Nonword Repetition: The Relative Contributions of Phonological Short-Term Memory and Phonological Representations in Children With Language and Reading Impairment

Rispens, Judith; Baker, Anne

doi:10.1044/1092-4388(2011/10-0263)

Cited by 95 publications

(126 citation statements)

References 34 publications

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“…Smith et al, 2014). Consistent with this interpretation, Boada and Pennington (2006) provided evidence that reading-impaired children have less fine-grained phonological representation, linked to poorer performance in pseudoword repetition tasks (see Rispens & Baker, 2012, for further discussion).…”

Section: Pseudoword Repetitionmentioning

confidence: 81%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

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Section: Pseudoword Repetitionmentioning

confidence: 81%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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“…Results have demonstrated that the test is an excellent task not only for measuring phonological memory but also for evaluating children's language development since scores on nonword repetition correlate positively and significantly with other standard measures of language development such as vocabulary level. This is supported by works conducted in English (Gathercole & Baddeley, 1989;Hoff, Core & Bridges, 2008;Roy & Chiat, 2004), Spanish (Mariscal & Gallego, 2013;Rujas, 2014), Dutch (Rispens & Baker, 2012), or Italian (D'Odorico, Assanelli, Franco & Jacob, 2007.…”

Section: Introductionmentioning

confidence: 68%

Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico

et al. 2017

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Título: Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico. Resumen: La habilidad para repetir pseudopalabras se ha mostrado como un buen marcador de desarrollo léxico en multitud de lenguas incluyendo el español. Además, permite discriminar en buena medida entre niños con desarrollo típico y niños con trastornos y retrasos del lenguaje. Sin embargo, pese a su potencial importancia para su uso clínico e investigador, en español no contamos con baremos para una lista de estímulos determinada. Con el objetivo salvar esta notable carencia, se realiza una tarea de repetición de pseudopalabras a una muestra total de 342 niños y niñas monolingües españoles de entre cuatro y siete años. Tras el análisis de los resultados se elaboró un baremo con el objeto de aportar referencias poblacionales a colegas que trabajan en las citadas áreas clínico-educativas y de investigación. Los resultados muestran un efecto techo de esta tarea a los 6 años, así como para los estímulos monomorfémicos y bisílabos. Las implicaciones de estos resultados y baremo obtenido son discutidas en el apartado correspondiente. Palabras clave: Baremación; Desarrollo léxico; Repetición de pseudopalabras; Español; Infancia; Marcador clínico. Abstract:It has been demonstrated that the ability to repeat non-words is a good marker of lexical development in a number of languages, including Spanish. In addition, the ability to repeat nonwords has been used as a good discriminator between typically developing children and children with language delays or other language difficulties. However, despite its potential usefulness for clinical and research purposes, there is no validated scale in Spanish. To address this situation, we present a scale based on a sample of 342 monolingual Spanish-speaking children aged from four to seven years. After data analysis, a scale was elaborated to provide populational references for colleagues working in educational, clinical and research fields. The results show a ceiling effect for six years olds, as well as for monomorphemic and bisyllabic items. Implications of these scores are discussed in the corresponding section.

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“…A deficit in either phonological skills or naming speed is thought to result in a less severe form of reading disability than a combined deficit. While tasks such as rhyming, alliteration, categorization, phoneme blending, segmentation, elision, and nonword repetition (NWR) measure phonological skill [33,[36][37][38][39], rapid automatic naming (RAN) is the primary measure of naming speed. There exists some controversy regarding the theoretical explanations for the relationship between naming speed and reading [40], with differing key constructs thought to underly the relationship including phonological awareness [41], orthographic processing [42], and general cognitive processing or executive function [43].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Lower English sentence repetition scores were associated with lower RAN scores, but higher English sentence repetition scores were not significantly related to RAN scores. This finding seems to suggest that the RAN task is a more general cognitive-linguistic processing task and not a domain-specific language task with regard to English morphosyntactic skills for DLLs [19,39]. The English sentence repetition task was designed to be an indicator specifically of English grammatical knowledge for DLLs [66].…”

Section: Relationship To Sentence Imitationmentioning

confidence: 99%

“…Given that RAN performance is believed to be the product of the synchronous execution of multiple cognitive and linguistic skills [19,39], it is not surprising that significant correlations were observed between RAN and measures of language and literacy. The fact that children's performance on RAN related more strongly to receptive vocabulary than to the morphosyntactic task seems to support that lexical skills associated with naming and word retrieval are associated with the construct underlying RAN performance.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

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Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

et al. 2017

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Abstract:The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish-English speaking DLLs.

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Nonword Repetition: The Relative Contributions of Phonological Short-Term Memory and Phonological Representations in Children With Language and Reading Impairment

Abstract: Phonological short-term memory and phonological representations both significantly contribute to NWR. The predictive strength of the quality of phonological representations changes during development.

Cited by 95 publications

References 34 publications

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

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