supervisor ratings of performance were obtained for the miners and used as a validation criterion. The results indicated that three isometric tests would serve as a useful battery for predicting job performance. The test data also indicated that for this workforce percent body fat increased and aerobic

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Martinelli, Victor, and Bernardette Brincat. "A Bilingual Perspective on the Possible Universality of Phonological Awareness Skills Across Two Languages." Journal of Education, Teaching and Social Studies 2, no. 2 (2020): p1. http://dx.doi.org/10.22158/jetss.v2n2p1.

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Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A st

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Ihbour, Said, Rachid Hnini, Hammou Anarghou, Ahmed Tohami Ahami, Fatiha Chigr, and Mohamed Najimi. "Diagnosis of dyslexic disorders and identification of factors associated with reading learning disabilities within the Moroccan context." Acta Neuropsychologica 17, no. 3 (2019): 261–81. http://dx.doi.org/10.5604/01.3001.0013.5599.

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Reading acquisition disorders constitute the main problem in children's learning. in Morocco, epidemiological data are very rare. Research, mainly in the English language, concerns either the sociological or the cognitive field. Few studies, among them not one in Arabic, have explored the link relating to social and cognitive factors. The purpose of our work is to study and analyze the cognitive and social variables related to different reading skills among Moroccan pupils in primary and secondary public schools. From a sample of 754 learners (388 boys and 366 girls) ranging in age from 9 to 1

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Catts, Hugh W. "The Relationship Between Speech-Language Impairments and Reading Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 5 (1993): 948–58. http://dx.doi.org/10.1044/jshr.3605.948.

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A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, espe

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De Clercq-Quaegebeur, Maryse, Séverine Casalis, Bruno Vilette, Marie-Pierre Lemaitre, and Louis Vallée. "Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test." Journal of Learning Disabilities 51, no. 3 (2017): 236–49. http://dx.doi.org/10.1177/0022219417690355.

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A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ( Calculation and Number Processing Assessment Battery for Children; von Aster & Dellatolas, 2006), we analyzed the arithmetic abilities of 47 French children with dyslexia attending 3rd, 4th, and 5th grade. Of them, 40% displayed arithmetic deficits, mostly with regard t

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Maximino, Luciana Paula, Luis Gustavo Ducati, Dagma Venturini Marques Abramides, Camila de Castro Corrêa, Patrícia Fernandes Garcia, and Adriano Yacubian Fernandes. "Syndromic craniosynostosis: neuropsycholinguistic abilities and imaging analysis of the central nervous system." Arquivos de Neuro-Psiquiatria 75, no. 12 (2017): 862–68. http://dx.doi.org/10.1590/0004-282x20170171.

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ABSTRACT Objective: To characterize patients with syndromic craniosynostosis with respect to their neuropsycholinguistic abilities and to present these findings together with the brain abnormalities. Methods: Eighteen patients with a diagnosis of syndromic craniosynostosis were studied. Eight patients had Apert syndrome and 10 had Crouzon syndrome. They were submitted to phonological evaluation, neuropsychological evaluation and magnetic resonance imaging of the brain. The phonological evaluation was done by behavioral observation of the language, the Peabody test, Token test and a school achi

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洪宜芳, 洪宜芳, та 張鑑如張鑑如. "注意力不足過動症伴隨寫字困難學童之寫字相關因子探究". 特殊教育學報 59, № 59 (2024): 001–33. http://dx.doi.org/10.53106/207455832024060059001.

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<p>寫字為語言與知覺動作能力整合之複雜歷程，亦是書寫發展重要的基礎能力。過去研究顯示書寫困難是注意力不足過動症(ADHD)學童在學業活動中經常面臨之問題，然而關於ADHD學童中文寫字相關因子之研究相對較少。本研究旨在探究ADHD伴隨寫字困難學童之寫字相關因子表現與寫字錯誤類型。本研究參與學童包含30名國小低年級ADHD學童和30名與ADHD學童年齡、性別、慣用手配對之典型發展(TD)學童。參與學童接受托尼非語文智力測驗(TONI-4)、修訂畢保德圖畫詞彙測驗(PPVT-R)、字形覺知測驗、布魯茵克斯－歐西瑞斯基動作量表第二版測驗(BOT-2)和基本讀寫字綜合測驗評量，以了解學童之寫字能力與寫字相關因子表現。本研究主要發現為：(1) ADHD伴隨寫字困難學童在讀字能力顯著低於ADHD未伴隨寫字困難學童和TD學童，而精細動作和視動整合能力則顯著低於TD學童；(2) ADHD伴隨寫字困難學童的讀字能力與寫字表現具顯著正相關，而ADHD未伴隨寫字困難學童則是精細動作、視動整合能力與寫字表現具顯著關聯；(3) ADHD伴隨寫字困難學童以字形相似錯誤和字音相似錯誤為常見寫字錯誤類型。針對研究結果本文進行討論並於文末提出結論與建議。</p> <p>&nbsp;</p><p class="MsoNormal"><span

