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1
McDermott, Erin E., Jennifer L. Smart, Julie A. Boiano, Lisa E. Bragg, Tiffany N. Colon, Elizabeth M. Hanson, Diana C. Emanuel, and Andrea S. Kelly. "Assessing Auditory Processing Abilities in Typically Developing School-Aged Children." Journal of the American Academy of Audiology 27, no. 02 (February 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 Sample: One hundred and forty-seven children were recruited using flyers and word of mouth. Of the participants recruited, 137 children qualified for the study. Participants attended schools located in areas that varied in terms of socioeconomic status, and resided in six different states. Data Collection and Analysis: Audiological testing included a hearing screening (15 dB HL from 250 to 8000 Hz), word recognition testing, tympanometry, ipsilateral and contralateral reflexes, and transient-evoked otoacoustic emissions. The language, nonverbal IQ, phonological processing, and attention skills of each participant were screened using the Clinical Evaluation of Language Fundamentals-4 Screener, Test of Nonverbal Intelligence, Comprehensive Test of Phonological Processing, and Integrated Visual and Auditory-Continuous Performance Test, respectively. The behavioral APD battery included the following tests: Dichotic Digits Test, Frequency Pattern Test, Duration Pattern Test, Random Gap Detection Test, Compressed and Reverberated Words Test, Auditory Figure Ground (signal-to-noise ratio of +8 and +0), and Listening in Spatialized Noise-Sentences Test. Mean scores and standard deviations of each test were calculated, and analysis of variance tests were used to determine effects of factors such as gender, handedness, and birth history on each test. Results: Normative data tables for the test battery were created for the following age groups: 7- and 8-yr-olds (n = 49), 9- and 10-yr-olds (n = 40), and 11- and 12-yr-olds (n = 48). No significant effects were seen for gender or handedness on any of the measures. Conclusions: The data collected in this study are appropriate for use in clinical diagnosis of APD. Use of a low-linguistically loaded core battery with the addition of more language-based tests, when language abilities are known, can provide a well-rounded picture of a child’s auditory processing abilities. Screening for language, phonological processing, attention, and cognitive level can provide more information regarding a diagnosis of APD, determine appropriateness of the test battery for the individual child, and may assist with making recommendations or referrals. It is important to use a multidisciplinary approach in the diagnosis and treatment of APD due to the high likelihood of comorbidity with other language, learning, or attention deficits. Although children with other diagnoses may be tested for APD, it is important to establish previously made diagnoses before testing to aid in appropriate test selection and recommendations.
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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 (August 4, 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 with developmental dyslexia in all cognitive measures considered, except verbal short-term memory. Moreover, high concordance was found between the new pseudo-word blending task, and well-known word blending, writing, and reading tests, respectively. In conclusion, the new phonological awareness task seems to be a useful tool for the detection of poor blending abilities of Italian children and thus it could be used to screen phonological awareness in primary schools. Implications for school psychology research and practice, including across linguistic contexts, are emphasized; for example, the new blending task could aid discrimination of proficient and dyslexic readers speaking other languages characterized by a transparent orthography, such as Greek, Spanish, Turkish.
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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 (January 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 between the two groups in the domains of attention, impulsiveness, and visuomotor planning, but in the domain of syntactic competence late talkers developed particular difficulties in the comprehension of passive negative sentences compared to average talkers. Late talkers also performed significantly worse on the nonword repetition task, which measures abilities closely connected with verbal short-term memory and phonological awareness.
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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 (January 15, 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. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.
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Guarnera, Maria, Palmira Faraci, Elena Commodari, and Stefania Lucia Buccheri. "Mental Imagery and School Readiness." Psychological Reports 120, no. 6 (June 28, 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 and inspection processes and the level of skills that constitute school readiness. These findings emphasize the potential usefulness of screening all preschoolers and kindergarteners for imagery ability, with the aim of adopting effective measures to increase their mental imagery abilities.
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Breaux, Kristina C., Maria Avitia, Taylor Koriakin, Melissa A. Bray, Emily DeBiase, Troy Courville, Xingyu Pan, Thomas Witholt, and Sandy Grossman. "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 (September 26, 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 written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.
