scholarly journals The interface between spoken and written language: developmental disorders

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120395 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Developmental Disorders ◽  
Current Knowledge ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Rapid Automatized Naming ◽  
Decoding Skills ◽  
Learning To Read

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

Significance of oral language delays and writing for early detection of developmental disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
F.J. De Santiago Herrero ◽  
D.M. García-Mateos ◽  
I. Arconada Díez ◽  
C. Torres Delgado ◽  
A.M. Trigo Bensusan
Keyword(s):  
Reading Comprehension ◽  
Early Detection ◽  
Intellectual Disabilities ◽  
Reading Fluency ◽  
Oral Language ◽  
Developmental Disorders ◽  
Written Language ◽  
Medical Centers ◽  
Language Difficulties ◽  
Competing Interest

IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 351-376
Author(s):  
Gavin Brooks ◽  
Jon Clenton ◽  
Simon Fraser
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Learners ◽  
Text Comprehension ◽  
Vocabulary Knowledge ◽  
Linguistic Knowledge ◽  
Word Decoding ◽  
Decoding Skills ◽  
General Linguistic

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

Phoneme awareness is not a prerequisite for learning to read

2006 ◽  
Vol 9 (1) ◽  
pp. 115-133 ◽  
Author(s):  
Catherine G. Penney ◽  
James R. Drover ◽  
Carrie Dyck ◽  
Amanda Squires
Keyword(s):  
Grade Level ◽  
Response Times ◽  
Phoneme Awareness ◽  
Third Grade ◽  
Recognition Method ◽  
Reading Problem ◽  
Good Readers ◽  
Decoding Skills ◽  
Learning To Read ◽  
Better Than

Three lines of evidence suggest that phoneme awareness (as measured by phoneme deletion) is not a prerequisite for learning to read and spell. 1. A boy with a serious reading problem could provide letters to represent onsets and codas better than he could delete onsets and codas. 2. A contingent analysis of reading and spelling achievement and deletion of onsets or codas or deletion of one phoneme from a complex onset was undertaken in a sample of poor readers. Onset and coda deletion developed before the students’ decoding skills reached a third-grade level, but deletion of a phoneme from an onset developed along with reading achievement. 3. When phoneme deletion was tested by a recognition method, good eighth-grade readers erroneously accepted items with the entire onset deleted as being correct responses, and had longer response times on these items. Onset and coda deletion develop after onsets and codas are represented alphabetically and before children read at about a third-grade level. However deletion of one phoneme from an onset cluster develops slowly as literacy develops and is a difficult task even for good readers.

scholarly journals Development of Reading Comprehension in Bilingual and Monolingual Children—Effects of Language Exposure

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 166
Author(s):  
Theodora Papastefanou ◽  
Theodoros Marinis ◽  
Daisy Powell
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Minority Language ◽  
Transparent Orthography ◽  
Area Of Interest ◽  
Oral Language Skills ◽  
Language Exposure

The current study aimed at investigating the performance of bilingual children with English as an additional language (EAL) on language and literacy measures compared to monolinguals across the first four years of primary school in the U.K. Moreover, it addressed whether bilinguals and monolinguals’ performance on reading comprehension was consistent with the Simple View of Reading. An additional area of interest was to examine the extent to which use of and exposure to both heritage and majority language affected the development of the children’s reading comprehension in both of their spoken languages. A total of forty bilingual and forty monolingual children were assessed in oral language skills and decoding in Year 1 and Year 3 in primary school. After one school year, they were assessed in oral language skills, decoding, and reading comprehension in Year 2 and Year 4. The results showed that the bilinguals performed better than the monolinguals in decoding in all years, suggesting that exposure to a first language with transparent orthography (Greek) may benefit the development of word reading skills. However, the bilinguals scored lower in oral language skills and reading comprehension than their monolingual peers. This finding underlined the significant role of oral language skills in the development of bilinguals’ reading comprehension. Both oral language skills and decoding contributed to reading comprehension in bilinguals but the effects of oral language skills on reading comprehension were stronger than the effects of decoding. Finally, we found that language use of the minority language outside the home could significantly predict reading comprehension in the minority language, underlining the importance of language exposure through complementary schools and other activities outside the home to the maintenance and development of the heritage language.

Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype

2020 ◽  
pp. 002221942096133
Author(s):  
Sylviane Valdois ◽  
Caroline Reilhac ◽  
Emilie Ginestet ◽  
Marie Line Bosse
Keyword(s):  
Reading Fluency ◽  
Oral Language ◽  
Sixth Grade ◽  
Reading Performance ◽  
Phoneme Awareness ◽  
Poor Readers ◽  
Rapid Automatized Naming ◽  
Cognitive Profiles ◽  
Oral Language Skills ◽  
Average Readers

A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a large sample of 948 sixth-grade children. We first assessed the contribution of phoneme awareness (PA), rapid automatized naming (RAN), and visual attention span (VAS) to reading performance in a subset of 281 children including poor and average readers/spellers. We show that all three skills are unique and significant predictors of reading fluency. We then restricted the analysis to participants with normal Raven’s score (IQ) and oral language skills to focus on 110 children with more specific reading difficulties. A unique VAS deficit was found in 18% of these poor readers while 20% and 15.5% showed a unique PA or RAN deficit. Children with multiple or no deficit were further identified. The overall findings provide evidence for a variety of cognitive profiles in poor readers. They suggest that, in addition to PA interventions, training programs targeting VAS might be useful for the nontrivial share of poor readers who exhibit a VAS deficit.

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