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Prusty, Venkat Raman, Dr Arun Banik, and Prema Devi. "Standardization of Odia Stimuli for Few Phonological and Morphological Tasks." International Journal of Health Sciences and Research 12, no. 8 (2022): 181–93. http://dx.doi.org/10.52403/ijhsr.20220825.

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Phonological skills development is one of the basic foundations before language mastery of a child. Similarly, morphological skills development in children is a basic link between cognitive language functions and literacy, which also makes a unique contribution to vocabulary growth and acquisition. To test phonological and morphological abilities or skills, testing tool should be available in the native language of the speaker or the participant. Translated versions of different such tests may not yield similar results for a typical developing child compared to the native speaker age matched c

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EVIATAR, ZOHAR, and RAPHIQ IBRAHIM. "Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children." Applied Psycholinguistics 21, no. 4 (2000): 451–71. http://dx.doi.org/10.1017/s0142716400004021.

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The study explores the effects of the relationship between exposure to two languages in childhood and metalinguistic abilities. Arabic-speaking children who had been exposed to both spoken and literary Arabic were compared to Russian–Hebrew bilinguals and Hebrew monolinguals. All of the children were in kindergarten or first grade. The tests included language arbitrariness, phonological awareness, and vocabulary. As compared to the Hebrew monolinguals, the Russian–Hebrew bilinguals revealed the following pattern: higher performance on arbitrariness and phonological awareness tasks and lower pe

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Auclair-Ouellet, Noémie, Marion Fossard, Marie-Catherine St-Pierre, and Joël Macoir. "Toward an Executive Origin for Acquired Phonological Dyslexia: A Case of Specific Deficit of Context-Sensitive Grapheme-to-Phoneme Conversion Rules." Behavioural Neurology 26, no. 3 (2013): 171–73. http://dx.doi.org/10.1155/2013/128124.

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Phonological dyslexia is a written language disorder characterized by poor reading of nonwords when compared with relatively preserved ability in reading real words. In this study, we report the case of FG, a 74-year-old man with phonological dyslexia. The nature and origin of his reading impairment were assessed using tasks involving activation and explicit manipulation of phonological representations as well as reading of words and nonwords in which the nature and complexity of grapheme-to-phoneme conversion rules (GPC rules) were manipulated. FG also underwent an extensive neuropsychologica

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Barbosa, Thais, Camila Cruz Rodrigues, Claudia Berlim de Mello, Mariana Cristina de Souza e. Silva, and Orlando Francisco Amodeo Bueno. "Executive functions in children with dyslexia." Arquivos de Neuro-Psiquiatria 77, no. 4 (2019): 254–59. http://dx.doi.org/10.1590/0004-282x20190033.

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ABSTRACT This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery of neuropsychological tests was used. Results: Results revealed executive function difficulties among the dyslexic children when compared with controls, encompassing selective attention modulation processes, shifting, and inhibitory control. These difficulties appeared to be affected by phonological

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Burns, Nicholas R., Ted Nettelbeck, and Jason McPherson. "Attention and Intelligence." Journal of Individual Differences 30, no. 1 (2009): 44–57. http://dx.doi.org/10.1027/1614-0001.30.1.44.

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Carroll (1993 ) found few factor-analytic studies that addressed attentional abilities. We reviewed and reanalyzed some of these studies and concluded that an exploratory approach to the study of the relationships between tests of attention and cognitive abilities was warranted. We sampled N = 147 adults from the general community and administered 17 tests of attention, including well-known neuropsychological tests along with tests drawn from the differential and experimental literatures on attention. We also administered 14 tests of cognitive ability designed to measure constructs described i

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Papathanasiou, Athanasios, Lambros Messinis, Vasileios L. Georgiou, and Panagiotis Papathanasopoulos. "Cognitive Impairment in Relapsing Remitting and Secondary Progressive Multiple Sclerosis Patients: Efficacy of a Computerized Cognitive Screening Battery." ISRN Neurology 2014 (March 13, 2014): 1–7. http://dx.doi.org/10.1155/2014/151379.

