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Results for “Reading acquisition”

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PubMed2002

The syntagmatic-paradigmatic shift and reading development.

This study examined developmental change in the word association task as reading acquisition occurred. Syntagmatic responses follow the stimulus world in discourse, 'cold'--'outside', while paradigmatic associates are of the same form class, 'cold'--'hot'. Some 59 children were tested three times during the school year. The average age of the younger group was 5;4, and the older group, 6;2 at the October test. They were given the PPVT, the Woodcock Reading Mastery Test, and a word association task. The younger group gave an increasing number of rhyming responses and the older group gave more paradigmatic responses as the year progressed. Regression analyses with the older group attributed this to reading acquisition. The changing nature of the cognitive representation of words as reading acquisition took place was discussed.

Child↗
PubMedDate not supplied

English language learners who struggle with reading: language acquisition or LD?

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.

Achievement↗
PubMed2006

Working memory and acquisition of implicit knowledge by imagery training, without actual task performance.

This study investigated acquisition of a mirror-reading skill via imagery training, without the actual performance of a mirror-reading task. In experiment I, healthy volunteers simulated writing on an imaginary, transparent screen placed at eye level, which could be read by an experimenter facing the subject. Performance of this irrelevant motor task required the subject to imagine the letters inverted, as if seen in a mirror from their own point of view (imagery training). A second group performed the same imagery training interspersed with a complex, secondary spelling and counting task. A third, control, group simply wrote the words as they would normally appear from their own point of view. After training with 300 words, all subjects were tested in a mirror-reading task using 60 non-words, constructed according to acceptable letter combinations of the Portuguese language. Compared with control subjects, those exposed to imagery training, including those who switched between imagery and the complex task, exhibited shorter reading times in the mirror-reading task. Experiment II employed a 2 x 3 design, including two training conditions (imagery and actual mirror-reading) and three competing task conditions (a spelling and counting switching task, a visual working memory concurrent task, and no concurrent task). Training sessions were interspersed with mirror-reading testing sessions for non-words, allowing evaluation of the mirror-reading acquisition process during training. The subjects exposed to imagery training acquired the mirror-reading skill as quickly as those exposed to the actual mirror-reading task. Further, performance of concurrent tasks together with actual mirror-reading training severely disrupted mirror-reading skill acquisition; this interference effect was not seen in subjects exposed to imagery training and performance of the switching and the concurrent tasks. These results unequivocally show that acquisition of implicit skills by top-down imagery training is at least as efficient as bottom-up acquisition.

Adult↗
PubMed2006

Cognitive processes in children's reading and attention: the role of working memory, divided attention, and response inhibition.

Children experiencing attention difficulties have documented cognitive deficits in working memory (WM), response inhibition and dual tasks. Recent evidence suggests however that these same cognitive processes are also closely associated with reading acquisition. This paper therefore explores whether these variables predicted attention difficulties or reading among 123 children with and without significant attention problems sampled from the school population. Children were screened using current WM and attention task measures. Three factors explained variance in WM and attention tasks. Response inhibition tasks loaded mainly with central executive measures, but a dual processing task loaded with the visual-spatial WM measures. Phonological loop measures loaded independently of attention measures. After controls for age, IQ and attention-group membership, phonological loop and 'central processing' measures both predicted reading ability. A 'visual memory/dual-task' factor predicted attention group membership after controls for age, IQ and reading ability. Results thus suggest that some of the processes previously assumed to be predictive of attention problems may reflect processes involved in reading acquisition. Visual memory and dual-task functioning are, however, purer indices of cognitive difficulty in children experiencing attention problems.

Attention↗
PubMed2005

Dorsal stream deficits suggest hidden dyslexia among deaf poor readers: correlated evidence from reduced perceptual speed and elevated coherent motion detection thresholds.

