The orthographic code: Developmental trends in reading-disabled and normally-achieving children

1991 ◽  
Vol 41 (1) ◽  
pp. 178-192 ◽  
Author(s):  
Steven G. Zecker
Keyword(s):  
Developmental Trends ◽  
Normally Achieving ◽  
Orthographic Code ◽  
Reading Disabled

The Language-Reading Relationship in Normal and Reading-Disabled Children

1991 ◽  
Vol 34 (1) ◽  
pp. 129-140 ◽  
Author(s):  
Lynn S. Snyder ◽  
Doris M. Downey
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Oral Language ◽  
Word Retrieval ◽  
Sentence Completion ◽  
Disabled Children ◽  
Normally Achieving ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading Disabled

In this study, the word retrieval, phonological awareness, sentence completion, and narrative discourse processing skills of 93 reading-disabled and 93 normally achieving subjects from 8 to 14 years of age were compared. The subjects were matched for age, sex, and neighborhood. Results revealed that the two groups differed significantly on the time and accuracy of word retrieval, their ability to produce a syntactically appropriate structure in a sentence completion task, their retelling of stories that had been read to them, their answers to questions about the stories, and their inferences. Further analysis revealed that the variance in the younger reading-disabled children’s reading comprehension scores was best accounted for by their performance on the sentence completion and word retrieval measures; the inferencing skills of the older reading-disabled children best accounted for the variance in their reading comprehension. By contrast, the younger normally achieving children’s reading comprehension scores were best accounted for by their sentence completion, the proportion of the stories that they retold, and word retrieval scores. The proportion of stories retold and the phonological awareness score of the older normally achieving children best accounted for the variance in their reading scores. These findings suggest that the oral language skills of normally achieving and reading-disabled children may relate differently to their reading comprehension at different age levels.

Auditory Temporal Acuity in Normally Achieving and Learning-Disabled College Students

1992 ◽  
Vol 35 (1) ◽  
pp. 148-156 ◽  
Author(s):  
Betty U. Watson
Keyword(s):  
College Students ◽  
Reading Disability ◽  
Temporal Processing ◽  
Verbal Memory ◽  
The Other ◽  
Temporal Acuity ◽  
Auditory Temporal Processing ◽  
Normally Achieving ◽  
Significant Difference ◽  
Reading Disabled

Recent research has suggested that deficits in several metalinguistic/phonological abilities, such as short-term verbal memory and phoneme segmentation, may be etiologic factors in specific reading disability, and it has been speculated that these weaknesses may result from a more fundamental deficit in the processing of temporal, auditory stimuli. This study examined the auditory temporal processing skills of reading-disabled, math-disabled, and normally achieving college students. The math-disabled group was included to control for the possibility that poor temporal processing is a "marker" variable for learning disability rather than being related specifically to reading disability. Subjects were assessed on a battery of psychophysical tasks that included five tests of temporal processing. The reading-disabled group performed significantly more poorly on the temporal tasks but performed as well as the other groups on the simple pitch and loudness discrimination tasks. In spite of the significant difference on the temporal tasks, the majority of reading-disabled subjects performed within the same range as the subjects in the other two groups, and there were also some normally reading subjects who performed poorly on the temporal processing tasks. These findings suggest that poor temporal processing is neither a necessary nor a sufficient cause of reading disability, but that there is a modest association between the two domains.

The development of phonemic awareness in reading-disabled children

1999 ◽  
Vol 20 (1) ◽  
pp. 149-158 ◽  
Author(s):  
JAMIE L. METSALA
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Level ◽  
Disabled Children ◽  
Normally Achieving ◽  
Traditional Design ◽  
Pseudoword Reading ◽  
Reading Disabled

Reading-disabled children display a phonemic awareness deficit when compared with normally achieving children matched for word reading ability. However, previous research has not examined phonemic awareness deficits in reading-disabled children when compared with children matched on pseudoword reading. This article examines phonemic awareness ability in both a traditional design and a pseudoword reading level match design. The results show that a group of reading-disabled children who show typical pseudoword reading and phonemic awareness deficits in the traditional reading level match design nonetheless have phonemic awareness skills commensurate with their level of pseudoword reading ability.

fMRI comparisons of multimodal semantic and phonological processing in reading disabled and nonimpaired adolescent readers

2006 ◽  
Author(s):  
Nicole Landi ◽  
W. Einar Mencl ◽  
Stephen J. Frost ◽  
Rebecca Sandak ◽  
Helen Chen ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Adolescent Readers ◽  
Reading Disabled

Developmental Trends in Self-regulation among Low-income Toddlers

2007 ◽  
Vol 16 (1) ◽  
pp. 128-149 ◽  
Author(s):  
H. Abigail Raikes ◽  
JoAnn L. Robinson ◽  
Robert H. Bradley ◽  
Helen H. Raikes ◽  
Catherine C. Ayoub
Keyword(s):  
Low Income ◽  
Self Regulation ◽  
Developmental Trends

Televised classroom events as distractors for reading-disabled children

1981 ◽  
Vol 9 (3) ◽  
pp. 355-370 ◽  
Author(s):  
James E. Patton ◽  
Donald K. Routh ◽  
Stuart I. Offenbach
Keyword(s):  
Disabled Children ◽  
Reading Disabled

Developmental trends in children's memory monitoring

2000 ◽  
Vol 15 (2) ◽  
pp. 115-134 ◽  
Author(s):  
Wolfgang Schneider ◽  
Mechtild Visé ◽  
Kathrin Lockl ◽  
Thomas O Nelson
Keyword(s):  
Developmental Trends ◽  
Children's Memory ◽  
Memory Monitoring

Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

1983 ◽  
Vol 6 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Rochelle B. Simms ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Secondary Level ◽  
Learning Disabled ◽  
Oral Language Development ◽  
Normally Achieving ◽  
Density Score ◽  
Crucial Component ◽  
Syntactic Development ◽  
Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

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