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.

Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography

“…These results are in accordance with other studies confirming that students with reading difficulties are found to have reading speed as a core deficit because phonological awareness skills have not been automated [39]. Furthermore, the naming speed is related to the reading speed and the number of incorrectly read words errors [41]. These findings offer support for the hypothesis of reading speed as the core reading deficit in a transparent orthography.…”

Cognitive Correlates of Reading Fluency in Chinese School-Aged Children

“…The importance of RAN in reading fluency has been wellestablished across alphabetic orthographies (Protopapas et al, 2013), and deficit of RAN has been frequently reported in dyslexic readers (Denckla and Rudel, 1976;Wolf et al, 1986;van den Bos, 1998). In line with previous studies (Liao et al, 2007;Liu et al, 2017), we found that RAN was a particularly strong predictor of the reading fluency of Chinese and that its influence was strong across beginning and intermediate readers.…”

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.…”