Reinterpreting the development of reading skills

Paris, Scott G.

doi:10.1598/rrq.40.2.3

Cited by 525 publications

(438 citation statements)

References 22 publications

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“…Nonetheless, the observed divergence between the phonological awareness and RAN measures in this study further corroborates the view that they tap different component processing skills (Jones, Obregón, Louise Kelly, & Branigan, 2008;Powell, Stainthorp, Stuart, Garwood, & Quinlan, 2007;Wolf, Bowers, & Biddle, 2000), and that care should be exercised when comparing speed with accuracy measures with different developmental patterns (see Paris, 2005).…”

Section: Predictors Of Reading Speedsupporting

confidence: 79%

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

2009

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The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. Likewise, our current understanding of the component processes of early narrative writing skills in consistent orthographies is very limited. Three central processing skills have been identified to underlie the early composition writing skills of children. These are the transcription (e.g., handwriting and spelling), verbal memory (e.g., short term memory and working memory), and text generation (e.g., oral language skills such as grammar and vocabulary) (Berninger, 1999;McCutchen, 2000). However, as the research evidence almost 4 exclusively comes from studies conducted in English, we do not know the relative importance of these processing skills in consistent writing systems.The present study seeks to address these issues and has two primary aims. First, to investigate the relative role of grammatical awareness, phonological awareness, and RAN in reading and spelling; second, to investigate the role of the three central component processes

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Section: Predictors Of Reading Speedsupporting

confidence: 79%

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

2009

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“…Vocabulary knowledge is certainly a prerequisite for understanding sentences and text. However, vocabulary is referred to as an unconstrained skill (Paris, 2005); during an individual's lifetime, vocabulary knowledge expands infinitely (Biemiller, 2005). Some of these gains will be the result of independent reading, because reading affords vocabulary learning opportunities (Cunningham & Stanovich, 1998) and higher level skill s, such as inferring meaning from text, which appear crucial to vocabulary learning in adults (Daneman, 1988;Daneman & Green, 1986).…”

Section: Discussionmentioning

confidence: 99%

Increasing Higher Level Language Skills to Improve Reading Comprehension

Hogan¹,

Bridges²,

Justice³

et al. 2011

focusXchild

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Reading comprehension involves two primary processes: (a) decoding printed text and (b) understanding language accessed through the process of decoding. In the early years of reading development, children's ability to comprehend text is largely constrained by individual differences in decoding printed text; however, once decoding becomes automatized, reading comprehension is largely dependent upon one's skills in language comprehension (Catts, Hogan, & Adlof, 2005). In recent decades, numerous studies have investigated how children develop decoding skills and how, when these skills do not develop normally, educators can effectively intervene (e.g., Denton & Mathes, 2003;Simmons et al., 2008;Vellutino, Scanlon, Small, & Fanuele, 2006).Beyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehenBeyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehension has largely been ignored. sion has largely been ignored. This is surprising, given that skilled reading comprehension is critical for modern life; success in education, productivity in society, and almost all types of employment require rapid and thorough assimilation of information from text. Further, there are children who develop good decoding skills but fail to develop comparable levels of reading comprehension. A profile of good word reading in the presence of A profile of good word reading in the presence of poor comprehension affects approximately 10% of school-age children poor comprehension affects approximately 10% of schoolage children (Nation, 2005;Yuill & Oakhill, 1991) and demonstrates that skills other than decoding are impmtant for successful comprehension.Clearly, a focus on the skills that support text comprehension is essential within the teaching of reading (and communication skills more broadly). In this paper, we provide an overview of a large empirical evidence base that shows that the language skills of inferencing, comprehension monitoring, and use of text structure knowledge are critical to successful comprehension. Because these ianguage skills are not reliant on word Dr.

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“…Scores from these subtests were used to assess broader cognitivelinguistic skills than are represented by solely by Ox3 items. The skills represented by these subtests can be categorized as either constrained or unconstrained, relative to the developmental trajectory [16]. Constrained skills refer to those that are fully acquired early in development and are stable thereafter.…”

Section: Methodsmentioning

confidence: 99%

The Importance of Orientation in Evaluating Recovery in Pediatric Traumatic Brain Injury

Hotz

Plante²,

Helm-Estabrooks³

et al. 2014

Int J Phys Med Rehabil

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Objective: Decisions about whether children who have sustained a traumatic brain injury are ready to transition from a medical facility to home and school life requires insight into their cognitive status. This study evaluates whether orientation to time, place, and self (Ox3) serves as sufficient indicator of general cognitive status to support such decisions.Design: Participants with and without TBI were administered the PTBI in one to three individual testing sessions. Performance on Ox3 items were compared between groups, as well as performance on subtests representing broader cognitive and linguistic skills.Setting: Pediatric brain injury in patient acute and rehab units.Participants: Twenty-eight children with TBI (18 male, 10 female) between the ages of 6 and 16 years of age served as participants. Of these, 12 were initially classified as severe, 6 moderate, and 10 mild on the Glasgow Coma Scale. Interventions: NAMain Outcome Measures: The Pediatric Test of Brain Injury (PTBI) is a criterion-referenced, standardized test designed to measure neurocognitive, language and literacy abilities in children recovering from brain injury. The entire test, including its Orientation subtest, was administered to participants during the acute phase of recovery (within 3 months of injury).Results: Despite no differences between the TBI and control group on the Orientation subtests, deficits occurred in other cognitive-linguistic domains that are relevant to functioning outside medical and rehabilitation environments. Furthermore, even neurologically-normal children sometimes failed some Ox3 items. Conclusion:The findings on Orientation items from the PTBI indicates that caution is warranted in applying the "Ox3" standard for evaluating cognitive status to a pediatric TBI population.

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Reinterpreting the development of reading skills

Cited by 525 publications

References 22 publications

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Increasing Higher Level Language Skills to Improve Reading Comprehension

The Importance of Orientation in Evaluating Recovery in Pediatric Traumatic Brain Injury

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