Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities

Wingerden, Evelien van; Segers, Eliane; Balkom, Hans van

doi:10.1016/j.ridd.2014.07.054

Cited by 17 publications

(16 citation statements)

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“…Again, it is possible that this is due to the relatively poor level of discrimination of the task. Further studies are needed to pinpoint more effectively the comprehension deficit shown by these children and to identify the specific cognitive and linguistic precursors to reading comprehension (van Wingerden et al 2014).…”

Section: Reading Comprehensionmentioning

confidence: 99%

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

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Cantagallo

et al. 2019

J intellect Disabil Res

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Background Students with intellectual disabilities (IDs) have various learning difficulties and are at risk for school failure. Large inter‐individual differences are described for reading, but it is unclear how these vary as a function of grade. The aim of this study was to examine various reading fluency, accuracy and comprehension parameters in second‐to‐eighth‐grade Italian children with either borderline intellectual functioning (BIF) or mild ID (MID). Methods We examined 106 children with BIF (67 M and 39 F) and 168 children with MID (107 M and 61 F). The children were in the second to eighth grade and were comparable for chronological age (7 to 14 years). They were administered a battery of tests that assessed fluency and accuracy of word, pseudo‐word and text reading, as well as text comprehension. Standardised scores allowed us to compare the performance of the two groups with normative values. Results Children with ID obtained generally low scores compared with normative values. Those with MID had greater difficulty than those with BIF. Furthermore, difficulty was greater for speed than for accuracy measures and for words than for pseudo‐words. Difficulty (particularly in the case of reading speed) tended to be pronounced at later grades. Marked individual differences were present independently of MID–BIF subgrouping, as well as stimulus category and reading parameter. Conclusions As a group, children with ID showed difficulty in reading acquisition; the effect was greater for children with more severe ID, but large individual differences were observed in children with both BIF and MID. Relatively spared pseudo‐word reading skills indicate efficient use of the grapheme‐to‐phoneme conversion routine. This processing mode may prove more ineffective at higher levels of schooling when even in regular orthographies such as Italian typically developing children rely on lexical activation.

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Section: Reading Comprehensionmentioning

confidence: 99%

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

Blasi

Buono

Cantagallo

et al. 2019

J intellect Disabil Res

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“…Nonverbal intelligence and temporal processing have also been found to predict decoding and foundational literacy skills in young children with intellectual disabilities (Van Tilborg, Segers, Van Balkom, & Verhoeven, 2014). Regarding reading comprehension, in a crosssectional study of children with intellectual disabilities and decoding skills at Grade 1 level, decoding was the main precursor of reading comprehension after control for nonverbal reasoning (Van Wingerden, Segers, Van Balkom, & Verhoeven, 2014). In addition, a longitudinal study of children with intellectual disabilities found that foundational literacy skills were predictive of reading comprehension after control for IQ, age, vocabulary, prior reading comprehension, primary language, and the type of school attended.…”

Section: The Role Of General Cognitive Abilitymentioning

confidence: 99%

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

Wingerden

Segers

Balkom

2018

Scientific Studies of Reading

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The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and nonlinguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability. According to the simple view of reading, reading comprehension depends on the strength of two core skills: word decoding and listening comprehension (Hoover & Gough, 1990). Their relative contributions to reading comprehension have been found to change over grades (Ouellette & Beers, 2010; Vellutino, Tunmer, Jaccard, & Chen, 2007). Early reading comprehension is limited by what the child is able to decode, and word decoding is the dominant predictor for reading comprehension at this stage. Once word decoding skill is developed sufficiently, the level of reading comprehension will be more strongly linked to the level of listening comprehension (Gough & Tunmer, 1986; Landi, Frost, Mencl, Sandak, & Pugh, 2013). It is known that a limited general intelligence can severely affect the acquisition of decoding skill and reading fluency (Lemons et al., 2013), but its influence on the developmental pattern of reading comprehension is far from clear. The role of general cognitive ability in typical populations can be better understood while examining the development of reading comprehension in children with significant limitations in general intelligence. The present article uses a longitudinal design to investigate the development of reading comprehension and its precursors in a group of children with intellectual disabilities. Precursors of reading comprehension Within the simple view framework, longitudinal studies have shown a relationship between linguistic precursors in early primary school and reading comprehension in later primary school (Catts, Herrera, Nielsen, & Bridges, 2015; Muter, Hulme, Snowling, & Stevenson, 2004). To read in an alphabetic language, children must first be aware of the alphabetic principle; they must understand CONTACT Evelien van Wingerden

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“…As for Intellectual disability, it is defined by difficulties in intellectual and adaptive functions, with early beginning in development 8 . The difficulties in reading, as well as in recognizing letters and having reading fluency 12,13 , may be a consequence of alterations in oral language development 14 .…”

Section: Introductionmentioning

confidence: 99%

Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

2019

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Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

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Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities

Cited by 17 publications

References 50 publications

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

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