Coherence in Short Narratives Written by Spanish-Speaking Children With Reading Disabilities

Matute, Esmeralda; Leal, Fernando; Zarabozo, Daniel

doi:10.1207/s15324826an0701_7

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…According to the teachers' report, none of the control children had academic difficulties in math or reading. The DD group was further divided into two subgroups based on their performance in two reading tests: (a) Oral Reading Test, a 290-word text designed for and used with Mexican children by Matute, Leal, and Zarabozo (2000); and (b) Reading a Text Aloud, from the Evaluación Neuropsicológica Infantil (Matute, Rosselli, et al, in press). Children with test scores 2 SD below the mean compared to their age peers in both tests were assigned to the RDD group and the remaining children to the DD group.…”

Section: Methods Participantsmentioning

confidence: 99%

Memory Abilities in Children With Subtypes of Dyscalculia

Rosselli

Matute²,

Pinto³

et al. 2006

Developmental Neuropsychology

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This study examines (a) mathematical skills of 2 subgroups of children with developmental dyscalculia (DD)--1 group with DD only and a second group with DD plus reading disorders (RDD)-and (b) analyzes the memory skills of both groups of children. Fifty 11- and 12-year-old children were selected from public schools in Guadalajara, Mexico. Seventeen children had DD only, 13 had RDD, and 20 were normal controls. Testing included 10 calculation and 6 memory subtests taken from the Evaluación Neuropsicológica Infantil (Matute, Rosselli, Ardila, and Ostrosky, in press). Results indicated that children with DD and children with RDD show a similar pattern of mathematical impairment. Both subgroups had significantly lower scores than the control group in working memory tasks. In addition, the RDD group had significantly lower scores than the control group in visual learning and semantic memory. Although the RDD group scored lower than the DD group in most memory tests, this difference did not reach significance. Working memory tests (digits backwards and sentence repetition) appeared to be the best predictors of mathematical test scores and may represent a major cognitive defect in children with specific defects in mathematics.

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Section: Methods Participantsmentioning

confidence: 99%

Memory Abilities in Children With Subtypes of Dyscalculia

Rosselli

Matute²,

Pinto³

et al. 2006

Developmental Neuropsychology

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“…In the case of shallow orthographic systems, such as Spanish, reading speed has been identified as the most sensitive measure of reading proficiency, even surpassing accuracy ( Simos et al, 2013 ), to the extent that low reading speed is more characteristic of poor Spanish-speaking children than the frequency of reading errors ( Matute et al, 2000 ; Escribano, 2007 ). This issue may explain why the other reading measures were not found to be strongly related to saccadic performance in Spanish readers.…”

Section: Discussionmentioning

confidence: 99%

Educational and Cognitive Predictors of Pro- and Antisaccadic Performance

2017

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Voluntary gaze control allows people to direct their attention toward selected targets while avoiding distractors. Failure in this ability could be related to dysfunctions in the neural circuits underlying executive functions. Interestingly, recent evidence suggests that factors such as years of schooling and literacy may positively influence goaldirected behavior and inhibitory control. However, we do not yet know whether these factors also have a significant impact on the inhibitory control of oculomotor responses. Using pro-and antisaccadic tasks to assess the behavioral responses of healthy adults, we tested the contribution of years of schooling and reading proficiency to their oculomotor control, while simultaneously analyzing the effects of other individual characteristics related to demographic, cognitive and motor profiles. This approach allowed us to test the hypothesis that schooling factors are closely related to oculomotor performance. Indeed, a regression analysis revealed important contributions of reading speed and intellectual functioning to the choices on both pro-and antisaccadic tasks, while years of schooling, age and block sequence emerged as important predictors of the kinematic properties of eye movements on antisaccadic tasks. Thus, our findings show that years of schooling and reading speed had a strong predictive influence on the oculomotor measures, although age and order of presentation also influenced saccadic performance, as previously reported. Unexpectedly, we found that an indirect measure of intellectual ability also proved to be a good predictor of the control of saccadic movements. The methods and findings of this study will be useful for identifying and breaking down the cognitive and educational components involved in assessing voluntary and automatic responses.

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Effects of the Age, Sex, and Maternal Education of Monolingual Spanish-Speaking Preschool Children on Oral Narrative Production

Mendoza

Beltrán-Navarro

Matute

et al. 2021

J Speech Lang Hear Res

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Purpose The aim of the present cross-sectional study was to determine the effects of age, sex, and maternal education of monolingual Spanish-speaking preschoolers on both macrostructural (oral narrative quality) and microstructural measures (number of different words, communication units, mean length of utterance in both words and morphemes, and number of conjunctions) of their oral narrative production. Method A total of 277 monolingual Spanish-speaking Mexican children aged 2;06–5;11 (years;months) and divided into four age groups (ages 2, 3, 4, and 5 years) were asked to retell a fictional story from the oral narrative ability task of the Evaluación Neuropsicológica Infantil–Preescolar . Results Appropriate internal consistency and interrater reliability were demonstrated. Pearson correlations between macro- and microstructural measures showed a positive association. A multivariate analysis of variance revealed a main effect for age, but not for sex, maternal education, or between-variables interactions. Partial eta-squared showed that age had a medium effect size on oral narrative quality and the number of different words and conjunctions, with a small effect size on communication units and mean length of utterance in words and morphemes. Hierarchical multiple regression analyses indicated that age explained the largest percentage of variance across the oral narrative measures. Conclusions The measures found to be most sensitive to the effect of age (number of different words, oral narrative quality, communication units, conjunctions) are also those most easily assessed by clinicians with limited training in linguistics. Results obtained for the number of different words and communication units were similar to those reported previously for English-speaking children.

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Coherence in Short Narratives Written by Spanish-Speaking Children With Reading Disabilities

Cited by 5 publications

References 26 publications

Memory Abilities in Children With Subtypes of Dyscalculia

Memory Abilities in Children With Subtypes of Dyscalculia

Educational and Cognitive Predictors of Pro- and Antisaccadic Performance

Effects of the Age, Sex, and Maternal Education of Monolingual Spanish-Speaking Preschool Children on Oral Narrative Production

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