The Structure of Phonological Processing and Its Relationship to Basic Reading

Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Dan

doi:10.1080/09362835.2012.694612

Cited by 21 publications

(24 citation statements)

References 35 publications

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“…The current study's results were unequivocal regarding the first of these assumptions; the CFAs indicated that a two-factor model with NS and PA as independent constructs fit the data well and much better than the one-factor model, which was a poor fit to the data. These results are consistent with previous findings using child samples (e.g., Nelson et al, 2012), but the first to use CFA to provide evidence for the independence of NS and PA with a sample of young adults with dyslexia. Interestingly, the correlation (.09) between PA and NS was small for the current sample, although consistent with Cirino et al's (2005) finding of a nonsignificant correlation (r=.13) between PA and NS in a sample of college students referred for learning problems.…”

Section: Independence Of Ns and Its Prediction Of Reading Beyond Pa Asupporting

confidence: 92%

Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia

Nelson

2015

Ann. of Dyslexia

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The double-deficit hypothesis (DDH) of the developmental dyslexias (Wolf and Bowers, Journal of Educational Psychology, 91, 415-438, 1999) was investigated with 149 adolescents and young adults (age range = 16 to 24 years) with dyslexia. Confirmatory factor analysis indicated that a two-factor model with separate naming speed (NS) and phonological awareness (PA) constructs was superior to a one-factor model, supporting the assumption within the DDH that NS is a source of reading dysfunction separable from PA. Hierarchical multiple regression analyses resulted in findings that were only partially supportive of the DDH. NS was predictive of word reading, spelling, and reading fluency beyond PA and verbal intellectual ability, but not pseudoword reading and timed and untimed reading comprehension. Examination of DDH subtypes did not support the core assumption of the DDH that the double-deficit subtype would have more impaired reading skills than both of the single-deficit subtypes. The NS deficit subtype was found to be more prevalent than the double-deficit and PA deficit subtypes within the subgroup of dyslexics with impairment in reading fluency. Overall results provided mixed support for the DDH and pointed to the need for the inclusion of additional abilities within theories of the underlying mechanisms disrupted in dyslexia.

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Section: Independence Of Ns and Its Prediction Of Reading Beyond Pa Asupporting

confidence: 92%

Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia

Nelson

2015

Ann. of Dyslexia

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“…Consistent with this notion, prior researchers have demonstrated that phonological processing plays a role in multiple aspects of reading including basic reading, fluency, and comprehension (Cornwall, 1992; Wagner et al, 1993; Sprugevica and Hoien, 2004; Nelson et al, 2012). Three of the main components of phonological processing are phonological awareness, rapid automatized naming, and phonological memory (Wagner et al, 1993).…”

Section: Introductionmentioning

confidence: 66%

“…Phonological awareness includes one’s ability to process and manipulate individual phonemes; rapid naming includes one’s ability to retrieve phonemes rapidly/automatically from long-term memory; and phonological memory refers to short-term memory for phonetically coded material. Research by Nelson et al (2012) supports the idea that these skills are best conceived as three separate but correlated abilities rather than highly overlapping measures of one or two underlying constructs. Consistent with the idea of these being separate skills, these three abilities may differentially predict reading ability.…”

Section: Introductionmentioning

confidence: 88%

“…Consistent with the idea of these being separate skills, these three abilities may differentially predict reading ability. Basic reading skills may have stronger associations with phonological awareness than with rapid naming (Wagner et al, 1997; Nelson et al, 2012), and reading fluency and comprehension may have stronger associations with rapid naming than with phonological awareness (Young and Bowers, 1995; Sprugevica and Hoien, 2004). However, these relationships may vary with the age/grade level of the reader (Wagner et al, 1993, 1997; Torgesen, 1999; Kirby et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

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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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“…Τα απνηειέζκαηα ησλ εξεπλώλ αλαθέξνπλ όηη ηα θσλνινγηθά ειιείκκαηα αληηθαηνπηξίδνπλ κηα αλαθξηβή απνθσδηθνπνίεζε ησλ θσλνινγηθώλ ραξαθηεξηζηηθώλ ησλ ιεθηηθώλ πιεξνθνξηώλ (Tijms, 2004) θαη απνηεινύλ ηελ θύξηα αηηία γηα κηα πηζαλή απνηπρία ζην λα απνθηήζνπλ ηα δπζιεμηθά παηδηά ηελ επαξθή ηθαλόηεηα απηόκαηεο αλαγλώξηζεο ησλ ιέμεσλ θαη απνθσδηθνπνίεζεο ησλ γξαθεκάησλ (Constantinidou&Stainthorp, 2009. Nelson, Lindstrom, Lindstrom, &Denis, 2012.…”

Section: ελλείμμαηα ζηη φυνολογική επεξεπγαζία και ζηη φυνολογική ενηunclassified

Γνωστικά Ελλείμματα Των Παιδιών Με Δυσλεξία

Ταμπάκη¹,

Χατζηγεωργίου²,

Antoniou³

2017

edusc

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Τα τελευταία χρόνια οι μαθησιακές δυσκολίες βρίσκονται στο επίκεντρο πλήθους ερευνών, μελετών και δημοσιεύσεων. Η δυσλεξία ως νευρολογική, ψυχολογική και εκπαιδευτική διαταραχή που σχετίζεται με τη μάθηση του γραπτού λόγου (γραφή, ανάγνωση και ορθογραφία) αποτελεί τη σημαντικότερη και πιο σοβαρή μαθησιακή δυσκολία. Η διαδικασία εκμάθησης του γραπτού λόγου, της λειτουργίας δηλαδή της ανάγνωσης και της γραφής, αποτελεί μια σύνθετη γνωστική λειτουργία στην οποία εμπλέκονται βασικές νοητικές ικανότητες για την επεξεργασία των πληροφοριών, ήτοι η μνήμη, η αντίληψη, η σκέψη και η γλώσσα. Διαταραχές ή ελλείμματα των συγκεκριμένων ικανοτήτων δυσχεραίνουν τη διαδικασία μάθησης και προκαλούν δυσκολίες στη γενικότερη μαθησιακή πορεία των παιδιών. Η παρούσα εισήγηση θα επικεντρωθεί στις αδυναμίες που παρουσιάζουν οι μαθητές με δυσλεξία στις γνωστικές λειτουργίες, όπως έχουν καταγραφεί ερευνητικά, στις περιοχές της αντίληψης (οπτικής και ακουστικής), του αυτοματισμού, της μνήμης, της φωνολογικής ενημερότητας και των μεταγνωστικών δεξιοτήτων. Αξίζει, ωστόσο, να επισημανθεί ότι τα προαναφερθέντα χαρακτηριστικά είναι ενδεικτικά εξαιτίας της μεγάλης ποικιλομορφίας των μαθησιακών δυσκολιών και εμφανίζονται με διαφορετική μορφή και ένταση σε κάθε άτομο. Οι επιβεβλημένες εκπαιδευτικές παρεμβάσεις θα πρέπει να έχουν ως σκοπό την ενδυνάμωση των ελλειμμάτων που παρουσιάζουν τα παιδιά όχι μόνο στον γνωστικό και μαθησιακό τομέα, αλλά και στον ψυχοκοινωνικό.

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The Structure of Phonological Processing and Its Relationship to Basic Reading

Cited by 21 publications

References 35 publications

Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia

Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia

Reading performance is predicted by more than phonological processing

Γνωστικά Ελλείμματα Των Παιδιών Με Δυσλεξία

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