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1.
L S Siegel 《Journal of learning disabilities》1992,25(10):618-629
The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness. 相似文献
2.
Hugh W. Catts Autumn McIlraith Mindy Sittner Bridges Diane Corcoran Nielsen 《Reading and writing》2017,30(3):613-629
Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness alone or in combination with other kindergarten deficits. Children with a deficit in phonological awareness in kindergarten were found to be five times more likely to have dyslexia in second grade than children without such a deficit. This risk ratio substantially increased with the addition of deficits in both oral language and rapid naming. Whereas children with one or more kindergarten deficits were at heighten risk for dyslexia, some of these children were found to be adequate or better readers. These results are discussed within a multifactorial model of dyslexia that includes both risk and protective factors. 相似文献
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The role of speed of processing, rapid naming, and phonological awareness in reading achievement 总被引：5，自引：0，他引：5
Catts HW Gillispie M Leonard LB Kail RV Miller CA 《Journal of learning disabilities》2002,35(6):509-524
This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an "extraphonological" factor in some reading disabilities. 相似文献
5.
The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed. 相似文献
6.
The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average spoken language (SRD), poor readers with poor spoken language (SRD + SLI) and average readers with poor spoken language (SLI). These groups were compared on five phonological processing measures. The SRD group had deficits in neural representations of phonemes, phoneme discrimination, phoneme awareness and rapid naming. The SRD + SLI group had more severe deficits than the SRD group on half of these measures, as well as phonological short‐term memory. Children with SLI were free from phonological processing deficits. Thus, phonological processing deficits were the same or different in SRD and SLI, depending on how SRD and SLI were defined, and how phonological processing was measured. 相似文献
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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.
This study evaluated the effect of sound-symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound-symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level-matched comparison groups. Deficits in visual and phonological memory and memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word and pseudoword reading scores and were significantly lower than those of the comparison groups. Children with dyslexia and children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage and less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound-symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, and associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed. 相似文献
10.
The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Results showed first that the dyslexia group was slower than the control group on all RAN tasks and the differences remained significant after controlling for discrete naming time. Second, both groups were slower in the large item set condition (20 ×?4) than in the small set condition (5 ×?16). Third, the dyslexia group was slower than the control group in both the pause and the articulation times. Although none of the processing skills was sufficient on its own to eliminate group differences in RAN Letters components, phonological awareness, and orthographic processing were sufficient on their own to eliminate group differences in the RAN Objects pause time. Taken together, our findings suggest that the deficits in RAN are not due to impaired anchoring, but rather due to subtle impairments in lexical access (specific to alphanumeric RAN), serial processing, and articulation. 相似文献
11.
The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family risk and dyslexia status as predictors indicated that word recall, morphology, and rapid automatized naming were associated with the deficit, whereas the two phonological measures (phoneme awareness and nonword repetition) were associated with both literacy deficits and family risk, suggesting that the phonological deficit is an endophenotype of dyslexia. Whereas the association with familial risk was similar for the two phonological measures, they differed in their relation to dyslexia status: Phoneme awareness showed a stronger association with dyslexia than risk status, whereas nonword repetition was more strongly related to the risk. The data are interpreted within the framework of multiple deficit models of dyslexia. 相似文献
12.
The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodology--how dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia. 相似文献
13.
This study investigated whether children with dyslexia differed in their performance on reading, phonological, rapid naming,
motor, and cerebellar-related tasks and automaticity measures compared to reading age (RA)-matched and chronological age (CA)-matched
control groups. Participants were 51 children attending mainstream English elementary schools in Quebec. All participants
completed measures of IQ, word and nonword reading fluency, elision, nonword decoding, rapid naming, bead threading, peg moving,
toe tapping, postural stability, and muscle tone. Results from both group contrasts and analyses at the individual case level
did not provide support for claims of motor–cerebellar involvement in either typical or atypical reading acquisition. Results
were more consistent with a phonological core process account of both typical reading and reading difficulty. Phonological
deficits for children with dyslexia compared to RA-matched controls were, however, only evident in group contrasts. Findings
thus also have important implications for identifying at-risk readers among their same-aged peers. 相似文献
14.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
15.
Two groups of adolescents with a childhood history of language impairment were compared with a group of developmentally dyslexic
young people of the same age and nonverbal ability. The study also included two comparison groups of typically developing
children, one of the same age as those in the clinical groups, and a younger comparison group of similar reading level to
the dyslexic students. Tests of spoken and written language skills revealed that the adolescents with dyslexia were indistinguishable
from those with resolved language impairments on spoken language tasks, and both groups performed at age-expected levels.
However, both dyslexic readers and those with resolved specific language impairments showed deficits in phonological awareness.
On written language tasks, a different pattern of performance was apparent. In reading and spelling, adolescents with dyslexia
performed only as well as those with persistent oral language impairments and younger controls. However, their reading comprehension
was better. The theoretical and educational implications of these findings are discussed. 相似文献
16.