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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 (November 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 groups presented some improvement in the test scores. Gains, however, were significantly higher in the experimental group in Orientation in Time, Digits Backward, Visual Detection, Verbal Memory, Copy of a Semi-Complex Figure, Language Comprehension, Phonological Verbal Fluency, Similarities, Calculation Abilities, Sequences, and all the recall subtests, excluding Recognition. Performance in standard reading tests was also significantly higher in the experimental group. Correlations between pretest NEUROPSI scores and reading ability were low. However, correlations between posttest NEUROPSI scores and reading scores were higher and significant for several subtests. Results are interpreting as supporting the assumption that reinforcement of those abilities in which illiterates significantly underscore results in a significant improvement in neuropsychological test scores and strongly facilitates the learning-to-read process. The NEUROALFA method of teaching reading to adult illiterates is beginning to be used extensively in Mexico. To our knowledge, this is the first attempt to apply neuropsychological principles to social problems. (JINS, 2000, 6, 789–801.)
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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 (October 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 adults who were known to have had normal articulation abilities as children. Results of this study demonstrated that, in comparison to the children of controls, the children of the proband subjects performed significantly more poorly on all tests of articulation and expressive language functioning and were significantly more likely to have received articulation treatment. There was, however, no evidence that specific misarticulations or phonological processes traveled within proband families. These results are in agreement with those of most previous family studies that have demonstrated an increased rate of occurrence of speech-language disorders of unknown origin in families including a first-degree relative who is similarly affected.
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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 (April 29, 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 examine the components of BDAE-3 subtests. Results: Five components accounting for over 70% of the BDAE-3 total variance were found. The five language factors identified were auditory comprehension/ideomotor praxis, naming and reading, articulation-repetition, grammatical comprehension, and phonological processing. Conclusions: Our results show that the BDAE-3 demonstrates good construct validity, and certain language functions remain primary, distinct language domains (i.e., receptive vs. expressive language) across severities of aphasia. Overall, our findings inform clinical practice by outlining the inherent structure of language abilities in people with aphasia. Clinicians can utilize the findings to select core BDAE-3 tests that are most representative of their respective functions, thereby reducing the total testing time while preserving diagnostic sensitivity. (JINS, 2019, 25, 772–776)
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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 (February 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" variable for learning disability rather than being related specifically to reading disability. Subjects were assessed on a battery of psychophysical tasks that included five tests of temporal processing. The reading-disabled group performed significantly more poorly on the temporal tasks but performed as well as the other groups on the simple pitch and loudness discrimination tasks. In spite of the significant difference on the temporal tasks, the majority of reading-disabled subjects performed within the same range as the subjects in the other two groups, and there were also some normally reading subjects who performed poorly on the temporal processing tasks. These findings suggest that poor temporal processing is neither a necessary nor a sufficient cause of reading disability, but that there is a modest association between the two domains.
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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 (September 1, 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 Naming Test, Category- and Letter Fluency, and the Token Test. Patients were assessed before awake surgery (T1, N=98), three-months (T2, N=69), and one-year (T3, N=30) postoperatively. DIMA performance was compared to healthy controls (N=214). Group differences were examined with parametric (t-test) and nonparametric (Mann-Whitney-U, Wilcoxon) tests. RESULTS DIMA: Preoperatively, patients deviated on sentence repetition and sentence completion (p<0.05). HGG patients performed worse than LGG on word, non-word, and sentence repetition (p<0.05). There was no effect of hemispheric tumor localization. At T2, compound repetition and odd-picture-out also became impaired (p<0.05) and there was a decline compared to T1 on all repetition tasks (p<0.05). At T3, only sentence completion remained impaired (p<0.01) with a deterioration compared to T1 (p<0.01). Standard tests: At T1, patients were impaired on BNT, Category- and Letter Fluency (p<0.01). HGG patients performed worse than LGG patients on BNT and TT (p<0.01). Patients with left-hemispheric tumors performed worse on BNT and Letter Fluency compared to right-hemispheric tumors (p<0.05). At T2, TT also became impaired (p<0.05) and patients declined compared to T1 on Verbal Fluency tests (p<0.01). At T3, only BNT and Category Fluency remained impaired (p<0.05), with no significant declines compared to T1. CONCLUSION The DIMA is the first test-battery to detect peri-operative impairments at different linguistic levels (phonology, semantics, syntax) in patients with left- or right-hemispheric gliomas. It even appeared more sensitive to detect surgical effects than standard tests: all phonological DIMA subtests captured short-term decline (T1-T2), in line with earlier evidence for the value of (non-)word repetition. DIMA sentence completion detected long-term decline (T1-T3), reflecting earlier spontaneous speech analyses. As expected, Verbal Fluency was also sensitive to short-term postoperative decline. Left-hemispheric tumor localization only affected standard test performance. HGG patients had more severe impairments than LGG on DIMA repetition and standard tests (BNT and TT). We advise adding the DIMA to standard language evaluation of glioma patients, as it allows for more detailed counseling about language outcome.
