Test Review: Wagner, R. K., Torgesen, J. K., &amp; Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing (CTOPP). Austin, TX: PRO-ED

Haight, Sherrel Lee

doi:10.1177/073724770603100207

Cited by 7 publications

(5 citation statements)

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“…Since RLN is a timed measure, alternate-form reliability was used instead of internal consistency and ranged from 0.73 to 0.87 for 8- to 12-year-old children (Wagner et al, 1999). The CTOPP has good validity as well (Mitchell, 2001; Haight, 2006). …”

Section: Methodsmentioning

confidence: 95%

Reading performance is predicted by more than phonological processing

Kibby¹,

Lee²,

Dyer³

2014

Front. Psychol.

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We compared three phonological processing components (phonological awareness, rapid automatized naming and phonological memory), verbal working memory, and attention control in terms of how well they predict the various aspects of reading: word recognition, pseudoword decoding, fluency and comprehension, in a mixed sample of 182 children ages 8–12 years. Participants displayed a wide range of reading ability and attention control. Multiple regression was used to determine how well the phonological processing components, verbal working memory, and attention control predict reading performance. All equations were highly significant. Phonological memory predicted word identification and decoding. In addition, phonological awareness and rapid automatized naming predicted every aspect of reading assessed, supporting the notion that phonological processing is a core contributor to reading ability. Nonetheless, phonological processing was not the only predictor of reading performance. Verbal working memory predicted fluency, decoding and comprehension, and attention control predicted fluency. Based upon our results, when using Baddeley’s model of working memory it appears that the phonological loop contributes to basic reading ability, whereas the central executive contributes to fluency and comprehension, along with decoding. Attention control was of interest as some children with ADHD have poor reading ability even if it is not sufficiently impaired to warrant diagnosis. Our finding that attention control predicts reading fluency is consistent with prior research which showed sustained attention plays a role in fluency. Taken together, our results suggest that reading is a highly complex skill that entails more than phonological processing to perform well.

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Section: Methodsmentioning

confidence: 95%

Reading performance is predicted by more than phonological processing

Kibby¹,

Lee²,

Dyer³

2014

Front. Psychol.

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“…These auditory latency delays and absent responses have been hypothesized to impact the ability for the brain to process auditory information at the rapid pace necessary for the comprehension and production of speech. This is supported by research demonstrating an association between higher auditory gap detection thresholds in ASD ( Bhatara et al, 2013 ), which have been associated with weaker phonological processing measured via the Comprehensive Test of Phonological Processing (CTOPP; Rashotte et al, 1999 ; Foss-Feig et al, 2017 ). Paradigms involving two auditory stimuli presented in rapid succession (rapid auditory processing paradigms) have been applied to investigate this relationship.…”

Section: Introductionmentioning

confidence: 75%

“…The Sounds-In-Words subtest of the Goldman-Fristoe Tests of Articulation-2nd Edition (GFTA-2; Goldman and Fristoe, 2000 ) was administered to evaluate articulatory accuracy. Finally, phonological processing abilities were evaluated on the Comprehensive Test of Phonological Processing (CTOPP; Rashotte et al, 1999 ) via the phonological awareness, phonological memory, and rapid naming indices.…”

Section: Methodsmentioning

confidence: 99%

Associations between rapid auditory processing of speech sounds and specific verbal communication skills in autism

Demopoulos,

Skiba,

Kopald

et al. 2023

Front. Psychol.

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IntroductionThe ability to rapidly process speech sounds is integral not only for processing other’s speech, but also for auditory processing of one’s own speech, which allows for maintenance of speech accuracy. Deficits in rapid auditory processing have been demonstrated in autistic individuals, particularly those with language impairment. We examined rapid auditory processing for speech sounds in relation to performance on a battery of verbal communication measures to determine which aspects of verbal communication were associated with cortical auditory processing in a sample of individuals with autism.MethodsParticipants were 57 children and adolescents (40 male and 17 female) ages 5–18 who were diagnosed with an Autism Spectrum Disorder (ASD). Rapid auditory processing of speech sounds was measured via a magnetoencephalographic (MEG) index of the quality of the auditory evoked response to the second of two differing speech sounds (“Ga” / “Da”) presented in rapid succession. Verbal communication abilities were assessed on standardized clinical measures of overall expressive and receptive language, vocabulary, articulation, and phonological processing. Associations between cortical measures of left- and right-hemisphere rapid auditory processing and verbal communication measures were examined.ResultsRapid auditory processing of speech sounds was significantly associated with speech articulation bilaterally (r = 0.463, p = 0.001 for left hemisphere and r = 0.328, p = 0.020 for right hemisphere). In addition, rapid auditory processing in the left hemisphere was significantly associated with overall expressive language abilities (r = 0.354, p = 0.013); expressive (r = 0.384, p = 0.005) vocabulary; and phonological memory (r = 0.325, p = 0.024). Phonological memory was found to mediate the relationship between rapid cortical processing and receptive language.DiscussionThese results demonstrate that impaired rapid auditory processing for speech sounds is associated with dysfunction in verbal communication in ASD. The data also indicate that intact rapid auditory processing may be necessary for even basic communication skills that support speech production, such as phonological memory and articulatory control.