The present study used the tip-of-the-tongue (TOT) experimental paradigm in a picture naming task to explore the source of the naming deficits of children with dyslexia. Compared with a control group of typically developing readers, the children with dyslexia showed fewer correct responses and spontaneous recalls, more don't know (DK) and TOT responses, and less accurate feeling of knowing (FOK) judgments. When they failed to retrieve a target word, the children with dyslexia did not differ from the control group in the partial semantic information they provided, but they gave less valid and more invalid partial phonological information. The children with dyslexia also benefited less from phonological cues. The phonologically related responses of the children with dyslexia elicited during the administration of the TOT procedure were related to their performance on a phonological awareness test. These findings suggest that the naming problems of children with dyslexia arise because of their difficulty in accessing the phonological word forms after the corresponding abstract lexical representation has been successfully accessed. The results are discussed in relation to the claim that two-stage models of naming can be profitably used in the early identification and treatment of reading disabilities. 相似文献
17.
Connie Suk-han Ho 《Reading and writing》2014,27(9):1673-1701
The present 4-year longitudinal study examined preschool predictors of Grade 1 dyslexia status in a Chinese population in Hong Kong where children started learning to read at the age of three. Seventy-five and 39 Chinese children with high and low familial risk respectively were tested on Chinese word reading, oral language skills, morphological awareness, phonological skills, rapid naming, and print-related skills from age 4 to 6 and a standardized dyslexia test at age 7. Results showed that children of the high risk group performed significantly worse than the low risk group in Chinese literacy, phonological awareness, and orthographic skills at age 7. All the children with dyslexia had word reading difficulties in at least one preschool year. Results of the logistic regression showed that preschool verbal production, syllable deletion, and letter naming were the best predictors of dyslexia outcome at age 7. As in alphabetic languages, preschool oral language skills like verbal production, phonological skills, and print-related skills are the most significant predictors of children’s later reading difficulties. 相似文献
18.
The existence and stability of subgroups among adult dyslexic readers of a shallow orthography was explored by comparing three different cluster analyses based on previously suggested combinations of two variables. These were oral reading speed versus accuracy, word versus pseudoword reading speed, and phonological awareness versus rapid naming. The three analyses were conducted with the same group of dyslexic adults. Each analysis produced three subgroups, corresponding to ones previously suggested in the literature. However, the subgroups had only little overlap from one analysis to another. Each clustering produced somewhat different subgroup profiles in phonological processing, reading, intelligence, temporal acuity, and sensory short-term memory. However, the shared difficulties of the solutions in several language-related and sensory tasks suggest the conclusion that developmental dyslexia does not causally consist of subgroups, at least in shallow orthographies. Further, the shared sensory difficulties suggest that impaired temporal acuity and sensory short-term memory may reflect the severity of a primary disorder that dyslexic readers cannot compensate by strategies. 相似文献
19.
The question of which cognitive impairments are primarily associated with dyslexia has been a source of continuous debate. This study examined the cognitive profile of Hebrew-speaking compensated adult dyslexics and investigated whether their cognitive abilities accounted for a unique variance in their reading performance. Sixty-nine young adults with and without dyslexia were administered a battery of tests measuring their reading skills and a number of cognitive abilities. The dyslexics were found to exhibit a generally poor cognitive profile, including their attention, visual working memory, naming, visual perception and speed of processing abilities, with the exception of high executive functions skills. Furthermore, naming speed, visual working memory and attention were significantly associated with decoding and fluency measures and predicted group difference after controlling for phonological skills. The findings point to the contribution of cognitive factors to decoding rate and possibly to the ability of utilizing rapid orthographic processes, thus effecting dyslexics’ reading performance. 相似文献
20.
The present study was designed to examine the question of whether developmental dyslexia in 12-year-old students at the beginning
of secondary education in the Netherlands is confined to problems in the domain of reading and spelling or also is related
to difficulties in other areas. In particular, hypotheses derived from theories on phonological processing, rapid automatized
naming, working memory, and automatization of skills were tested. To overcome the definition and selection problems of many
previous studies, we included in our study all students in the first year of secondary special education in a Dutch school
district. Participants were classified as either dyslexic, garden-variety, or hyperlexic poor readers, according to the degree
of discrepancy between their word recognition and listening comprehension scores. In addition, groups of normal readers were
formed, matching the poor readers in either reading age or chronological age. A large test battery was administered to each
student, including phonological, naming, working memory, speed of processing, and motor tests. The findings indicate that
dyslexia is associated with deficits in (1) phonological recoding, word recognition (both in their native Dutch and in English
as a second language), and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with
deficits in other areas. The results suggest that developmental dyslexia, at the age of 12, might be (or might have become)
a difficulty rather isolated from deficiencies in other cognitive and motor skills. 相似文献