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1.
Reading-related skills were tested in adults with and without reading disabilities (RD) and adults with profound hearing impairment (PHI) who did not differ on average Performance IQ. The RD group and the PHI group both demonstrated levels of phonological awareness lower than the control group's, but only the RD group also exhibited deficits in other skills, including verbal short-term memory, morphological awareness, speeded written naming, and reading comprehension. The average reading level of the PHI group was significantly higher than that of the RD group. Three control group members also demonstrated limited phonological awareness without other deficits in a pilot study, performing similarly to the PHI group. The results support other studies suggesting that processes dependent on memory, not solely phonological awareness, may contribute to determining reading achievement.  相似文献   

2.
The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (<80, 80–90, 90–110, >110) and reading disabled (RD) and normally achieving readers (NR) were compared. The findings indicate that IQ scores were not related to the differences between children with RD and NR. We found that reading‐related cognitive deficits do differentiate between RD and NR children. Therefore, IQ scores do not make a significant contribution to our understanding of reading disability.  相似文献   

3.
This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children's WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading.  相似文献   

4.
We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existed. Our results are consistent with those of earlier studies showing that IQ does not play a significant role in the presentation of RD. However, adolescents with below average IQ and RD seemed to have much broader deficits in academically important skills such as arithmetic and reading comprehension than the other groups.  相似文献   

5.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.  相似文献   

6.
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   

7.
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   

8.
The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.  相似文献   

9.
Data suggest that children with reading disability (RD) and non-RD children with attention-deficit/hyperactivity disorder (ADHD) may comprise distinct subgroups. Research has been hampered by variance in definitional criteria, which results in the study of different subgroups of children. Using cluster analysis, this study empirically divided children with ADHD (N = 54), based on their Full Scale IQ (FSIQ) and reading ability. Four distinct subgroups emerged in which cognitive, behavioral, and neurochemical function was compared. Cluster 1 was of average FSIQ and reading scores; Cluster 2 was of average FSIQ but showed impairment in reading; Cluster 3 had high FSIQ and reading scores; and Cluster 4 had low scores in both domains. The groups had different patterns of cognitive, behavioral, and neurochemical function, as determined by discrepancies in Verbal-Performance IQ, academic achievement scores, parent aggression ratings, and a measure of noradrenergic function. These distinctions are discussed with regard to etiology, treatment, and long-term outcome.  相似文献   

10.
The present study examined the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD) in male adults. Participants were 120 men, of whom 24 were classified as having ADHD. The basis for the diagnosis was two self-report scales validated by interviews and background data. An extensive battery was used to assess phonological abilities and various aspects of reading skills. No differences were obtained between adults with and without ADHD on measures of either phonological processing skills or word decoding, indicating a low comorbidity with RD. This finding was valid even when different criteria were used to diagnose RD. However, the two groups differed in reading comprehension, with individuals with ADHD performing poorly in tests of reading comprehension. These results are compatible with the view that reading comprehension involves many of the higher cognitive control functions assumed to be impaired in ADHD. However, these attentional control functions are not critical to word recognition, which is determined by a more encapsulated phonological processing module. The pattern of associations between ADHD and RD observed in the present study is explained with reference to the differential attentional demands of the two aspects of reading.  相似文献   

11.
This study investigated whether a group of children with reading disabilities (RD) were slower at processing visual information in general (compared to a group of children of comparable age and a group of children of comparable reading level), or whether their deficit was specific to the written word. Computerized backward masking and temporal integration tasks were used to assess the speed of visual information processing. Stimulus complexity (simple, complex) and type (verbal, nonverbal) were varied, creating a 2 x 2 matrix of stimulus conditions: simple nonverbal, complex nonverbal, simple verbal, and complex verbal. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual stimuli, although the effect was magnified when they were processing verbal stimuli. Thus, the results of this study suggest that some youth with reading disabilities have visual temporal processing deficits that compound difficulties in processing verbal information during reading.  相似文献   

