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1.
In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   

2.
Mathematical thinking in second-grade children with different forms of LD   总被引：1，自引：0，他引：1  
Based on their performance on a standardized achievement test, second-grade children (N = 49) were classified as having mathematics difficulties with normal reading achievement (MD only), both mathematics and reading difficulties (MD/RD), reading difficulties with normal mathematics achievement (RD only) and normal mathematics and reading achievement (NA). Each child was given a series of tasks so that we might assess their thinking across four areas of mathematics: number facts, story problems, place value, and written calculation. Children with MD/RD performed significantly worse than NA children in most areas of mathematical thinking, whereas children with MD only performed worse than NA children only on complex story problems. The MD-only group outperformed the MD/RD group on story problems and written calculation. No significant differences were found between the RD-only and NA groups on any of the tasks. The results suggested that among children with mathematics difficulties, the MD/RD subgroup is distinct from the MD-only subgroup, with the former being characterized by pervasive deficiencies in mathematical thinking and the latter by more specific deficits in problem solving.  相似文献   

3.
A two‐factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long‐term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co‐morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math‐fact learning difficulties of MD only and some MD/RD children.  相似文献   

4.
The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics‐vocabulary understanding of fifth‐grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD‐only), reading difficulty without mathematics difficulty (RD‐only), and combined mathematics and reading difficulties (MDRD). On the mathematics‐vocabulary measure, students with MD‐only or RD‐only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD‐only or RD‐only.  相似文献   

5.
The current meta-analysis synthesized findings from profiling research on Chinese children with reading difficulties (RD). We reviewed a total of 81 studies published between 1964 and May 2015, representing a total of 9735 Chinese children. There are 982 effect sizes for the comparison between children with RD and age-matched typically developing (A-TD) children and 152 effect sizes for the comparison between children with RD and reading-level-matched typically developing (R-TD) children on multiple linguistic and cognitive skills. Results showed that compared to A-TD children, children with RD have severe deficits in morphological awareness, orthographic knowledge, phonological awareness, rapid naming, working memory, and visual skills and moderate deficits in short-term memory and motor skills. Compared to R-TD children, children with RD only have moderate deficits in rapid naming and mild deficits in orthographic knowledge. Moderation analyses for the comparison between RD and A-TD children revealed that children with more severe RD show more severe deficits in morphological awareness, phonological awareness, rapid naming, and visual skills. However, neither location (Mainland vs. Hong Kong) nor type of reading screening (character recognition vs. character recognition combined with reading comprehension) emerged as a moderator of the deficit profiles. These findings indicate that Chinese children with RD have deficits on a wide range of cognitive and linguistic skills. Deficits in rapid naming and orthographic knowledge may be potential causal factors for RD in Chinese based on existing evidence. Implications for the diagnosis and instructions of Chinese children with RD were discussed.  相似文献   

6.
This study determined the degree to which the phonological and executive components of memory reflect language‐specific capacities in reading achievement. We tested whether the memory processes in a sample of English‐language learners that played a major role in predicting second‐language acquisition and risk for reading disability (RD) in Grade 1 (Swanson, Sáez, Gerber, & Leafstedt, 2004) also predicted reading performance in Grade 2. The present results showed that Spanish short‐term memory (STM) performance in Grade 1 predicted basic Spanish‐reading skills and Spanish comprehension in Grade 2, whereas Grade 1 English STM performance predicted English vocabulary and English comprehension in Grade 2. More importantly, children at risk for RD in Grade 1 differed from the counterparts in Grade 2 on both English and Spanish measures of reading, whereas their memory deficits were isolated to Spanish STM and working memory (WM). The relationship between language‐specific processes in memory and reading are discussed.  相似文献   

7.
Phonological awareness (PA) and rapid automatised naming (RAN) skills in relation to reading acquisition were examined using two languages, one with a deep orthography (English) and the other with a shallow orthography (Korean). Participants were 50 Korean American children who spoke English as a dominant language (DL) and were learning to read Korean as a sequential language (SL). Parallel measures in English and Korean assessed PA, RAN and reading skills. The results showed the similarities and differences between the DL and SL acquisition patterns for PA and RAN. While PA skills of the DL were a dominant predictor in SL reading achievement, RAN became important for the children with the higher level of SL reading performance. This cross‐sectional study indicates that proficiencies of PA and RAN in the DL are the pathway to reading success in an SL. This suggests that a universal thread exists in learning dual languages, despite dissimilar orthography, phonology and writing systems.  相似文献   