Prelingual deafness and developmental dyslexia have confounding developmental effects on reading acquisition. Therefore, standard reading assessment methods for diagnosing dyslexia in hearing people are ineffective for use with deaf people. Recently, Samar, Parasnis, and Berent (2002) reported visual evoked potential evidence that deaf poor readers, compared to deaf good readers, have dorsal stream visual system deficits like those previously found for hearing dyslexics. Here, we report new psychometric and psychophysical evidence that deficits in dorsal stream function, likely involving extrastriate area MT, are associated with relatively poor reading comprehension in deaf adults. Poorer reading comprehension within a group of 23 prelingually deaf adults was associated with lower scores on the Symbol Digit Modality Test, a perceptual speed test commonly used to help identify dyslexia in hearing people. Furthermore, coherent dot motion detection thresholds, which reflect the functional status of area MT, correlated negatively with reading scores in each visual quadrant. Elevated motion thresholds for deaf poor readers were not due to general cognitive differences in IQ but were specifically correlated with poor perceptual speed. With IQ controlled, a highly reliable right visual field advantage for coherent motion detection was found. Additional analyses suggested that the functional status of dorsal stream motion detection mechanisms in deaf people is related to reading comprehension, but the direction and strength of lateralization of those mechanisms is independent of reading comprehension. Our results generally imply that dyslexia is a hidden contributor to relatively poor reading skill within the deaf population and that assessment of dorsal stream function may provide a diagnostic biological marker for dyslexia in deaf people.

Adolescent↗
PubMed2003

Both concreteness and age-of-acquisition affect reading accuracy but only concreteness affects comprehension in a deep dyslexic patient.

As concreteness correlates very highly with the age-of-acquisition (AoA) of words, we attempted to disentangle the effects of these two variables in the oral reading and comprehension performance of the deep dyslexic patient LW. The results of a multiple regression analysis of LW's reading of 217 words showed that both AoA and concreteness affect reading accuracy, with the AoA effect being most apparent for her reading of concrete words. However, concreteness and not AoA affected LW's performance in matching spoken definitions to printed words, both when the distractors were semantically unrelated and when they were related. These data are interpreted in terms of a model of reading in deep dyslexia in which concreteness affects the ease with which semantics are accessed and can activate lexical representations, and AoA affects the ease with which lexical phonology becomes available for spoken word production.

Age Factors↗
PubMed2005

Phonological reading skills acquisition by children with mental retardation.

Twenty children with mental retardation (MR), age 7-12, completed a phonological reading skills program over approximately 10 weeks. As a result of the instruction, they were better able to sound out learned and transfer words compared to a control group matched on age, IQ, nonword reading, language comprehension, and phonemic awareness. Final sounding out was predicted by beginning reading skill in both groups, by phonemic awareness and articulation speed in the control group only, and by general language ability in the instruction group only. Neither IQ nor verbal working memory correlated significantly with final sounding out ability in either group. It is suggested that the instruction succeeded in compensating for weaknesses in phonemic awareness and speech articulation, but favored those who had better language skills.

Awareness↗
PubMed1989

Dyslexia and neurodevelopmental pathology: relationships to cognition, intelligence, and reading skill acquisition.

This article addresses the neuroimaging (CT/MRI), electrophysiological (ERP/EEG), and postmortem evidence as to the neurological basis of dyslexia and discusses why these sources of evidence yield what appear to be inconsistent findings. It is concluded that what appear to be inconsistencies may relate in part to limitations of these investigative technologies. Then, important correlates of reading ability and disability are discussed in a developmental-neuropsychological context, and recommendations are made for research serving to further integrate cognitive and neurological paradigms. Of particular importance, inconsistencies between the results revealed through neuroimaging, electrophysiological, and postmortem studies, on the one hand, and neurolinguistic theory, on the other, must be addressed. Articulating the neurometabolic role-and particularly the nature of the behavioral correlates of the thalamus, supplementary motor area, and frontal cortex-in regard to bihemispheric mechanisms related to reading in developmental dyslexia should be a priority in future research.

