Separating the Different Domains of Reading Intervention Programs

Horowitz‐Kraus, Tzipi; Finucane, Sarah

doi:10.1177/2158244016639112

Cited by 7 publications

(9 citation statements)

References 101 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They held that early training programs aiming at literacy awareness have showed lasting improvement as to working memory subscales. Other studies suggest effects by including components of executive functions training to initiate sessions of reading training (Horowitz‐Kraus & Finucane, ; Horowitz‐Kraus & Holland, ). Horowitz‐Kraus and Finucane concluded that multicomponent intervention programs with short executive functions “warm‐up” prior to literacy training seemed to be beneficial to reading.…”

Section: And Dyslexiamentioning

confidence: 99%

See 1 more Smart Citation

Auditive training effects from a dichotic listening app in children with dyslexia

et al. 2018

View full text Add to dashboard Cite

Dichotic listening (DL) taps information on the brain's language laterality, processing, and attention. Research has shown that DL responses in dyslexia deviate from the typical pattern. Here, effects of DL training and its correspondence to rapid naming (RAN) and digit span (DS) in typical children and children with dyslexia were assessed. Three groups of third graders participated: two training groups, control training (CT) and dyslexia training (DT), and a control group that received no training (control no training, CnT). All took part in testing pretraining and posttraining. DL measures were on laterality, response scores, and attention. The three groups showed different response patterns: minor changes in CnT, change in all measures in CT, and some changes in DT. RAN and DS scores correlated significantly with some of the DL measures, especially with the attention scores. Our findings support arguments that brain architecture for language in dyslexia is lateralised in the same way as in children without dyslexia. However, the ability to modulate attention during DL is weaker in dyslexia than in typically developing children. A training‐induced normalisation of lateralisation was observed in free recall in the dyslexia group, which suggests that DL training may be a promising intervention approach.

show abstract

Section: And Dyslexiamentioning

confidence: 99%

mentioning

confidence: 99%

Auditive training effects from a dichotic listening app in children with dyslexia

et al. 2018

View full text Add to dashboard Cite

show abstract

“…As regards executive functions, many studies indicate that "language is the key to EF performance rather than vice versa" (Botting et al, p. 1, 2017, Lindstone, Meins, & Fernyhough, 2012. Additionally, the development of speech and executive functions appear to be crucial for literacy achievement during the school years (Horowitz-Kraus, Finucane, 2016). The present study compared executive functions and literacy skills of monolingual children diagnosed with SLI and their typically developing peers.…”

Section: Introductionmentioning

confidence: 84%

“…As previously stated, both a low level of EFs and SLI could be risk factors for school achievements (Blair & Razza 2007, Molfese et al, 2010, Jacobson, Williford & Pianta, 2011, Clark et al, 2013, Horowitz-Kraus, Finucane, 2016. Many studies indicate important links between executive functions, level of language development, and reading and writing acquisition (Molfese et al, 2010, Jacobson, Williford, & Pianta, 2011, Blair & Razza 2007, Horowitz-Kraus, Finucane, 2016. The development of literacy not only predicts school success but also predicts a high quality of life in adulthood (Beswick & Sloat, 2006;Kwieciński, 2002).…”

Section: Sli Executive Functions and Literacymentioning

confidence: 97%

“…Disorders in the development of speech and language are known to co-occur with deficits in executive functions (EFs) (Weismer, 2013) and reading difficulties (Horowitz-Kraus, Finucane, 2016). Therefore, it is important to further investigate the relationships between diagnosed language disorders and deficits in EFs as well as literacy skills.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Efficiency of Executive Functions and Literacy Among Children With Specific Language Impairment

Kaczmarek

Jabłoński

Kleka

et al. 2018

Psychology of Language and Communication

View full text Add to dashboard Cite

Recently, extensive studies investigating executive functions in children with specific language impairment (SLI) have been performed. In the present study, we compared the level of executive functions (i.e., inhibitory control and cognitive flexibility) and literacy skills between 53 healthy children and 53 children with SLIs between the ages of 3 and 11 years. The groups were matched by age, gender and parental education level. Executive functions were assessed using the Children Card Sort, and the Literacy Assessment Battery was applied to measure literacy skills. The patients with SLI displayed a significantly lower level of cognitive flexibility than that of the healthy children. No significant differences were observed between the groups in inhibitory control and the majority of literacy skills. The results confirm the hypothesis that patients with SLI experience difficulties in cognitive flexibility.

show abstract

Effectiveness of Reading Interventions on Literacy Skills for Chinese Children with and Without Dyslexia: a Meta-analysis of Randomized Controlled Trials

Ruan,

Maurer,

McBride

2024

Educ Psychol Rev

View full text Add to dashboard Cite

This meta-analysis synthesizes 49 standardized mean-change differences between control and treatment groups as effect sizes from 28 independent studies, investigating the efficacy of existing reading interventions on literacy skills for Chinese children. Six potentially important moderators were considered in this study. These moderators included intervention outcome, intervention method, intervention timing, participant type, intervention form, and intervention implementer. Overall, the existing reading intervention significantly impacted Chinese children’s literacy achievement (g = 0.68). Different intervention methods showed somehow different effects on literacy outcomes. Specifically, fluency training (g = 1.78) appeared as the most effective intervention method with a large effect. Working memory training (g = 0.80), phonological training (g = 0.69), orthographic training (g = 0.70), and morphological training (g = 0.66) had significant and medium effects on improving literacy skills of Chinese children. In addition, reading intervention improved literacy skills of older children (g = 0.90) and younger children (g = 0.63) comparably. However, children with dyslexia (g = 0.87) seemed to benefit more than typically developing children (g = 0.49) from reading interventions. Reading interventions seemed to have a better effect on word spelling (g = 0.93) than word reading (g = 0.63). Interventions delivered in group (g = 0.78) seemed to be more effective than interventions delivered individually (g = 0.45). Children gained more from interventions administered by researchers (g = 0.85) or combined implementers (g = 1.11) than by parents (g = 0.27). These findings suggest that appropriate reading interventions are effective and essential for improving the literacy outcomes of Chinese children, but the efficacy might be different depending on the intervention methods, children’s literacy status, outcome measures, and intervention settings.

show abstract

Separating the Different Domains of Reading Intervention Programs

Cited by 7 publications

References 101 publications

Auditive training effects from a dichotic listening app in children with dyslexia

Auditive training effects from a dichotic listening app in children with dyslexia

Efficiency of Executive Functions and Literacy Among Children With Specific Language Impairment

Effectiveness of Reading Interventions on Literacy Skills for Chinese Children with and Without Dyslexia: a Meta-analysis of Randomized Controlled Trials

Contact Info

Product

Resources

About