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Objective. To investigate the pattern of cognitive impairment in relapsing remitting multiple sclerosis (RRMS) and secondary progressive multiple sclerosis (SPMS) patients using a computerized battery. Methods. RRMS patients N=50, SPMS patients N=30, and controls N=31 were assessed by Central Nervous System Vital Signs (CNS VS) computerized battery, Trail Making Tests (TMT) A and B, and semantic and phonological verbal fluency tasks. Results. The overall prevalence of cognitive dysfunction was 53.75% (RRMS 38%, SPMS 80%). RRMS patients differed from controls with large effect size on reaction

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Schmitterer, Alexandra M. A., and Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, no. 5 (2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.

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Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardize

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Gandolfi, Elena, Laura Traverso, Mirella Zanobini, Maria Carmen Usai, and Paola Viterbori. "The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children." Reading and Writing 34, no. 8 (2021): 1985–2009. http://dx.doi.org/10.1007/s11145-021-10131-y.

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AbstractThis study analyses the longitudinal relationship between early inhibitory control skills and subsequent emergent literacy. At Time 1, a sample of 50 typically monolingual Italian toddlers aged 28 to 36 months in their last year of day-care was assessed on expressive vocabulary and two inhibitory control measures, tapping specifically response inhibition and interference suppression. At Time 2, during the preschool years, children aged 49 to 72 months were re-assessed on a battery of emergent literacy tasks including three phonological awareness tasks and an orthographic knowledge task

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Vulchanova, Mila, and Ammara Farukh. "Can phonological awareness predict concurrent reading outcomes in a deep orthography?" Vigo International Journal of Applied Linguistics, no. 15 (February 22, 2019): 145–66. http://dx.doi.org/10.35869/vial.v0i15.90.

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Phonological awareness can predict reading skills in typical readers (Bradly & Bryant, 1983; Stahl & Murray, 1994) and can distinguish between typical reading and reading deficit in alphabetic languages (Snowling, 1981; Stanovich & Siegel, 1994; Bryant et al., 1990). Yet the nature of phonological awareness and the causal link between phonological awareness and reading skill are subject to debate (Harm & Seidenberg, 1999; Castles & Coltheart, 2004; Blomert & Willems, 2010). Phonological awareness is often defined as sensitivity to the phonological structure of language

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Cipolotti, Lisa, and Elizabeth K. Warrington. "Semantic memory and reading abilities: A case report." Journal of the International Neuropsychological Society 1, no. 1 (1995): 104–10. http://dx.doi.org/10.1017/s1355617700000163.

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AbstractWe document the unexpected dissociation of preserved reading skills in a patient with severely impaired semantic memory. The common co-occurrence between impairment of word meaning and surface dyslexia has not been observed. The patient (hereafter called DRN) had marked naming and word comprehension difficulties. A strong word frequency effect was observed on tests of word comprehension but was absent in a test of word reading. DRN's ability to read both regular and exception words that he failed to comprehend was remarkably well preserved. We will argue that these findings provide fur

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James, Deborah, Kaukab Rajput, Tracey Brown, Tony Sirimanna, Julie Brinton, and Usha Goswami. "Phonological Awareness in Deaf Children Who Use Cochlear Implants." Journal of Speech, Language, and Hearing Research 48, no. 6 (2005): 1511–28. http://dx.doi.org/10.1044/1092-4388(2005/105).

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A short-term longitudinal study was conducted to investigate possible benefits of cochlear implant (CI) use on the development of phonological awareness in deaf children. Nineteen CI users were tested on 2 occasions. Two groups of deaf children using hearing aids were tested once: 11 profoundly deaf and 10 severely deaf children. A battery of tests was designed to investigate syllable, rhyme, and phoneme awareness. Syllable awareness in the CI users was equivalent to that of the severely deaf group, and rhyme and phoneme awareness was similar to that of the profoundly deaf children using heari

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Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.

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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and b

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Hempenstall, Kerry. "Corrective Reading: An Evidence‐Based Remedial Reading Intervention." Australasian Journal of Special Education 32, no. 1 (2008): 23–54. http://dx.doi.org/10.1017/s1030011200025744.