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“…In a similar vein, the age variable was revealed to be a good predictor of naming speed on RAN/RAS tasks, such that the older the participant, the quicker the naming speed (Areces et al, 2017; Georgiou et al, 2009). Based on these results, the RAN/RAS may be more closely related to the access speed to the orthographic representation or phonological coding of the names of numbers or objects or to the speed of the grapheme-phoneme association in the case of letters (Haight, 2006). If this is true, perhaps we can assume that this access speed can be developed later and independently from general processing speed in the individual’s development.…”

Section: Discussionmentioning

confidence: 99%

“…En la misma línea, la variable edad ha mostrado ser un buen predictor de la Velocidad de Denominación de las tareas RAN/RAS, de tal forma que, a mayor edad mayor es la velocidad de denominación (Areces et al, 2017; Georgiou et al, 2009). En base a los presentes resultados, es posible que las tareas RAN/RAS se relacionen más estrechamente con una velocidad de acceso a la representación ortográfica o a la codificación fonológica de los nombres de Números o de Objetos o a la velocidad de asociación grafema-fonema en el caso de Letras (Haight, 2006). Si esto es así, quizás se pueda asumir que dicha velocidad de acceso se pueda desarrollar a posteriori y de forma independiente a la Velocidad de Procesamiento general en el desarrollo evolutivo del individuo.…”

Section: Discusión Y Conclusionesunclassified

Relationship between naming speed, cognitive processes and decoding skills in normal readers in primary education (Relación entre la velocidad de denominación, los procesos cognitivos y habilidades de decodificación en estudiantes normolectores de educación primaria)

Ramos-Tresguerres

Cerezo

Areces

et al. 2021

Culture and Education

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Learning to read is a complex challenge during childhood, so being aware of the processes that facilitate it is essential. Decoding skills, naming speed and their relationship to reading difficulties are part of these processes. This study aims to ascertain whether there is a relationship between naming speed, cognitive variables (processing speed and working memory) and decoding skills. The sample was made up of 42 students in the first, second, third and fourth years of primary education (62% males and 38% females) between the ages of six and 10. Hierarchical regression models showed that naming times significantly predict reading pseudo-words, while no significant relationship was found with cognitive variables. The usefulness of naming tasks is shown to be a good early predictor of reading, while no direct relationship between naming times and cognitive variables is detected. RESUMENEl aprendizaje de la lectura supone un complejo desafío durante la infancia, por ello resulta fundamental conocer los procesos que actúan como facilitadores de la misma. Las habilidades de decodificación, la velocidad de denominación y su relación con las dificultades lectoras forman parte de esos procesos. El presente estudio tiene el objetivo de observar si existe relación entre la velocidad de denominación, las variables cognitivas (velocidad de procesamiento y memoria de trabajo) y las habilidades de decodificación. La muestra se compuso de 42 estudiantes de 1º, 2º, 3º y 4º curso de Educación Primaria (62% niños y 38% niñas) con edades comprendidas entre los seis y los 10 años. Los Modelos de Regresión Jerárquica mostraron que los tiempos de denominación predicen de forma significativa la lectura de pseudopalabras, no observando relación significativa con variables de ARTICLE HISTORY

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Test Review: Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing (CTOPP). Austin, TX: PRO-ED

Cited by 7 publications

References 0 publications

Reading performance is predicted by more than phonological processing

Reading performance is predicted by more than phonological processing

Associations between rapid auditory processing of speech sounds and specific verbal communication skills in autism

Relationship between naming speed, cognitive processes and decoding skills in normal readers in primary education (Relación entre la velocidad de denominación, los procesos cognitivos y habilidades de decodificación en estudiantes normolectores de educación primaria)

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