A meta-analytic review of cognition and reading difficulties: Individual differences, moderation, and language mediation mechanisms.

Peng, Peng; Zhang, Zheng; Wang, Wei; Lee, Kejin; Wang, Tengfei; Wang, Cuicui; Luo, Jianxun; Lin, Jiangze

doi:10.1037/bul0000361

Cited by 39 publications

(37 citation statements)

References 205 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, for these capable students to gain the most from reading ↔ EF mutualism, reading instruction can be designed both to increase the complexity of reading content and to increase the cognitive challenge of reading tasks in a tailored way. A recent review of cognitive deficits and RD has demonstrated that cognitive deficits become severe with age, indicating an RD ↔ cognitive deficits “vicious circle” in development (Peng et al, 2022). This finding, together with ours, in the context of mutualism theory, suggest that strong readers improve their reading not only through fast, efficient accumulation of reading skills and knowledge, but also likely through mutualism between reading and EF.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Zhang¹,

Peng²

2023

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

In this study, we investigated longitudinal reciprocal relations among reading, executive function, and social-emotional skills in students from Grades 2 to 5, using the data set from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. We addressed several important gaps in the literature on longitudinal reciprocal relations by using latent factors to represent the executive function and social-emotional skills in latent growth models with structured residuals, separating between- and within-person effects, and examining sample effects with a general population sample, students with reading difficulties, and high-performing students. Our results showed longitudinal reciprocal relations between reading and executive function in high-performing students, such that with development, the contribution of executive function to reading grew stronger while the contribution of reading to executive function remained stable; we found no longitudinal reciprocal relations between reading and social-emotional skills in any of the three sample groups; and these patterns of results remained the same based on the control of socioeconomic status and sensitivity analyses. Together, the results of this study support the heterogenous hypothesis of mutualism theory in education: The effect of mutualism may be stronger in some contexts and populations than in others. Longitudinal reciprocal relations between executive function and reading may be driven mostly by high-quality and intensive learning and practice in reading, not by socioeconomic status.

show abstract

Section: Discussionmentioning

confidence: 99%

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Zhang¹,

Peng²

2023

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Previously published reviews suggest both domain-general and domain-specific neurocognitive constructs are correlated with broad reading achievement. The research evidence strongly supports the connection between limited reading outcomes and neurocognitive deficits including, processing speed, WM, EF, language comprehension, phonological processing, and rapid-automatic naming (Kudo et al, 2015;McWeeny et al, 2022;Melby-Lervåg 2012;Peng et al, 2018Peng et al, , 2022Peng et al, , 2019; for a review, see Supporting Information: Appendix A).…”

Section: Assessing the Cognitive Demands Of Readingmentioning

confidence: 56%

“…However, neuropsychological tests are designed to elicit behaviors analogous to the underlying brain functions that contribute to skill deficits. In terms of reading, recent research has provided strong conclusive evidence that there are several neurocognitive constructs that are uniquely correlated with deficits in reading accuracy, skill acquisition, comprehension, and fluency (Kudo et al, 2015;McWeeny et al, 2022.;Melby-Lervåg 2012;Peng et al, 2018Peng et al, , 2022Peng et al, 2019). Specifically, typically developing children and children with reading disabilities differ significantly on measures of verbal intelligence, rapid naming, phonological processing, word recognition, WM, and auditory processing (Kudo et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Research suggests that it is possible to identify at‐risk students by screening for underlying skill deficits related to RF (Coyne et al, 2004; January & Klingbeil, 2020). There are several neurocognitive constructs that are uniquely correlated with these deficits in reading, including working memory (WM) (Kudo et al, 2015; Peng et al, 2019), verbal intelligence (Peng et al, 2022), phonological processing (McWeeny et al, 2022; Peng et al, 2022), auditory processing, and orthographic processing (Kudo et al, 2015; McWeeny et al, 2022. ; Melby‐Lervåg 2012; Peng et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Neurocognitive constructs as longitudinal predictors of reading fluency

