The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

Elhassan, Zena; Crewther, Sheila G.; Bavin, Edith L.

doi:10.3389/fpsyg.2017.00533

Cited by 27 publications

(21 citation statements)

References 56 publications

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“…For both tasks, children complete as many items as possible until a ceiling of four incorrect trials in a row is reached. In line with the notion that elision and blending words contribute to reading skill differentially (Elhassan, Crewther, & Bavin, ), we compared correlations between standard scores on these tests and task accuracy to determine which measure to use as our metric of PA skill.…”

Section: Methodsmentioning

confidence: 99%

Brain lateralization of phonological awareness varies by maternal education

Younger

Lee

Demir-Lira

et al. 2019

Developmental Science

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Socioeconomic status (SES) has been shown to influence language skills, with children of lower SES backgrounds performing worse on language assessments compared to their higher SES peers. While there is abundant behavioral research on the effects of SES, whether there are differences in the neural mechanisms used to support language skill is less established. In this study, we examined the relation between maternal education (ME), a component of SES, and neural mechanisms of language. We focused on Kindergarten children, at the beginning of formal reading education, and on a pre‐reading skill, phonological awareness—the ability to distinguish or manipulate the sounds of language. We determined ME‐related differences in neural activity by examining a skill‐matched sample of typically achieving 5‐year‐old children as they performed a rhyme judgment task. We examined brain lateralization in two language processing regions, the inferior frontal gyrus (IFG) and superior temporal gyrus (STG). In the IFG, lateralization was related to ME but not skill: children with low ME showed bilateral activation compared to children with higher ME who showed leftward lateralization. In the STG, there was a skill by ME interaction on lateralization, such that children with high ME showed a positive relation between rightward lateralization and skill and children with low ME showed a positive relation between leftward lateralization and skill. Thus, we demonstrated ME is related to differences in neural recruitment during language processing, yet this difference in recruitment is not indicative of a deficit in linguistic processing in Kindergarten children.

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Section: Methodsmentioning

confidence: 99%

Brain lateralization of phonological awareness varies by maternal education

Younger

Lee

Demir-Lira

et al. 2019

Developmental Science

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“…This is not surprising given that children tested in the present study had at least 1 year of reading experience. Phonological awareness indeed plays a key role in the early stages of reading acquisition, i.e., when learning grapheme-to-phoneme conversion [113][114][115], and undergoes a substantial maturation during that period [116].…”

Section: Classical Behavioral Predictors Related To Global Reading Abmentioning

confidence: 99%

Cortical tracking of speech in noise accounts for reading strategies in children

et al. 2020

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Humans' propensity to acquire literacy relates to several factors, including the ability to understand speech in noise (SiN). Still, the nature of the relation between reading and SiN perception abilities remains poorly understood. Here, we dissect the interplay between (1) reading abilities, (2) classical behavioral predictors of reading (phonological awareness, phonological memory, and rapid automatized naming), and (3) electrophysiological markers of SiN perception in 99 elementary school children (26 with dyslexia). We demonstrate that, in typical readers, cortical representation of the phrasal content of SiN relates to the degree of development of the lexical (but not sublexical) reading strategy. In contrast, classical behavioral predictors of reading abilities and the ability to benefit from visual speech to represent the syllabic content of SiN account for global reading performance (i.e., speed and accuracy of lexical and sublexical reading). In individuals with dyslexia, we found preserved integration of visual speech information to optimize processing of syntactic information but not to sustain acoustic/phonemic processing. Finally, within children with dyslexia, measures of cortical representation of the phrasal content of SiN were negatively related to reading speed and positively related to the compromise between reading precision and reading speed, potentially owing to compensatory attentional mechanisms. These results clarify the nature of the relation between SiN perception and reading abilities in typical child readers and children with dyslexia and identify novel electrophysiological markers of emergent literacy.

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“…This 548 is not surprising given that children tested in the present study had at least one year of reading 549 experience. Phonological awareness indeed plays a key role in the early stages of reading 550 26 acquisition, i.e., when learning grapheme-to-phoneme conversion, [106][107][108] and undergoes a 551 substantial maturation during that period. 109 552 553…”

Section: Classical Behavioral Predictors Related To Global Reading Abmentioning

confidence: 99%

Cortical tracking of speech in noise accounts for reading strategies in children

Destoky

Bertels

Niesen

et al. 2020

Preprint

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Humans’ propensity to acquire literacy relates to several factors, among which, the ability to understand speech in noise (SiN). Still, the nature of the relation between reading and SiN perception abilities remains poorly understood. Here, we dissect the interplay between (i) reading abilities, (ii) classical behavioral predictors of reading (phonological awareness, phonological memory and lexical access), and (iii) electrophysiological markers of SiN perception in 99 elementary school children (26 with dyslexia). We demonstrate that cortical representation of phrasal content of SiN relates to the development of the lexical (but not sublexical) reading strategy. In contrast, classical behavioral predictors of reading abilities and the ability to benefit from visual speech to represent the syllabic content of SiN account for global reading performance (i.e., speed and accuracy of lexical and sublexical reading). Finally, we found that individuals with dyslexia properly integrate visual speech information to optimize processing of syntactic information, but not to sustain acoustic/phonemic processing. These results clarify the nature of the relation between SiN perception and reading abilities in typical and dyslexic child readers, and identified novel electrophysiological markers of emergent literacy.

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The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

Cited by 27 publications

References 56 publications

Brain lateralization of phonological awareness varies by maternal education

Brain lateralization of phonological awareness varies by maternal education

Cortical tracking of speech in noise accounts for reading strategies in children

Cortical tracking of speech in noise accounts for reading strategies in children

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