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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 (December 21, 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 reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students’ morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.
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Roazzi, Antonio, Ann Dowker, and Peter Bryant. "Phonological abilities of Brazilian street poets." Applied Psycholinguistics 14, no. 4 (October 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 worse than students on tests of IQ and reading speed. Thus, the rhyming ability of the repentistas appears to be both highly developed and dissociated from certain other language skills.
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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 (November 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 demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.
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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 (September 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, aged 4 to 6, who were just beginning to be exposed to formal reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge.
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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 (April 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 measures remained strong. This pattern was confirmed by a principal components analysis and hierarchical regression that demonstrated a different role for each phonological awareness factor in reading performance in each language. The results indicate that phonological awareness depends on a set of cognitive abilities that is applied generally across languages and that early reading depends on a common set of cognitive abilities in conjunction with skills specific to different writing systems.
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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 (September 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 capacity decreased with age. Measures of these physical characteristics as part of an ongoing physical abilities testing program for current employees would provide valuable data for monitoring potential workforce problems.
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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 (August 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 through the adapted tests in the program E-PRIME 2.0. The working memory was assessed by the Working Memory Test Battery for Children (WMTB-C), whereas the declarative memory was assessed by a picture-naming test and the procedural memory was assessed by means of a morphosyntactic processing test. The results showed that, when compared to the control group, children with poor phonological awareness scored lower in the working, declarative, and procedural memory tasks. The results of this study suggest that in children with (central) auditory processing disorder, phonological awareness is associated with the analyzed memory systems.
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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 (January 12, 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 performance on traditional tests of reading, letter knowledge, and phonological awareness in the kindergarten grade. Importantly, the dynamic test contributed significantly to the prediction of reading abilities in Grade 1 even after controlling for traditional pre-school predictors: letter knowledge and phonological awareness. The dynamic test was found to contribute to the early identification of children at risk of poor reading abilities among native speakers of Danish as well as among children with Danish as a second language. These results provide preliminary support for the validity of the dynamic test of reading.
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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 (May 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 those with good and poor reading outcomes and compared on measures of expressive phonology, phonological awareness, and language ability. Children with poor reading outcomes had more severe expressive phonological disorders (as measured by a multisyllabic word and nonword repetition task; MULTI-PCC), poorer phonological awareness, and poorer language skills than did children in the good reading outcome group. Hierarchical multiple regression indicated that expressive phonology (as measured by MULTI-PCC) and phonological awareness in kindergarten accounted for significant amounts of variance in first-grade reading achievement. Variability in children’s expressive phonology and phonological awareness may be a reflection of individual differences in their development of phonological representations. Clinical implications of these findings for identification and remediation of reading disabilities are discussed.
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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 (April 7, 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 statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading across Maltese and English in bilingual children. The view that the phonological skills underpinning reading development across alphabetic languages may not differ substantially between different orthographies is supported.
