Word reading and reading‐related skills in adolescents with Williams syndrome

Levy, Yonata; Smith, Jason T.; Tager–Flusberg, Helen

doi:10.1111/1469-7610.00146

Cited by 37 publications

(41 citation statements)

References 59 publications

(82 reference statements)

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“…Those few studies reported that the acquisition of reading skills is delayed and it correlates with general IQ level (Howlin, Davies, & Udwin, 1998;Levy, Smith, & Tager-Flusberg, 2003). Overall, word reading is mainly lexically based, whereas phonological reading seemed to be less involved.…”

Section: Introductionmentioning

confidence: 99%

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

et al. 2009

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The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-toone grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word's pronunciation is activated after its meaning is obtained.

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Section: Introductionmentioning

confidence: 99%

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

et al. 2009

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“…However, researchers have found that decoding ability as measured by nonword reading performance is correlated with reading ability in children and adults with ID of mixed etiology (Saunders & DeFulio, 2007; Wise, Sevcik, Romski,& Morris, 2010) as well as in those with Down and Williams syndromes (e.g., Cardoso-Martins, Peterson, Olson, & Pennington, 2009; Fowler, Doherty, & Boynton, 1995; Laing, Hulme, Grant, & Karmiloff-Smith, 2001; Levy, Smith, & Tager-Flusberg, 2003). …”

Section: Introductionmentioning

confidence: 99%

“…Several studies have shown that individuals with Down syndrome (DS) have weak phonological awareness skills compared to TD children of similar developmental level (Fletcher & Buckley, 2002; Kay-Raining Bird, Cleave, & McConnell, 2000; Kennedy & Flynn, 2002; Roch & Jarrold, 2008; Verucci, Menghini, & Vicari, 2006; see Abbeduto, Warren, & Conners, 2007; Lemons & Fuchs, 2010b), and it is thought that this is one reason why they are also poor decoders (Roch & Jarrold, 2008). There is also evidence that at least some aspects of phonological awareness are especially weak in Williams syndrome (e.g., Menghini et al, 2004; see also Laing et al, 2001; Levy et al, 2003 for correlations with reading measures). It is not known, however, whether these patterns are specific to these etiologies or are common to groups with ID regardless of etiology.…”

Section: Introductionmentioning

confidence: 99%

Strengths and weaknesses in reading skills of youth with intellectual disabilities

Channell¹,

Loveall²,

Conners³

2013

Research in Developmental Disabilities

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Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the relation between group membership and word recognition, whereas neither orthographic processing nor RAN did so. The group with ID also underperformed the TD group on phonological awareness and phonological memory, both of which significantly mediated the relation between group membership and phonological decoding. These data suggest that poor word recognition in youth with ID may be due largely to poor phonological decoding, which in turn may be due largely to poor phonological awareness and poor phonological memory. More focus on phonological skills in the classroom may help students with ID to develop better word recognition skills.

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“…WBS has also been associated with reading difficulties and 'full' dyslexia. [112][113][114] The deletion of GTF2I as part of the WBS deletion is responsible for the rather typical neurocognitive profile associated with WBS and, more specifically, for the visuospatial construction deficits that are very often seen in individuals with WBS. 115,116 Visuospatial construction deficits are also found in people with dyslexia.…”

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confidence: 99%

A theoretical molecular network for dyslexia: integrating available genetic findings

et al. 2010

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Developmental dyslexia is a common specific childhood learning disorder with a strong heritable component. Previous studies using different genetic approaches have identified several genetic loci and candidate genes for dyslexia. In this article, we have integrated the current knowledge on 14 dyslexia candidate genes suggested by cytogenetic findings, linkage and association studies. We found that 10 of the 14 dyslexia candidate genes (ROBO1, KIAA0319, KIAA0319L, S100B, DOCK4, FMR1, DIP2A, GTF2I, DYX1C1 and DCDC2) fit into a theoretical molecular network involved in neuronal migration and neurite outgrowth. Based on this, we also propose three novel dyslexia candidate genes (SLIT2, HMGB1 and VAPA) from known linkage regions, and we discuss the possible involvement of genes emerging from the two reported genome-wide association studies for reading impairment-related phenotypes in the identified network.

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Word reading and reading‐related skills in adolescents with Williams syndrome

Abstract: It is suggested that in individuals with retardation, intelligence rather than language and language-related skills predict achievements in word reading.

Cited by 37 publications

References 59 publications

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

Strengths and weaknesses in reading skills of youth with intellectual disabilities

A theoretical molecular network for dyslexia: integrating available genetic findings

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