Stability of Deficits in Reading Fluency and/or Spelling

Moll, Kristina; Gangl, Melanie; Banfi, Chiara; Schulte‐Körne, Gerd; Landerl, Karin

doi:10.1080/10888438.2019.1659277

Cited by 15 publications

(14 citation statements)

References 45 publications

(57 reference statements)

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“…Reading ability is highly stable. Moll et al (2020) examined the one‐ to two‐year stability of deficits in reading and spelling in 167 German‐speaking children aged 9 years at the first point of assessment. The correlation between performance at the first time point and one year later was very high for reading fluency ( r > .9) and high for spelling ( r = .78).…”

Section: Outcomes For Children With Reading Disordersmentioning

confidence: 99%

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Snowling

Hulme

2020

Child Psychology Psychiatry

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This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene‐environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed.

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Section: Outcomes For Children With Reading Disordersmentioning

confidence: 99%

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Snowling

Hulme

2020

Child Psychology Psychiatry

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“…Research on transparent orthographies such as Dutch has shown that both word reading and spelling are related (Schaars et al, 2017). In another study on another relatively transparent orthography, namely German, it was found that improvement in spelling among primary school children was associated with good performance in reading (Moll et al, 2019).…”

Section: Multicomponential Approach For Assessing Reading and Readingmentioning

confidence: 97%

“…In English, RAN digits uniquely predicted decoding skills in first graders but not RAN colors ( Compton, 2003 ). In transparent orthographies, RAN letters and digits have also been found to significantly differentiate readers with and without reading disabilities ( de Jong and van der Leij, 2003 ; Furnes and Samuelsson, 2010 ; Torppa et al, 2012 ; Moll et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

An Early Reading Assessment Battery for Multilingual Learners in Malaysia

Lee

Yusoff

et al. 2020

Front. Psychol.

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The aim of the study was to develop a new comprehensive reading assessment battery for multi-ethnic and multilingual learners in Malaysia. Using this assessment battery, we examined the reliability, validity, and dimensionality of the factors associated with reading difficulties/disabilities in the Malay language, a highly transparent alphabetic orthography. In order to further evaluate the reading assessment battery, we compared results from the assessment battery with those obtained from the Malaysian national screening instrument. In the study, 866 Grade 1 children from multi-ethnic and multilingual backgrounds from 11 government primary schools participated. The reading assessment battery comprised 13 assessments, namely, reading comprehension, spelling, listening comprehension, letter name knowledge, letter name fluency, rapid automatized naming, word reading accuracy, word reading efficiency, oral reading fluency, expressive vocabulary, receptive vocabulary, elision, and phonological memory. High reliability and validity were found for the assessments. An exploratory factor analysis yielded three main constructs: phonological-decoding, sublexical-fluency, and vocabulary-memory. Phonological-decoding was found to be the most reliable construct that distinguished between at-risk and non-at-risk children. Identifying these underlying factors will be useful for detecting children at-risk for developing reading difficulties in the Malay language. In addition, these results highlight the importance of including a range of reading and reading-related measures for the early diagnosis of reading difficulties in this highly transparent orthography.

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“…This is perhaps the reason why it is so di cult, in research, to study reading uency and, in education, to help learners improve it (Torgesen and Hudson 2006;Wexler et al 2008; but see Breznitz et al 2013;Horowitz-Kraus et al 2014a). Reading uency de cits are stable over time (e.g., Leinonen et al 2001;Moll et al 2019) and conspicuous in different types of orthographies: in consistent or shallow ones where the print-to-speech mapping is regular (e.g., Landerl and Wimmer 2008), and in inconsistent or deep ones where the mapping is complex and not entirely rulebased (Katzir et al 2004). Dys uent reading is the most persistent impairment in dyslexia (Shaywitz et al 2008), and its lead symptom in readers of consistent orthographies (Landerl et al 2013;Seymour et al 2003;Torppa et al 2010;Ziegler et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Gray matter correlates of reading fluency deficits: SES matters, IQ does not

Martins

Reis²,

Castro

et al. 2021

Brain Struct Funct

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Brain correlates of reading ability have been intensely investigated. Most studies have focused on singleword reading and phonological processing, but the brain basis of reading uency remains poorly explored to date. Here, in a voxel-based morphometry study with 8-year-old children, we compared uent readers (n = 18; 7 boys) with dys uent readers with normal IQ (n = 18; 6 boys) and with low IQ (n = 18; 10 boys). Relative to dys uent readers, uent readers had larger gray matter volume in the right superior temporal gyrus and the two subgroups of dys uent readers did not differ from each other, as shown in frequentist and Bayesian analyses. Pairwise comparisons showed that dys uent readers of normal and low IQ did not differ in core reading regions and that both subgroups had less gray matter volume than uent readers in occipito-temporal, parieto-temporal and fusiform areas. We also examined gray matter volume in matched subgroups of dys uent readers differing only in socioeconomic status (SES): lower-SES (n = 14; 7 boys) vs. higher-SES (n = 14; 7 boys). Higher-SES dys uent readers had larger gray matter volume in the right angular gyrus than their lower-SES peers, and the volume of this cluster correlated positively with lexico-semantic uency. Age, sex, IQ, and gray matter volume of the right angular cluster explained 68% of the variance in the reading uency of higher-SES dys uent readers. In sum, this study shows that gray matter correlates of dys uent reading are independent of IQ and suggests that SES modulates areas subserving lexico-semantic processes in dys uent readers -two ndings that may be useful to inform language/reading remediation programs.

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Stability of Deficits in Reading Fluency and/or Spelling

Cited by 15 publications

References 45 publications

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Annual Research Review: Reading disorders revisited – the critical importance of oral language

An Early Reading Assessment Battery for Multilingual Learners in Malaysia

Gray matter correlates of reading fluency deficits: SES matters, IQ does not

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