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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 (August 25, 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 15 years with an average of 11.59 years, the diagnostic tests identified 145 students with deficient skills "Bad readers (BR)," 128 suspected of being in difficulty classified as « intermediate level (IL) » and a group of 481 children as good readers ( GR). Statistical analyses have shown that the first two groups (BR and IL) represent 24% in the favoured areas compared to 43% in the disadvantaged. The analysis of scores and the nature of the errors made on various reading tests show that 41 students, or 5.43% of our sample, present a dyslexia profile. 13 (1.72%) of whom have very severe difficulties. The phonological aptitudes (Rapid automatized naming, phonological short-time memory and especially phonological awareness) mainly reflect the level of reading. These phonological abilities are highly influenced by early attendance of preschool and by the degree of exposure to written language at home. These data, which are unique in Morocco, are consistent to that of the published subject literature. They make it possible to plan preventive actions by generalizing pre-school teaching, particularly in precarious environments. These actions should be based on playful exercises aimed at improving phonological abilities at an early age, while exploiting the brain sensitivity to reading at that age. Phonological awareness and rapid naming are the most implicated factors in the disparity of reading skills. These abilities are highly influenced by the integration of preschool at a very early age and by the degree of exposure to written language activities. Therefore, there is a need to plan preventive actions, based on playful exercises, aiming to improve phonological skills from the pre-school period
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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 (December 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 performance on the vocabulary measure. The results of the Arab children mimicked those of the Russian–Hebrew bilinguals and differed from those of the Hebrew monolinguals. We conclude that exposure to literary Arabic requires the same intensive language analyses as those demanded of children exposed to languages as different as Russian and Hebrew.
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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 (December 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 achievement test. The neuropsychological evaluation included the WISC III and WAIS tests. Results: Abnormalities in language abilities were observed and the school achievement test showed abnormalities in 66.67% of the patients. A normal intelligence quotient was observed in 39.3% of the patients, and congenital abnormalities of the central nervous system were observed in 46.4% of the patients. Conclusion: Abnormalities of language abilities were observed in the majority of patients with syndromic craniosynostosis, and low cognitive performance was also observed.
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Burns, Nicholas R., Ted Nettelbeck, and Jason McPherson. "Attention and Intelligence." Journal of Individual Differences 30, no. 1 (January 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 in Carrolls taxonomy of intelligence, including a higher-order general ability factor. Regression of a general factor from the abilities battery onto a general factor from the attentional battery showed these two latent variables to be near identical (β = .98). Exploratory structural equation modeling, which allowed a model wherein the abilities part of the model was a confirmatory measurement model but the attention variables were modeled by three rotated exploratory factors, clarified this outcome. There were two sustained attention factors and one working-memory capacity factor with differential relationships with the latent abilities variables and with age. Results are discussed in the context of the network of processes that underlies a description of general cognitive ability at the psychological level, which includes mental speed, working memory, and sustained attention.
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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 (January 30, 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 to number transcoding and mental calculation. Their individual profiles of performance accounted for varying strengths and weaknesses in arithmetic abilities. Our findings showed the pathway for the development of arithmetic abilities in children with dyslexia is not unique. Our study contrasts with the hypotheses suggesting the mutual exclusiveness of the phonological representation deficit and the core number module deficit.
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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 (January 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 further support for the independence of semantic and phonological processing. (JINS, 1995, I, 104–110.)
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Kennedy, R. S., A. D. Ritter, K. S. Berbaum, and M. G. Smith. "Development of a Microcomputer Based Battery of Temporal Factors Tests." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 19 (October 1993): 1365–69. http://dx.doi.org/10.1518/107118193784162344.
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Our industrialized society places a premium on the ability to resolve visually fine-spatial detail in the environment. But the perceptual demands of new display systems may involve temporal acuity as much as spatial acuity. Inability to “switch” attention and fixation rapidly from one visual display to another may be a major factor in the “human error” component. We hypothesize that individuals differ in their temporal visual acuity and, if so, then scores on tests which tap this capability would be predictive of productivity on jobs and activities with these demand characteristics. A battery of five temporal factors tests implemented on a portable lap-top microcomputer was administered over several trials to 44 subjects. The tests exhibited satisfactory metric properties (stability, reliability), and did not appear to relate to commonly available global mental abilities. An off-the-shelf portable battery of temporal factors which stabilizes rapidly could have several important applications. First, individual differences in temporal acuity could be employed to improve job productivity to the extent that such abilities are at the basis of certain jobs and activities. Second, since time-course changes were evident with the tests, they can be used to study training implications of these temporal factors. Third, the results could be used to identify temporal aspects of visual displays for advancing understanding in engineering design.
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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 (October 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, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.
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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 (January 15, 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 standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.