12.
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   

13.
The present study explored the double-deficit hypothesis (DDH) in a sample of 146 college students with and without reading disabilities (RD). The results indicated that although both phonological awareness (PA) and visual naming speed (VNS) contributed to performance on measures of decoding and comprehension, their relative contribution was influenced both by the nature of the stimulus (word vs. nonword vs. text) and by the conditions of the task (timed vs. untimed). Similar results were obtained using an individual differences approach, or when between-group comparisons were made of individuals with deficits in PA or VNS. The relative representation of DDH subgroups in groups of adults with RD varied based on the classification criteria used to define RD. These results support the DDH, extend its applicability to adults, and have implications for diagnostic decision making.  相似文献   

14.
The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects.  相似文献   

15.
The present study investigated the hypothesis that the higher prevalence of reading disability (RD) often observed among boys is partly an artifact of gender bias in the prediction of reading from IQ. The relevant regression statistics derived from a sample of more than 900 children revealed a statistically significant intercept bias. Predicted reading scores for boys were systematically overestimated, thereby inflating IQ-reading discrepancies; the converse was found for girls. When defined separately for girls and boys, severe underachievement in reading was found to be equally prevalent in both genders and, furthermore, was associated with qualitatively and quantitatively similar patterns of deficits. Because the bias arose from general differences between boys and girls in reading score distributions (a lower mean and greater variance for boys) rather than from differences in IQ scores, gender bias poses a potential threat not only to traditional IQ-discrepancy definitions but also to post-discrepancy definitions that are based solely on reading score cutoffs. Future classification criteria for RD need to take heed of the possibility that when the distributions of reading scores for boys and girls are not identical, performance cutoffs designating low achievement that are based on data pooled from both genders are likely to result in the overidentification of boys with RD and the underidentification of girls with RD.  相似文献   

16.
Dyslexia and the double deficit hypothesis   总被引：1，自引：4，他引：1  
The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate.  相似文献   

17.
Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.  相似文献   

18.
This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5–6 years old) and Grade 7 (12–13 years old). Our results showed that 22 % of children were identified as at-risk for reading deficits in Kindergarten, but only 6 % of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. Our results provide evidence for the long-term positive outcomes of early literacy instruction.  相似文献   

19.
Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children with RD using a functional MRI reading task. Seventy-one children with RD participated in the study. Based on parental reports of the existence of RD in one or both of each child’s parents, children with RD were divided into two groups: (1) those with a familial history of RD and (2) those without a familial history of RD. Reading and visual attention measures were collected from all participants. Functional MRI data during word reading was acquired in 30 participants of the entire cohort. Children with or without a familial history of RD demonstrated below-average reading and visual attention scores, with greater interaction between these measures in the group with a familial history of RD. Greater bilateral and diffused activation during word reading also were found in this group. We suggest that a familial history of RD is related to greater association between lower reading abilities and visual attention abilities. Parental history of RD therefore may be an important preschool screener (before reading age) to prompt early intervention focused on executive functions and reading-related skills.  相似文献   

20.
Although weaknesses in metaphonological skills are well-documented in poor readers, prior studies have yielded inconsistent findings as to whether less-skilled readers also have deficits in the more primary phonological processes entailed in verbal working memory and speech production tasks. The present study was designed to examine this issue by comparing less-skilled third-graders readers (n=30) with younger children at the same reading level (n=30) and with more-skilled agemates (n=30) on a variety of tasks that require phonological processing (i.e., three “verbal memory” tasks [word span, span with concurrent processing, pseudoword imitation] and three “speech production” tasks [word-pair repetition, tongue twisters, rapid naming]). The results were striking: the less-skilled third-grade readers had significantly lower accuracy scores than both their agemates and the younger normal readers on the word span, pseudoword imitation, word-pair repetition, and tongue twister tasks. Measures of accuracy were more related to reading ability than were measures of speed. Performance on a pseudoword imitation task was the variable most strongly linked to reading achievement.  相似文献   

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