Tracing symbol naming speed's unique contributions to reading disabilities over time

Bowers, Patricia Greig

doi:10.1007/bf01027185

Cited by 183 publications

(180 citation statements)

References 46 publications

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“…Pennington et al, 2001) or even CA controls (e.g. Bowers, 1995;Wimmer, 1993). In addition, the results of the multiple-case study indicated that the prevalence of these deficits is very low: 1 case for phonological short-term memory and 2 cases for rapid naming.…”

Section: Reading-related Skillsmentioning

confidence: 80%

“…In most earlier studies, a phonemic-awareness deficit was observed in dyslexics compared to RL controls in English (e.g. Bowers, 1995;Bruck, 1992;Chiappe et al, 2002;Joanisse, Manis, Keating, & Seidenberg, 2000;Pennington et al, 2001), as well as in dyslexics faced with a more transparent orthography (e.g. Spanish: Jimenez-Gonzalez, & Ramirez-Santana, 2002;Czech: Caravolas et al, 2005;German: Landerl et al, 1997; but see Landerl & Wimmer, 2000).…”

Section: Reading-related Skillsmentioning

confidence: 99%

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Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

et al. 2008

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In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics' phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 +8 months; RL: 80 +3 months). For the group study, the 15 dyslexics were matched pairwise on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 +4 months). For the multiple-case study, the RL control group included 86 average readers (CA: 83 +4 months; RL: 85 +5 months). To assess the relative efficiency of the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or long. The dyslexics' skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness, phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this deficit was high (the accuracy scores of all but 2 of the 15 dyslexics being more than 1 SD below the RL control mean), and that deficits in phonemic awareness were more prevalent (7 cases) than deficits in phonological memory (1 case) and in rapid naming (2 cases). Three unexpected results were observed in the group study: the difference between regular words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics' reading deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for instance).

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Section: Reading-related Skillsmentioning

confidence: 80%

Section: Reading-related Skillsmentioning

confidence: 99%

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

et al. 2008

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“…No entanto, no que diz respeito à fluência de leitura observou-se uma contribuição maior dos processos subjacentes à nomeação seriada rápida, o que é condizente com outros estudos na área (Bowers, 1995;Guaraldo & Cardoso-Martins, 2005;Pennington, Cardoso-Martins, Green, & Lefly, 2001).…”

Section: Discussionunclassified

A contribuição de variáveis cognitivas para a leitura e a escrita no português brasileiro

Justi¹,

Roazzi²

2012

Psicol. Reflex. Crit.

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ResumoO presente estudo investigou se as variáveis 'processamento fonológico' (memória de trabalho fonológica e consciência fonológica), 'nomeação seriada rápida' e 'consciência morfológica' contribuem de forma independente umas das outras para a leitura e a escrita no português brasileiro, após o controle da idade e da inteligência não verbal. Participaram da pesquisa 94 crianças matriculadas na 3 a série (quarto ano) do ensino fundamental de três escolas particulares. Os resultados de análises de regressão hierárquica indicaram que o processamento fonológico, a nomeação seriada rápida e a consciência morfológica apresentaram contribuições independentes para a habilidade de escrita. Porém, no que diz respeito à precisão e à fluência de leitura, apenas o processamento fonológico e a nomeação seriada rápida contribuíram para essas habilidades. Palavras chave: Consciência fonológica, memória de trabalho fonológica, nomeação seriada rápida, consciência morfológica, leitura e escrita. AbstractThe purpose of this study was to evaluate the independent contribution of phonological processing (phonological awareness and phonological working memory), rapid naming and morphological awareness to reading and writing skills in Brazilian Portuguese. Ninety-four third-graders of three private Brazilian schools took part in this study. Hierarchical regression analyses were carried out on measures of reading (accuracy and fluency) and writing skills controlling for age and intelligence. The results showed an independent contribution of phonological processing, rapid naming and morphological awareness for writing skill. However, the results for measures of reading accuracy and reading fluency indicated that only phonological processing and rapid naming made independent contributions for such skills.

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“…Specifically, Torgesen et al (1997) pointed out that such studies have not typically controlled for autocorrelation effects created by the variance that rapid naming and phonological skills share with reading performance (e.g., Bowers, 1995). Thus, in a longitudinal study addressing this question, these investigators found that second grade measures of phonological awareness accounted for unique variance on fourth grade timed and untimed reading and orthographic coding tasks, when performance on second grade reading measures was controlled.…”

Section: Language and Language-based Deficitsmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,032

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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Tracing symbol naming speed's unique contributions to reading disabilities over time

Cited by 183 publications

References 46 publications

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

A contribuição de variáveis cognitivas para a leitura e a escrita no português brasileiro

Specific reading disability (dyslexia): what have we learned in the past four decades?

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