Samuels

Decker

2023

Psychology in the Schools

View full text Add to dashboard Cite

Reading fluency (RF) involves the automaticity of many distinct reading skills (e.g., pacing, word recognition, phonological awareness) and allows cognitive resources to be allocated to higher‐order reading skills (e.g., comprehension, synthesis). Early identification of students at‐risk for RF deficits is critical, but many screeners require a level of basic proficiency with foundational reading skills. This review examines the longitudinal relationships between neurocognitive precursors of RF with special consideration of cognitive processing demands of measurement tasks. Eighteen articles yielded 80 unique correlations between 6 neurocognitive constructs (phonological processing, rapid automatic naming, working memory, nonverbal reasoning, orthographic processing, and visual‐spatial processing) measured through 35 unique subtests/tasks and 2 primary RF outcomes (word RF and text RF) measured through 11 unique subtests/tasks. Phonological processing was the most frequently assessed neurocognitive predictor (41.3% of total correlations), followed by rapid automatic naming (32.5%). Nearly all correlation coefficients were significant (83.75%); 28.75% of correlations suggested a strong predictive relationship between a neurocognitive predictor and an RF outcome. The strength of correlation largely varied as a function of the task demands as evidenced through the supplemental process analyses, suggesting future consideration should be given to the specificity of task selection to improve ecologically valid conclusions. Evidence from this review supports the need to consider specific neurocognitive functions, specifically rapid automatic naming and orthographic processing, as critical components of dynamic and comprehensive assessments of reading to help identify students at‐risk for future RF challenges.

show abstract

“…It is estimated that the prevalence of DD in the population is approximately 3-7% (Peterson & Pennington, 2015) and students with DD often not only showed delays in reading development but also tend to struggle in other academic skills (Olofsson et al, 2015;Snowling & Melby-Lervåg, 2016). Thus, many studies in the past decades have been conducted to investigate factors associated with DD, in the hope to enrich our understanding of DD and provide implications for identification and interventions for the DD population (see reviews on how DD is affected by deficits in phonological processing, Melby-Lervå g et al, 2012; language, Snowling & Melby-Lervå g, 2016; cognition, Peng et al, 2022).…”

Section: What This Paper Adds?mentioning

confidence: 99%

Visual Attention Span Deficits in Developmental Dyslexia: A Meta-analysis

Tang¹,

Ma²,

Peng³

et al. 2023

Preprint

View full text Add to dashboard Cite

Background: Visual attention span (VAS) refers to the number of visual elements processed simultaneously in a multielement array. Yet, whether VAS deficits are markers of developmental dyslexia (DD) have not been systematically explored.Aim: The present meta-analysis aimed to investigate the relation between VAS deficits and dyslexia.Methods: A meta-analysis based on 31 articles, 53 independent studies, and 4149 subjects was conducted. Effect sizes for each study were calculated and a random-effect model was selected. Task and stimulus types in the VAS task, writing system, orthographic depth, control group type and age were included as possible moderators. Results: 1) VAS in dyslexic individuals was significantly worse than typically developing individuals, 2) task-stimulus type (report-verbal/n-back-verbal/n-back-non-verbal), writing system (alphabetic vs. Chinese) and control group type (age match vs. reading match) had significant moderating effects. That is, VAS deficits were more severe in verbal stimuli based on report task than in verbal and nonverbal stimuli based on n-back task, VAS deficits were more severe in alphabetic language than in Chinese and VAS deficits were more severe when compared with age matched controls than compared with reading matched controls. Conclusion: VAS deficits may be possible etiologies for DD and moderated by task-stimulus type, writing system and control group type. Implications of these findings regarding the understanding of dyslexia were discussed.

show abstract

A meta-analytic review of cognition and reading difficulties: Individual differences, moderation, and language mediation mechanisms.

Cited by 39 publications

References 205 publications

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Neurocognitive constructs as longitudinal predictors of reading fluency

Visual Attention Span Deficits in Developmental Dyslexia: A Meta-analysis

Contact Info

Product

Resources

About