In Search of Cognitive Promotive and Protective Factors for Word Reading

Slomowitz, Rebecca F.; Narayan, Angela J.; Pennington, Bruce F.; Olson, Richard K.; DeFries, John C.; Willcutt, Erik G.; McGrath, Lauren M.

doi:10.1080/10888438.2020.1821035

Cited by 3 publications

(1 citation statement)

References 74 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The main purpose of this study has been to test the predictive effect of vocabulary on reading and writing development, and assess whether this ability makes a specific and differentiated contribution as compared to that delivered by phonological awareness, naming speed and alphabetic knowledge, having these variables been widely contrasted in several studies (Cuetos et al, 2012;González-Valenzuela et al, 2016;Gutiérrez, 2018;Jiménez, 2019;Slomowitz et a., 2020;Snowling & Melby-Lervåg, 2016;Suárez-Coalla et al, 2013). In this regard, the present research also examines the contribution of the above-mentioned abilities and, hence, allows to verify its relevant predictive value for initial reading and writing performance.…”

Section: Discussionmentioning

confidence: 99%

Vocabulary depth as preliteracy skill

Gómez¹,

Sánchez²

2022

Rev. investig. logop.

View full text Add to dashboard Cite

The aim of this study is to explore the predictive value of vocabulary breadth and depth together with the classical variables of phonological awareness, naming speed and alphabetic knowledge in explaining progress in the initial learning of reading and writing in a sample of 162 students in the 3rd year of kindergarten. Early detection of risks in learning to read is essential to be able to intervene proactively if signs of dyslexia are found. The study of skills that predict successful literacy acquisition may be useful to identify risk indicators of learning disabilities in reading and writing in early childhood education. The results found confirm the contribution of classical variables and reveal that especially vocabulary depth seems to be a good predictor of success in early literacy performance. The educational implications of these findings are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Vocabulary depth as preliteracy skill

Gómez¹,

Sánchez²

2022

Rev. investig. logop.

View full text Add to dashboard Cite

show abstract

A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors

Appels,

van Viersen,

van Erp

et al. 2024

Learning and Instruction

View full text Add to dashboard Cite

Characteristics of Children and Youth Referred for Language Assessment at Different Ages

de Bree,

Wiefferink,

Gerrits

2024

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose: Early detection of language delays is essential, as language is key for academic outcomes, well-being, and societal participation. Previous studies have focused on undetected delays in young children. Much less is known about referrals at older ages. In this study, we aimed to (a) establish how many children are referred at toddler age (2–3 years) and how many at lower elementary (4–7 years), upper elementary (8–12 years), and high school (13–16 years) age; (b) evaluate characteristics of the referred children and adolescents across age groups; and (c) assess whether the ensuing classification (no language disorder [LD], developmental LD, LD + additional problems) differed across age groups. Method: We used the 2010–2014 database of the Dutch federation of speech and hearing centers, containing 18,894 cases with target ages. We established the number of referrals in each age group (Q1) and assessed the composition of the age groups in terms of speech, language, behavioral, and cognitive outcomes (Q2), as well as in terms of classification (Q3). To answer Q2 and Q3, we conducted chi-squared analyses with the toddler group as reference group. Results: Late-identified LDs exist: There were new referrals in all age groups. Compared to older age groups, the toddler group contained fewer girls and multilingual children. The toddler group also contained fewer children without an LD and more children with LD + additional problems. Conclusions: Reassuringly, children with multiple language problems are referred earliest. However, late-identified LDs exist, even at high school age. Girls and multilingual children tend to be missed at younger ages. More work on awareness and identification of language delays is needed, requiring awareness, knowledge, and tools for educational professionals.

show abstract

In Search of Cognitive Promotive and Protective Factors for Word Reading

Cited by 3 publications

References 74 publications

Vocabulary depth as preliteracy skill

Vocabulary depth as preliteracy skill

A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors

Characteristics of Children and Youth Referred for Language Assessment at Different Ages

Contact Info

Product

Resources

About