Problems in the Differential Diagnosis of Reading Disabilities

Stanovich, Keith E.

doi:10.1007/978-94-011-1988-7_1

Cited by 10 publications

(6 citation statements)

References 129 publications

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“…Indeed, although the ANOVA repeated measures analysis on the language measures yielded significant main effects for measurement point for both tests, indicating that over the one-month period, in kindergarten, both the PREP and the control group had advanced in their language skills alike, neither the group x measurement point interaction, nor the group effect was significant. Thus, the present findings seem to favor a version of the phonological deficit explanation (e.g., Stanovich, 1993) that would posit a dysfunction of the phonological module that has little to do with segmental and blending awareness difficulties as well as short-term memory deficits. Most likely, a combined deficit in phonemic awareness and speech rate, in accord with Porpodas (1999) might be the dominant cognitive deficit of the Greek children who are at-risk to develop reading difficulties.…”

Section: Discussionmentioning

confidence: 73%

Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek

et al. 2004

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This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending, to kindergarten children at-risk for reading difficulties, in order to support the development of subsequent word reading skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures. The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results of the first experiment indicated that the experimental group performed equally well with the control group on all the measures of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences, despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of direct training of these skills in kindergarten.

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Section: Discussionmentioning

confidence: 73%

Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek

et al. 2004

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“…It has been constantly confirmed that strong phonics or decoding programs produce higher reading achievement compared to programs with a less direct instruction in systematic sound-spelling patterns even with weaker readers (e.g., Fletcher, Shaywitz, Shankweiler, Katz, Liberman, Stuebing, Francis, Fowler, & Shaywitz, 1994;Poorman, Francis, & Fletcher, 1998;Torgesen, 1997;Vellutino, Scanlon, Sipay, Small, Pratt, Chen, & Denckla, 1996). This conclusion derives mostly from the evidence supporting a strong connection between children's awareness of the constituent sounds in words and their success in learning to read, which seems to be indisputable for many researchers (Bradley & Bryant, 1985;Kirtley, Bryant, MacLean, & Bradley, 1989;Stanovich, 1993). Moreover, research findings reveal that children who are better at detecting syllables, rhymes, or phonemes are quicker to learn to read (i.c., decode words), and this relation is present even after variability in reading skill due to intelligence, receptive vocabulary, memory skills, and social class is partialed out (Bryant, MacLean, Bradley, & Crossland, 1990;MacLean, Bryant, & Bradley, 1987;.…”

Section: Introductionmentioning

confidence: 95%

Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek

Papadopoulos

2001

Eur J Psychol Educ

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This study examined whether phonological and cognitive tasks correlate with beginning reading acquisition in Hellenic populations under two different instructional approaches: a whole language approach supplemented by implicit coding instruction through incidental learning, as used in Cyprus, versus the syllable-splitting approach characterised by explicit decoding instruction, as used in Greece. Planning, attention, simultaneous, and successive processing tasks together with three phonological coding tasks (Oddity task, Phoneme Elision, and Sound Isolation) were administered to 50 Greek and 50 Cypriot Grade I students. Word Attack and Word Identification were also administered to measure early reading competency. The main findings of the study were as follows: (a) significant group differences were revealed in word-decoding accuracy but not in realword reading accuracy, an expected finding in a system characterised by high grapheme-phoneme consistency; (b) successive processing and phonological coding consisted of the fundamental abilities that differentiated the Greek from the Cypriot first-graders; and (c) the Greek group exhibited a higher linguistic ability than the Cypriot group. This was facilitated by the use of the distal cognitive processes to reading, that is, successive and simultaneous processing. The discussion focuses on the need to reconsider the nature of early reading instruction in languages such as Greek with high grapheme-phoneme consistency.

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“…Siegel, 1992), whereas in the 'garden variety' poor readers, the phonological deficit is suggested to coexist with deficiencies in other information processing strategies (Stanovich, 1988). This approach is developed into an explicit model of reading difficulties in Stanovich's (1988Stanovich's ( , 1991Stanovich's ( , 1993 phonological core variable difference model, which states that the vast majority 1 of children with reading disability have phonological deficits but may vary considerably in other information processing characteristics.…”

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confidence: 99%

Children at Risk for Developing Reading Difficulties

Papadopoulos

Das

Parrila

et al. 2003

School Psychology International

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This article reports two different experiments as part of a longitudinal study. The first experiment examines the long-term efficacy of two brief remedial procedures (a Meaning-Based procedure versus a cognitive remediation program, the PASS Reading Enhancement Program [PREP]) focusing on the differences in phonological and cognitive test performance of 40 children who needed remediation for poor word decoding in Grade 1. The second study reports the outcomes of an intensified version of the PREP program that emphasizes strengthening the cognitive processes underlying reading in a remaining group of 24 difficult-to-remediate Grade 2 students. Follow-up data are also reported for this group. The results of the first study indicated that the PREP group improved significantly more in pseudo-word reading compared to the meaning-based group right after remediation in Grade 1. These differences, however, were somewhat reduced when re-testing occurred in Grade 2 and may be due to the influence of classroom instruction. Indeed, when both groups were compared to the norming sample, they appeared to continue to develop at an accelerated rate. As for the results of the second study, which focused on the longitudinal development of those 24 children who exhibited a history of chronic low reading performance, it was shown that PREP remediation kept producing significant gains, especially in word-decoding, a finding consistent with the theoretical framework of PREP.

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Problems in the Differential Diagnosis of Reading Disabilities

Cited by 10 publications

References 129 publications

Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek

Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek

Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek

Children at Risk for Developing Reading Difficulties

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