IQ, phonological awareness and continuous‐naming speed related to Dutch poor decoding children's performance on two word identification tests

Abstract

This correlational study focuses on the relationship between word identification variables and the reading-related variables of intelligence, phonological awareness and continuous-naming speed. Subjects are from two samples of 10-to 12-year-old children who are all poor to very poor decoders, but with subnormal IQs or normal IQs. An initial analysis of the reading-related variables indicates a naming speed and an intelligence factor. The variable of phonological awareness loads substantially on the intelligence factor. Although naming speed factor scores and intelligence factor scores are both significantly correlated with the poor decoders' word identification scores, speed factor correlations are significantly larger than intelligence factor correlations. In a subsequent analysis, phonological awareness is considered as a separate factor and scores on this factor correlate only marginally with some word identification variables. With regard to comparisons of correlational data in the samples of traditionally defined discrepant poor decoders ('dyslexics') and non-discrepant poor decoders, it can be concluded that these are very similar. Moreover, differences between these groups on reading and reading-related tasks disappear as soon as the intelligence contribution to the variables is partialled out. Additionally, the majority of relationships are very similar for real-word and pseudoword reading performance.

Prediction of first-grade reading in Spanish-speaking English-language learners.

“…As already noted, the RAN measures were not better predictors for Spanish than for English, contrary to some data on young readers in highly regular languages (e.g., van den Bos, 1998; Wimmer, 1993; Wolf et al, 1994). It should be noted that most of the measures that showed the high correlations with RAN in these languages were fluency measures, as the children rapidly reach a level of near perfection in the accuracy of decoding.…”

Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children

“…This finding seems to replicate previous research indicating that the impact of phonological awareness gradually decreases as an important skill underlying individual differences in reading in transparent orthographies (de Jong & van der Leij, 1999, 2002; Leppänen et al, 2006; Lervåg et al, 2009; Verhagen et al, 2008; Wimmer et al, 1991). Our study extends this finding to reading difficulties (de Jong & van der Leij, 2003; Holopainen et al, 2001; Landerl & Wimmer, 2000; van den Bos, 1998; Wimmer, 1993). Our findings are also in accordance to a recent study by Landerl and Wimmer (2008) suggesting that phonological awareness is similarly important across orthographies in spelling (see also Caravolas, 2004).…”

Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies.

“…The massive reading fluency impairment of German children who were dyslexic in the context of relatively few errors (even under speed instruction) has been obtained in several studies (Klicpera & Schabmann, 1993; Landerl, Wimmer, & Frith, 1997; Wimmer, 1993, 1996; Wimmer, Mayringer, & Landerl, 1998). Similar findings have been reported for children who were dyslexic in other more regular orthographies, such as Spanish (Gonzalez & Valle, 2000), Italian (Zoccolotti, de Luca, di Pace, Judica, Orlandi, & Spinelli, 1999), Norwegian (Lundberg & Hoien, 1990), and Dutch (Van den Bos, 1998; Yap & Van der Leij, 1993).…”