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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 (September 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 attached by psychologists to vocabulary knowledge, it seems surprising that until recently the cognitive processes underpinning word learning had been largely neglected. Any progress in understanding the psychological constraints in vocabulary development, whether it takes the form of informed theoretical debate or further empirical work, should therefore be encouraged.
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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 neuropsychological assessment battery in which he showed impaired performance in tests exploring verbal working memory and executive functions. FG showed no phonological impairment, and his performance was also largely unimpaired for reading words, with no effect of concreteness, grammatical class, morphological complexity, length or nature and complexity of the GPC rules. However, he showed substantial difficulties when asked to read nonwords with contextual GPC rules. The contribution of FG’s executive deficits to his performance in reading is discussed.
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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 (April 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 working memory deficits, typically associated with dyslexia. Conclusion: Our findings support the consensus among scholars regarding the central involvement of phonological skill dysfunctions in dyslexia.
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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 (February 25, 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 their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.
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Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 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 bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.
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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 (February 10, 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. The results of the hierarchical linear regression analyses suggest that interference suppression evaluated at Time 1 is a key process in the acquisition and construction of both phonological awareness and early orthographic knowledge, even when children’s early expressive vocabulary was included in the analyses. Unlike previous studies, the present study included very young children, thus allowing us to explore the developmental antecedents of two important precursors of reading and writing abilities.
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Carrigg, Bronwyn, Louise Parry, Elise Baker, Lawrence D. Shriberg, and Kirrie J. Ballard. "Cognitive, Linguistic, and Motor Abilities in a Multigenerational Family with Childhood Apraxia of Speech." Archives of Clinical Neuropsychology 31, no. 8 (November 24, 2016): 1006–25. http://dx.doi.org/10.1093/arclin/acw077.
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Abstract Objective This study describes the phenotype in a large family with a strong, multigenerational history of severe speech sound disorder (SSD) persisting into adolescence and adulthood in approximately half the cases. Aims were to determine whether a core phenotype, broader than speech, separated persistent from resolved SSD cases; and to ascertain the uniqueness of the phenotype relative to published cases. Method Eleven members of the PM family (9–55 years) were assessed across cognitive, language, literacy, speech, phonological processing, numeracy, and motor domains. Between group comparisons were made using the Mann–WhitneyU-test (p < 0.01). Participant performances were compared to normative data using standardized tests and to the limited published data on persistent SSD phenotypes. Results Significant group differences were evident on multiple speech, language, literacy, phonological processing, and verbal intellect measures without any overlapping scores. Persistent cases performed within the impaired range on multiple measures. Phonological memory impairment and subtle literacy weakness were present in resolved SSD cases. Conclusion A core phenotype distinguished persistent from resolved SSD cases that was characterized by a multiple verbal trait disorder, including Childhood Apraxia of Speech. Several phenotypic differences differentiated the persistent SSD phenotype in the PM family from the few previously reported studies of large families with SSD, including the absence of comorbid dysarthria and marked orofacial apraxia. This study highlights how comprehensive phenotyping can advance the behavioral study of disorders, in addition to forming a solid basis for future genetic and neural studies.
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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 (December 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 hearing aids. CI use affords some benefit to the development of phonological awareness. The results from this study indicate that this enhancement is first observable at the syllable level.
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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 (July 15, 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 to be valid, reliable, and measured early school–age MA performance for children with typical language and those at risk for developmental language disorder. For children with typical language, the developed dynamic MA measure was related to and predictive of performance on other language and literacy measures above and beyond static phonological and MA measures. Conclusions The results provide preliminary support for the use of dynamic assessment to measure MA in first-grade children with a range of language abilities. Supplemental Material https://doi.org/10.23641/asha.12591767
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Singer, Jay, Raymond M. Hurley, and John P. Preece. "Effectiveness of Central Auditory Processing Tests With Children." American Journal of Audiology 7, no. 2 (October 1998): 73–84. http://dx.doi.org/10.1044/1059-0889(1998/015).
