Book Reviews

Lindamood, Suzanne; Bronner, Donna; Tyler, Loraine L.; kwallek, Nancy

doi:10.1080/08882746.1982.11429902

Cited by 3 publications

(3 citation statements)

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“…The short-term memory of the children was measured using two tests from the Dutch version of the Kaufman Assessment Battery for Children: Word Order and Number Recall (Kaufman & Kaufman, 1983). In addition, the Dutch version of the revised Lindamood Auditory Conceptualization (Lindamood & Lindamood, 1979) was administered. Furthermore, the tasks Word Repetition, Nonword Repetition, and Syllable Series Repetition (Maassen & van der Meulen, 2000) were added to expand the repertoire of words and nonwords to be articulated.…”

Section: Methodsmentioning

confidence: 99%

Cognitive and Linguistic Precursors to Early Literacy Achievement in Children With Specific Language Impairment

Weerdenburg

Balkom

Bosman

2009

Scientific Studies of Reading

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This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory.Children with Specific Language Impairment (SLI) fail to develop normal language despite normal nonverbal intelligence; no known hearing, physical, or emotional problems; and an adequate learning environment (Bishop, 1992). Their language problems are in the domain of producing and/or understanding language. Given that literacy skills are language based, it is likely that children with SLI will be at risk for literacy problems (Flax et al., 2003;McArthur;Hogben, Edwards,

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Section: Methodsmentioning

confidence: 99%

Cognitive and Linguistic Precursors to Early Literacy Achievement in Children With Specific Language Impairment

Weerdenburg

Balkom

Bosman

2009

Scientific Studies of Reading

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“…Coefficient alphas obtained from the manual for each task were .86 to .89 for the elision task and .79 to .85 for the blending task. As per the manual, concurrent validity for the elision task and blending task was established by their correlations with the Lindamood Auditory Conceptualization Test (Lindamood & Lindamood, 1971), which were .75 and .58, respectively. The third phonological processing task was the silent phonological choice task used by Olson, Forsberg, Wise, and Rack (1994), which assesses phonological recoding.…”

Section: Methodsmentioning

confidence: 99%

Importance of phonological and orthographic skills for English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children.

Yeong¹,

Fletcher²,

Bayliss³

2014

Journal of Educational Psychology

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This cross-sectional study examines the importance of English phonological and orthographic processing skills to English word reading and spelling in 3 groups of younger (8 -9 years) and older (11-12 years) children from different language backgrounds: English monolingual, English first language (LI)-Mandarin second language (L2), and Mandarin Ll-English L2. Results showed that performance on tasks of English phonological and orthographic processing was dependent on age and language back ground status. Both English monolingual and English-Ll children had better phonological processing skills compared to the Mandarin-Ll children, while the younger bilingual children had better ortho graphic processing skills compared to the English monolingual children. Separate regression analyses found that different skills contributed to English word reading and spelling for each language background group and within each age group. Orthographic processing was the only significant predictor of word reading and spelling for the English monolingual children. In contrast, phonological processing skills were important for word reading for the bilingual children and for spelling for the younger bilingual children. Though the predictors of word reading remained the same across age groups for all language groups, the predictors of spelling were different between the younger and older bilingual children. These findings support previous research on the influence of bilingual children's early linguistic experience on L2 English literacy acquisition and question whether bilingual children follow similar stages to learning English as English monolinguals. Educational implications for bilingual learners are discussed.

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“…Five measures of L1 achievement were administered in 1 st –5 th grades: (a) Woodcock Reading Mastery Test-Revised (Woodcock, 1987, 1998) Basic Skills Cluster (word decoding) and Reading Comprehension Cluster, (b) Test of Written Spelling-2 (Larsen & Hammill, 1986, 2013), (c) Peabody Picture Vocabulary Test-Revised (Dunn & Dunn, 1981, 2019), (d) Lindamood Auditory Conceptualization Test, a measure of phoneme awareness (Lindamood & Lindamood, 1979, 2004); and (e) listening comprehension assessed by the alternate form of the Woodcock Reading Mastery Test-Revised, Passage Comprehension Subtest. (See Aaron, 1991 for a complete description of the listening comprehension testing procedure).…”

Section: Methodsmentioning

confidence: 99%

Quantifying the uniqueness and efficiency of the MLAT relative to L1 attainment as a predictor of L2 achievement: A conceptual replication

Sparks,

Dale

2023

Applied Psycholinguistics

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In this conceptual replication of Sparks and Dale ([2023]. The prediction from MLAT to L2 achievement is largely due to MLAT asessment of underlying L1 abilities. Studies in Second Language Acquisition, 1–25) utilizing a dataset previously reported by Sparks et al. ([2009]. Long-term relationships among early L1 skills, L2 aptitude, L2 affect, and later L2 proficiency. Applied Psycholinguistics, 30, 725–755.), L1 achievement scores over 1st–5th grades and L2 aptitude scores from the Modern Language Aptitude Test (MLAT) in 9th grade were examined as predictors of L2 achievement for U.S. secondary students completing L2 courses in 9th and 10th grades. The study’s focus was on the uniqueness and efficiency of MLAT with respect to measuring L1 achievement in predicting L2 achievement. All L1 measures and MLAT predicted L2 literacy and language, and L1 measures predicted MLAT scores. Word decoding was the strongest overall L1 predictor, though there was variation across the L2 measures. The unique contribution of MLAT was modest, as the majority of total prediction (77–86%) was due to L1 measures. The efficiency of MLAT in capturing predictive variance from L1 abilities was moderately high (median ∼73%) but variable across the L1 and L2 measures. Findings are generally consistent with those of Sparks and Dale (2023) showing that prediction from MLAT to L2 is largely due to MLAT’s assessment of L1 abilities, even though a substantial amount of L2 prediction-relevant L1 variance is missed by MLAT.

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Book Reviews

Cited by 3 publications

References 0 publications

Cognitive and Linguistic Precursors to Early Literacy Achievement in Children With Specific Language Impairment

Cognitive and Linguistic Precursors to Early Literacy Achievement in Children With Specific Language Impairment

Importance of phonological and orthographic skills for English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children.

Quantifying the uniqueness and efficiency of the MLAT relative to L1 attainment as a predictor of L2 achievement: A conceptual replication

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