scholarly journals A comparative study of rapid naming and working memory as predictors of word recognition and reading comprehension in relation to phonological awareness in Iranian dyslexic and normal children

2012 ◽  
Vol 32 ◽  
pp. 14-21 ◽  
Author(s):  
Maria E. Aguilar-Vafaie ◽  
Neda Safarpour ◽  
Mahnaz Khosrojavid ◽  
Gholam A. Afruz
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Word Recognition ◽  
Comparative Study ◽  
Phonological Awareness ◽  
Rapid Naming ◽  
Normal Children

The Relationship Between Speech-Language Impairments and Reading Disabilities

1993 ◽  
Vol 36 (5) ◽  
pp. 948-958 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Disabilities ◽  
Language Impairments ◽  
Rapid Automatized Naming ◽  
Reading Tests ◽  
Standardized Measures ◽  
Language Tests ◽  
Written Word

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

scholarly journals Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography

2021 ◽  
Author(s):  
Irit Bar-Kochva ◽  
Réka Vágvölgyi ◽  
Thomas Dresler ◽  
Benjamin Nagengast ◽  
Hannes Schröter ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Language Skills ◽  
Rapid Naming ◽  
Transparent Orthography ◽  
Reading Accuracy ◽  
Related Language ◽  
Basic Reading Skills ◽  
Text Reading

AbstractThis study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored.

Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading

1992 ◽  
Vol 23 (2) ◽  
pp. 176-182 ◽  
Author(s):  
Penelope E. Webster ◽  
Amy Solomon Plante
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Reading Ability ◽  
Reading Skills ◽  
Chronological Age ◽  
Phoneme Segmentation ◽  
Normal Children ◽  
Mental Age ◽  
The Impact

The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.

scholarly journals Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

2020 ◽  
Author(s):  
Mari Manu ◽  
Minna Torppa ◽  
Kenneth Eklund ◽  
Anna-Maija Poikkeus ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Gender Differences ◽  
Reading Comprehension ◽  
Gender Difference ◽  
Phonological Awareness ◽  
Gender Gap ◽  
Reading Skills ◽  
Compulsory Education ◽  
Rapid Naming ◽  
Letter Knowledge ◽  
Path Models

Abstract One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in reading development has increasingly been documented. Regrettably, there is scant evidence on whether differences between genders (favouring girls) have their roots in pre-reading skills or whether determining mechanisms are related to factors to do with schooling. We examined the extent to which pre-reading skills assessed in Kindergarten (age 6) predict reading comprehension in Grade 9 (age 15) and, whether the gender difference in reading comprehension can be explained by gender differences in the Kindergarten pre-reading skills. A sample of 1010 Finnish children were assessed on letter knowledge, phonological awareness, rapid naming, vocabulary, and listening comprehension in Kindergarten and on reading comprehension using PISA Reading tasks in Grade 9. Path models showed that gender as well as Kindergarten pre-reading skills except for phonological awareness were significant predictors of reading comprehension in Grade 9 accounting for 28% of the variance. There were gender differences in most of the measures, but the prediction model estimates were similar for boys and girls except that for boys, letter knowledge was a somewhat stronger predictor of reading comprehension than for girls. The gender effect on reading comprehension was only partially mediated via pre-reading skills. The findings suggest that Kindergarten pre-reading skills are powerful predictors of reading comprehension in Grade 9, but the gender difference found in PISA Reading in Finland does not appear to be pronounced in Kindergarten but rather emerges during the school years.

Sign in / Sign up

Export Citation Format

Share Document