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The purpose of this investigation was to determine central auditory processing (CAP) individual test efficacy and test battery efficacy and to estimate the costs that are associated with the identification of a targeted sample. Ninety-one children with normal learning (NL) abilities and 147 children with a classroom learning disability (CLD) and presumed CAP disorders (CAPDs) ranging in age from 7 to 13 years were given a battery of seven CAP tests. The test battery consisted of: (1) Binaural Fusion Test (BFT), (2) Masking Level Difference (MLD) test, (3) Filtered Speech Test (FST), (4) Time Compressed Speech (TCS) test, (5) Dichotic Digits Test (DDT), (6) Staggered Spondaic Word (SSW) test, and (7) Pitch Pattern Test (PPT). We believe that this investigation is the first report regarding the assessment of the utility of CAP tests using clinical decision analysis (CDA). We determined that the BFT separated the two samples most effectively and that the FST was the next most effective. A test protocol with BFT and FST or BFT and MLD represented the best battery approach when hit rate, false positive rate, and cost factors were considered. However, if the intent is to be certain that a child with CLD has CAPD given a positive test result, then the BFT and MLD would be the test battery of choice.
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Holdgrafer, Gary. "Language Abilities of Neurologically Normal and Suspect Preterm Children Now in Preschool." Perceptual and Motor Skills 80, no. 3_suppl (June 1995): 1251–62. http://dx.doi.org/10.2466/pms.1995.80.3c.1251.
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Multiple aspects of speech and language performance of 29 four- to five-year-old preterm children (10 neurologically suspect) were assessed. Data were collected using a variety of measures including standardized tests and analysis of language samples. Each child's performance was compared with reference data on the various outcomes which yielded an over-all pass score and individual profiles of performance. Neurologically normal children had significantly higher passing scores than suspect children but appeared to be at risk for mild language delays, particularly in morphosyntactic development. Neurologically suspect children appeared to be at risk for moderate and more generalized language delays, including morphosyntactic and phonological development.
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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 time, medium effect size on TMT A and small on TMT B, phonological verbal fluency, composite memory, psychomotor speed, and cognitive flexibility. SPMS patients differed from controls in all neuropsychological measures (except complex attention) with large effect sizes on TMT A and B, phonological verbal fluency, composite memory, psychomotor speed, reaction time, and cognitive flexibility. Between patient groups, medium effect sizes were present on TMT B and psychomotor speed, while small effect sizes were present on composite memory and processing speed. Conclusion. CNS VS is sensitive in detecting cognitive impairment in RRMS and SPMS patients. Significant impairment in episodic memory, executive function, and processing speed were identified, with gradual increment of the frequency as disease progresses.
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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 (August 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 children developing normally. The results of this study revealed that the RD group showed relatively depressed scores on measures of oral language and phonemic processing when compared with children in the ADHD group. The pattern of language deficits observed in this study clearly contributes to the converging evidence that deficient linguistic processes as measured by both phonological coding tasks and formal tests of oral language characterize the language of children with severe reading disability.
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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 oral semantic, syntactical, and narrative language. On the WISC-III, Jonas performed highly uneven across subtests from impaired to above average levels. On the Kaufman factors, Jonas had a peak in perceptual organization (IQ score 119), thus reflecting very strong visual attention skills, which together with normal to strong phonological abilities might underlie his excellent word reading. Finally, both his parents and teacher reported on other classroom-learning skills and difficulties.
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Ashendorf, Lee, Michael L. Alosco, Hanaan Bing-Canar, Kimberly R. Chapman, Brett Martin, Christine E. Chaisson, Diane Dixon, et al. "Clinical Utility of Select Neuropsychological Assessment Battery Tests in Predicting Functional Abilities in Dementia." Archives of Clinical Neuropsychology 33, no. 5 (November 8, 2017): 530–40. http://dx.doi.org/10.1093/arclin/acx100.
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Marinelli, Chiara Valeria, Simona Spaccavento, Angela Craca, Paola Marangolo, and Paola Angelelli. "Different Cognitive Profiles of Patients with Severe Aphasia." Behavioural Neurology 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/3875954.
