Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Abstract

In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module. The results generally support the phonological-core variable-difference model of reading disability and demonstrate that degree of aptitude/ achievement discrepancy is unrelated to the unique cognitive tradeoffs that are characteristic of the word recognition performance of children with reading disabilities.

Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes.

“…reading; genetics; phonological awareness; development For nearly 2 decades, researchers have argued for the primacy of phonological processing in the acquisition of early literacy skills (Bradley & Bryant, 1983;Stanovich & Siegel, 1994;Torgesen, Wagner, Rashotte, Burgess, & Hecht, 1997). More recently, others have suggested that in addition to phonology, naming speed constitutes an independent and additive source of variance in early reading skills (e.g., Wolf & Bowers, 1999).…”

Auditory word identification in dyslexic and normally achieving readers

“…Developmental dyslexia is characterized by difficulty with fluency and/or accuracy of reading in the absence of serious intellectual, sensory, emotional, and/or experiential impediments to learning (Lyon, 1995) There is a strong consensus in the field that the proximal cause of the disorder involves phonological deficits (Brady, 1997;Fowler, 1991;Snowling, 2000;Stanovich & Siegel, 1994;Wagner & Torgesen, 1987). Phonological deficits are thought to underlie critical components of the reading process such as the learning of spelling-sound correspondences and the development of efficient word recognition (Bruck, 1992;Rack, Snowling, & Olson, 1992;Share, 1995;Stanovich & Siegel, 1994).…”

“…Phonological deficits are thought to underlie critical components of the reading process such as the learning of spelling-sound correspondences and the development of efficient word recognition (Bruck, 1992;Rack, Snowling, & Olson, 1992;Share, 1995;Stanovich & Siegel, 1994). Phonological deficits may also be causally related to specific kinds of language processing difficulties outside the domain of reading, including poor phonological awareness (Bruck, 1992;Liberman & Shankweiler, 1985;Manis, Custodio, & Szeszulski, 1993;Pratt & Brady, 1988;Swan & Goswami, 1997), inefficient use of verbal working memory (Berninger et al, 2006;Brady, Shankweiler, & Mann, 1983;Griffiths & Snowling, 2002;McDougall, Hulme, Ellis, & Monk, 1994), and slow access to the mental lexicon as manifested in naming tasks (Denckla & Rudel, 1976;Wolf & Bowers, 1999).…”

A genome scan in multigenerational families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to phonological decoding efficiency

“…This conversion process for an alphabetic language involves storing words in phonologically coded temporary memory, languagespecific correspondences between letters and sounds, and conscious awareness of the sounds in auditory words. 10 Phonological processing deficits, which are a core deficit in dyslexia, [11][12][13][14] may persist even in adults whose dyslexia appears to be 'compensated'. 6,9,[15][16][17][18] Multiple lines of evidence have led to the consensus that dyslexia has a genetic basis.…”