Cognition Disorders↗
PubMedDate not supplied

Familiarity with School English in African American children and its relation to early reading achievement.

For children whose everyday speech differs greatly from the School English (SE) they encounter in academic materials and settings, it was hypothesized that greater familiarity with SE would be associated with more successful early reading acquisition. Sentence imitation and reading skills of 217 urban African American students in kindergarten through second grade (ages 5 to 8 years) were assessed. Children in each grade varied widely in the extent to which their imitations of SE sentences included phonological and grammatical forms that are acceptable in African American Vernacular English but not in SE. Higher familiarity with SE (reproducing SE features more often when imitating) was associated with better reading achievement, and these relationships were independent of memory ability.

Achievement↗
PubMed1995

The functions of phonology in the acquisition of reading: lexical and sentence processing.

It has been claimed (V. Coltheart, Laxon, Rickard, & Elton, 1988) that learners as well as skilled readers use phonology for multiple functions in reading-for-meaning tasks. This claim was examined using lexical decision and sentence evaluation tasks. It was found in the first experiment that the type of instruction learners had received determined whether there was prelexical use of phonology in responding to items out of sentence context. Type of instruction had no effect when the items were in context. In the second experiment, performances on a homophone sentence evaluation task and a homophone semantic decision task, which excluded sentence processing, were examined. The results suggest that phonology served the function of access to lexical meanings in addition to any function in postlexical sentence processing. The obtained relationships between relative frequencies of the presented and unpresented homophone mates and item accuracy on these tasks were inconsistent with exclusive use of "direct access" but consistent with access of lexical meaning via phonology and application of a "spelling-check" procedure when multiple homophonic meanings are activated.

Attention↗
PubMed1994

[Elementary processes of information acquisition in reading].

Two problems are essential to current theoretical discussion on eye movements in reading: what information is being acquired during a fixation and what is the basis for the decision when and where to move the eye with a saccade? Following a discussion of empirical evidence related to these issues preliminary results of an extensive reading study are reported. The distribution of saccade landing sites in words of different length (preferred viewing position) as well as relations between initial fixation position and refixation frequency (optimal viewing position) indicate that word fixation patterns primarily depend on low-level percepto-oculomotor factors.

Attention↗
PubMed1987

A comparison of word recognition processes in dyslexic and normal readers at two reading-age levels.

This study addressed the question of whether dyslexic children use qualitatively different word identification processes as compared to normal readers at the same stage of reading acquisition. Fifty-two dyslexic children and reading-age matched normal readers were required to pronounce words and pseudowords designed to tap several word recognition and decoding processes. Performance profiles were compared for the two reading groups at two reading ages. Although an invariant acquisition sequence was observed across reading groups, differences in level of performance between dyslexics and reading-age controls varied as a function of reading age. The performance of the more advanced dyslexics was virtually indistinguishable from normal readers on all measures. In contrast, the younger reading age dyslexics differed from normal readers on several measures of spelling-sound correspondences. However, no reading group differences were observed on measures of word recognition. The results indicated that dyslexics and normal readers at the same reading age use essentially the same processes to recognize words, but may differ in knowledge of correspondence rules.

Adolescent↗
PubMed2004

Chinese-English biliteracy acquisition: cross-language and writing system transfer.

This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems-Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese and English were designed focusing on two reading processes-phonological and orthographic processing. Word reading skills in both writing systems were tested. Results revealed that Chinese onset matching skill was significantly correlated with English onset and rime matching skills. Pinyin, an alphabetic phonetic system used to assist children in learning to read Chinese characters, was highly correlated with English pseudoword reading. Furthermore, Chinese tone processing skill contributed a moderate but significant amount of variance in predicting English pseudoword reading even when English phonemic-level processing skill was taken into consideration. Orthographic processing skill in the two writing systems, on the other hand, did not predict each other's word reading. These findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills.

China↗