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Cognitive dysfunction frequently occurs in aphasic patients and primarily compromises linguistic skills. However, patients suffering from severe aphasia show heterogeneous performance in basic cognition. Our aim was to characterize the cognitive profiles of patients with severe aphasia and to determine whether they also differ as to residual linguistic abilities. We examined 189 patients with severe aphasia with standard language tests and with the CoBaGA (Cognitive Test Battery for Global Aphasia), a battery of nonverbal tests that assesses a wide range of cognitive domains such as attention, executive functions, intelligence, memory, visual-auditory recognition, and visual-spatial abilities. Twenty patients were also followed longitudinally in order to assess their improvement in cognitive skills after speech therapy. Three different subgroups of patients with different types and severity of cognitive impairment were evidenced. Subgroups differed as to residual linguistic skills, in particular comprehension and reading-writing abilities. Attention, reasoning, and executive functions improved after language rehabilitation. This study highlights the importance of an extensive evaluation of cognitive functions in patients with severe aphasia.
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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 (September 18, 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 phonological processing was administered. ERPs revealed that the children could discriminate between the speech sound contrasts (place of articulation and phoneme length) regardless of their native language. No differences emerged between the Finnish and US children in their change detection responses. The brain responses to the phoneme length contrast, however, correlated robustly with reading scores in the US children, with larger responses being linked to poorer reading skills. Finnish children also showed correlations between the reading and phonological measures and ERP responses, but the pattern of results was not as clear as for the US children. The results indicate that speech perception is linked to reading skills and this link is more robust for uncommon speech sound contrasts.
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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.
Full textAbstract:
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 and the ability to segment, isolate and manipulate the sounds of a specific language. We report the results of a study whose aim was to determine the sensitivity of phonological awareness tests in distinguishing between typical readers and deficit readers in Urdu. Urdu has a deep orthography, which however, presents readers with challenges different from the type offered by a language, such as English (Farukh & Vulchanova, 2014). The tasks included in the battery were typical phonological awareness tasks, such as phoneme manipulation, rhyme oddity, rhyming, and syllabification. Our results show that none of the phonological awareness tasks successfully predict concurrent poor reading skills. Most notably, one task, syllabification, predicts reading accuracy in the Control group only, but not in the Reading Deficit group. We discuss these results in light of the grain-size hypothesis and the orthographic depth hypothesis of reading, and from the point of view of stages in literacy acquisition.
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Schatz, Jeffrey, Melita Stancil, Tal Katz, and Carmen E. Sanchez. "EXAMINER Executive Function Battery and Neurologic Morbidity in Pediatric Sickle Cell Disease." Journal of the International Neuropsychological Society 20, no. 1 (November 27, 2013): 29–40. http://dx.doi.org/10.1017/s1355617713001239.
Full textAbstract:
AbstractSickle cell disease (SCD) is blood disorder with a high risk for cerebral vascular morbidities that impact neurocognitive functioning. Specific cognitive abilities are known to be more sensitive to neurologic effects of SCD than IQ scores, yet there is little consensus about which measures to use to assess neurocognitive functioning. We evaluated the ability of the Executive Abilities: Methods and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) Battery to detect neurologic effects in SCD. Thirty-two youth with SCD and sixty demographically-matched comparison youth completed the EXAMINER Battery and selected tests from the Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Neurologic severity was examined via clinical history for morbidities and midsagittal corpus callosum (CC) area. Results indicated cognitive performance decreased with increasing neurologic morbidity across all cognitive measures; two of four EXAMINER factors were related to CC area. The association with clinical history and midsagittal CC area appeared at least as large for the Examiner Battery scores as for the WJ-III measures. The Examiner Battery showed sensitivity to neurologic history and white matter effects in SCD; this new measure compares favorably to established measures of disease-related neurocognitive effects, but would benefit from further development. (JINS, 2014, 1, 1–12)
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Hempenstall, Kerry. "Corrective Reading: An Evidence‐Based Remedial Reading Intervention." Australasian Journal of Special Education 32, no. 1 (April 2008): 23–54. http://dx.doi.org/10.1017/s1030011200025744.
Full textAbstract:
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. The 134 students in the intervention group received the 65 lessons (in groups of up to 10) of the Corrective Reading: Decoding program from reading teachers at their schools. When compared with a similar cohort of 72 wait‐list students from the same schools, the students made statistically significant and educationally large gains in the phonologically‐related processes of word attack, phonemic awareness, and spelling, and statistically significant and moderately large gains in phonological recoding in lexical access, and phonological recoding in working memory. The study contributes to an understanding of the relationship between phonological processes and reading, and to an approach to efficiently assisting students whose underdeveloped decoding places their educational progress at risk.