8.
This paper presents the results of a follow‐up study of reading difficulties among Spanish‐speaking Latin American children of low socioeconomic background (SES) over four school years. The research started with a group of 93 children with reading difficulties (RD) by 2nd and 3rd grade teachers in four schools and a control group of 63 children without reading difficulties (ND), belonging to the same schools. Both groups were equivalent in age, grade, gender and SES. All children were tested on reading decoding and comprehension, reading and writing pseudo‐words, verbal abilities, visual perception, phonological processing, and the WISC‐R. Neither SES nor IQ accounted significantly for the reading difficulties in the RD group. The most predictive variables of the final reading level in the RD group were phonological processing, verbal abilities, and the initial level of decoding. After four years, 17% of the initial RD children had reached an average level of reading, but 11% of this group remained with severe reading difficulties and may be considered as dyslexic children. The RD children who became average readers were not significantly different from the control group in verbal abilities, nor in phonological processing. Nevertheless, they were significantly different in terms of IQ scores. The neuropsychological characteristics of the children with severe reading difficulties appear similar to those found in children with dyslexia in more developed countries.  相似文献   

9.
The purpose of the present study was to examine the contribution of phonological and nonphonological language skills to reading among Hebrew-speaking children with and without reading disabilities (RD) aged 10–13. We expected that the performance of children with RD would be significantly poorer in all of the language processes compared with those of chronological age-matched children with no RD. Also, we expected that nonphonological language skills would contribute unique variance to reading level. The results showed that the most marked predictor for all reading measures was the phonological awareness measure. However, nonphonological language skills also showed a significant contribution to variance in accuracy and rate of reading real words but not to variance in pseudoword reading. The discussion highlights how investigating different orthographic systems can deepen our understanding of the role of the different language processes at play in reading. Our results further stress the importance of using multi-componential reading measures (i.e., pseudowords, real words and reading rate) when analyzing the relationship between reading and language skills.  相似文献   

10.
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children.  相似文献   

11.
We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.  相似文献   

12.
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers.  相似文献   

13.
The purpose of this study was to describe the mathematical problem-solving profiles of students with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). The disability status of fourth-grade students was verified through testing (n = 18 MD; n = 22 MD + RD). Then a hierarchy of mathematics problem-solving tasks was administered. The results demonstrated large deficits for both groups; however, the differences between students with MD and those with MD + RD were mediated by the level of problem solving (arithmetic story problems vs. complex story problems vs. real-world problem solving) and by performance dimension (operations vs. problem solving). On arithmetic story problems, the differences between the disability subtypes were similar for operations and problem solving. By contrast, on complex story problems and real-world problem solving, the differences between the subtypes were larger for problem solving than for operations.  相似文献   

14.
IT HAS OFTEN been assumed that, given appropriate instruction, children with intellectual disability can reach a level of achievement in reading commensurate with their level of mental development. This paper reviews evidence to the contrary, with particular reference to the skills required for word recognition. Similarities between specific reading disability and reading difficulty in children of low intelligence are noted, especially in deficits in short‐term memory. Much of the research with children with an intellectual disability has focussed on the teaching of sight‐word recognition; however, studies of decoding skills indicate that ability to acquire and use a knowledge of spelling patterns is a major problem underlying difficulty in independent word recognition by these children. Efforts to teach these children more efficient decoding skills have met with only limited success.  相似文献   

15.
ABSTRACT— The majority of children who receive special education services meet criteria for reading disability (RD) or attention-deficit/hyperactivity disorder (ADHD), but additional research is needed to understand the long-term academic outcome of children in these groups. Individuals with RD only ( N = 71), ADHD only ( N = 66), both RD and ADHD ( N = 51), or neither disorder ( N = 118) were identified through the ongoing Colorado Learning Disabilities Research Center twin study and retested 5 years later. Results of the follow-up testing indicated that, in addition to ongoing reading difficulties, individuals with RD exhibited higher rates of academic difficulties, depression, and adolescent-onset conduct disorder. Initial ADHD status was associated with academic and social difficulties and elevated rates of nearly all comorbid disorders 5 years later. The group with comorbid RD and ADHD had more stable reading deficits than the group with RD without ADHD and exhibited greater impairment than groups with either disorder alone on outcome measures of academic functioning and social difficulties. These results suggest that individuals with both RD and ADHD are at increased risk for negative outcomes as adolescents and young adults and that when RD and ADHD co-occur, interventions should be provided for both disorders.  相似文献   

16.
The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.  相似文献   

17.
Attention‐deficit/hyperactivity disorder (ADHD) often co‐occurs with reading disability. A cross‐sectional study in an Italian‐speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD.  相似文献   

18.
Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure and nonsignificantly better than controls on the GA measure. The Group × Measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness.  相似文献   

19.
There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced versions at different time points during training. The results indicated that spaced texts slow down reading speeds in children without RD. In contrast, spaced texts improved reading speeds in children with reading difficulties after some training took place. These findings suggest that the effect of word spacing information on Chinese reading might vary as a function of individual differences in reading abilities. We argue that children with RD can accommodate to the spaced text better than children without RD and that they can take advantage of using bottom-up spacing information to segment and recognize words in text.  相似文献   

20.
We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits.  相似文献   

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