The nature of phonological processing and its causal role in the acquisition of reading skills.

Wagner, Richard K.; Torgesen, Joseph K.

doi:10.1037/0033-2909.101.2.192

Cited by 2,622 publications

(1,947 citation statements)

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“…The Rose Report (Rose, 2009) used research evidence to conclude that interventions that prioritize phonological skills are effective for teaching reading to children with dyslexia. Phonological processing skills refer to the skills needed to use phonemes (i.e., the sounds in language) to process spoken and written language (Wagner & Torgesen, 1987). The broad category of phonological processing includes the cognitive skills of phonological awareness (the ability of focus on and manipulate the sounds in spoken words) and phonological working memory retrieval (the ability to store and recall the correct phoneme sound from memory).…”

Section: Introductionmentioning

confidence: 99%

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Knight

2018

Dyslexia

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Given that an estimated 5–10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large‐scale survey of teachers in England and in Wales (N ≈ 2,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e., neurological) and cognitive (i.e., processing) aspects of dyslexia. Moreover, a number of teachers mentioned visual factors in their description of dyslexia, despite there being inconclusive evidence to suggest a direct relationship between visual functioning and dyslexia. Further findings demonstrate the importance of good‐quality teacher training in increasing teachers' confidence working with those with dyslexia, while increasing their knowledge of the cognitive aspects of dyslexia. This paper argues that evidence‐based teacher training, which informs teachers of the up‐to‐date research on the biological, cognitive, and behavioural aspects of dyslexia, is essential to combat misconceptions and ensure that teachers have more nuanced and informed understandings of dyslexia.

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Section: Introductionmentioning

confidence: 99%

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Knight

2018

Dyslexia

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“…Developmental dyslexia is characterized by difficulty with fluency and/or accuracy of reading in the absence of serious intellectual, sensory, emotional, and/or experiential impediments to learning (Lyon, 1995) There is a strong consensus in the field that the proximal cause of the disorder involves phonological deficits (Brady, 1997;Fowler, 1991;Snowling, 2000;Stanovich & Siegel, 1994;Wagner & Torgesen, 1987). Phonological deficits are thought to underlie critical components of the reading process such as the learning of spelling-sound correspondences and the development of efficient word recognition (Bruck, 1992;Rack, Snowling, & Olson, 1992;Share, 1995;Stanovich & Siegel, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, gating tasks minimize confounding factors often present in other tests of phonological processing. Because gating tasks require a single untimed response on each trial, they place a minimal load on working memory and on the speed of phonological retrieval, two processes that may be compromised in dyslexic children (e.g., Wagner & Torgesen, 1987;Wolf & Bowers, 1999). Finally, problems with phonological retrieval (e.g., on confrontation naming tasks found in some dyslexic children [Wolf & Bowers, 1999]) are unlikely to interfere with gating performance because the stimulus items typically are very common words.…”

Section: Introductionmentioning

confidence: 99%

Auditory word identification in dyslexic and normally achieving readers

Bruno

Manis

Keating

et al. 2007

Journal of Experimental Child Psychology

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The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, particularly on the most difficult items, namely those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relation of gating and general language ability to word and pseudoword reading ability.

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“…Adams, 1990;L. Bradley & Bryant, 1983;Wagner & Torgesen, 1987) with reading development, surprisingly few have considered these two factors together (Bowey, 1995;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990), and none has examined how a child's social background may interact with PA in predicting reading ability. Such approaches implicitly make strong assumptions about the independence of these two factors.…”

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confidence: 99%

Socioeconomic background modulates cognition–achievement relationships in reading

Noble

Farah

McCandliss

2006

Cognitive Development

178

134

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Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors. KeywordsCognition; Socioeconomic status; Phonological awareness; Reading; Language Many factors contribute to individual differences in early childhood reading ability. To optimize reading education strategies, we must understand how these factors relate to and interact with each other in the development of reading skills. Extensive literatures have addressed both the cognitive and social correlates of reading development. Sociological research has provided insights into the relationship between reading achievement and a child's socioeconomic background, whereas the traditions of cognitive and educational psychology have largely focused on the cognitive precursors to reading ability. However, although a number of studies have examined the distinct associations of either socioeconomic status (SES, e.g. R.H. Bradley, Corwyn, Burchinal, Pipes McAdoo, & Garcia Coll, 2001;White, 1982;Whitehurst, 1997) or phonological awareness (PA, e.g. Adams, 1990;L. Bradley & Bryant, 1983;Wagner & Torgesen, 1987) with reading development, surprisingly few have considered these two factors together (Bowey, 1995;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990), and none has examined how a child's social background may interact with PA in predicting reading ability. Such approaches implicitly make strong assumptions about the independence of these two factors. Here we hypothesize that these two factors are not independent, but rather, that a child's background and experiences are likely to directly interact with the cognitive precursors to reading. This "Multiplicative Factors NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptHypothesis," outlined below, predicts that the relationship between PA and reading achievement will be systematically modulated by SES.SES is strongly associated with many measures of childhood cognitive and academic achievement, including IQ (Liaw & Brooks-Gunn, 1994;Smith, Brooks-Gunn, & Klebanov, 1997), achievement test scores (Brooks-Gunn, Guo, & Furstenberg, 1993), grade retentions and functional literacy (Baydar, Brooks-Gunn, & Furstenberg, 1993). These effects are typically quite substan...

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The nature of phonological processing and its causal role in the acquisition of reading skills.

Cited by 2,622 publications

References 88 publications

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Auditory word identification in dyslexic and normally achieving readers

Socioeconomic background modulates cognition–achievement relationships in reading

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