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This article first examines recent theoretical and empirical research on reading development and instruction in English‐speaking countries. Then, a study is described that examines the effects of a synthetic phonics‐emphasis Direct Instruction remedial reading program on the phonological processes of students, with teacher‐identified serious reading problems, attending several Melbourne suburban schools. The 206 students (150 males and 56 females, mean age 9.7 years) were pre‐tested on a battery of phonological tests, and assigned to the treatment condition or to a wait‐list comparison group.

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Hämäläinen, Jarmo, Nicole Landi, Otto Loberg, Kaisa Lohvansuu, Kenneth Pugh, and Paavo H. T. Leppänen. "Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children." International Journal of Behavioral Development 42, no. 3 (2017): 357–72. http://dx.doi.org/10.1177/0165025417728582.

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Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the speech processing mechanisms for common and uncommon sound contrasts (/ba/-/da/-/ga/ and /ata/-/at: a/) with respect to the native language of school-age children in Finland and the US. In addition, a comprehensive behavioral test battery of reading and

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Wolter, Julie A., Frances E. Gibson, and Timothy A. Slocum. "A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill." Language, Speech, and Hearing Services in Schools 51, no. 3 (2020): 617–39. http://dx.doi.org/10.1044/2020_lshss-19-00047.

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Purpose The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom. Method In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities. Results The dynamic measure of MA was found

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Johnels, Jakob Åsberg, and Carmela Miniscalco. "Excellent Word-Reading Ability in the Context of an Autism Spectrum Disorder: A Case Study of a Swedish-Speaking 7-Year-Old Boy." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 88–102. http://dx.doi.org/10.1891/1945-8959.13.1.88.

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This case study seeks to extend our knowledge of the phenotype associated with excellent word reading in autism spectrum disorder by a detailed examination of psycholinguistic, neuropsychological/cognitive, and classroom/academic functioning of a Swedish-speaking 7-year-old boy (called “Jonas”). On age-referenced word reading-decoding assessment, Jonas scored among the top 7%. Reading comprehension status varied as a function of information source. Jonas’s phonological processing and phonological memory performance was found to be normal to strong. In contrast, he scored poorly on tests of ora

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Lombardino, Linda J., Cynthia A. Riccio, George W. Hynd, and Shireen B. Pinheiro. "Linguistic Deficits in Children With Reading Disabilities." American Journal of Speech-Language Pathology 6, no. 3 (1997): 71–78. http://dx.doi.org/10.1044/1058-0360.0603.71.

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Although recent research into the nature of linguistic abilities and disabilities in children with developmental reading disorders points to phonological processing difficulties as the core deficit in this population, broader-based linguistic deficits have been described in several studies. In this study, children with a primary diagnosis of specific reading disability (RD) were compared on measures of oral language, phonological coding, reading, and spelling with a clinical contrast group of children diagnosed with attention deficit hyperactivity disorder (ADHD) and with a control group of ch

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Caemmerer, Jacqueline M., Audrey M. Scudder, Timothy Z. Keith, and Matthew R. Reynolds. "Beyond Individual Tests: Youths’ Cognitive Abilities, Basic Reading, and Writing." Journal of Intelligence 12, no. 11 (2024): 120. http://dx.doi.org/10.3390/jintelligence12110120.

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Broadly, individuals’ cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths’ cognitive abilities on their basic reading abilities, as wel

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Gathercole, Susan E., Cath Willis, and Alan D. Baddeley. "Nonword repetition, phonological memory, and vocabulary: A reply to Snowling, Chiat, and Hulme." Applied Psycholinguistics 12, no. 3 (1991): 375–79. http://dx.doi.org/10.1017/s0142716400009280.

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The opportunity taken by Snowling, Chiat, and Hulme to step into the debate concerning the nature of the relationship between nonword repetition abilities and vocabulary acquisition in young children should be welcomed. Vocabulary size is strongly associated with a range of abilities, including general intelligence scores, reading ability, reading comprehension, and school success (e.g., Anderson & Freebody, 1981) and as a consequence, vocabulary knowledge provides the major index of verbal intelligence in many standardized ability tests used with both children and adults. Given the weight

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Sok, Sarah, Hye Won Shin, and Juhyun Do. "Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests." Language Testing 38, no. 3 (2021): 378–400. http://dx.doi.org/10.1177/0265532221991134.

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Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and th

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