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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.
Clock drawing in developmental dyslexia 总被引：2，自引：0，他引：2
Although developmental dyslexia is often defined as a language-based reading impairment not attributable to low intelligence or educational or socioeconomic limitations, the behavioral manifestations of dyslexia are not restricted to the realm of language. Functional brain imaging studies have shed light on physiological differences associated with poor reading both inside and outside the classical language areas of the brain. Concurrently, clinically useful tests that elicit these nonlinguistic deficits are few. Specifically, the integrity of the dorsal visual pathway, which predominantly projects to the parietal cortex, remains underinvestigated, lacking easily administered tests. Here we present the Clock Drawing Test (CDT), used to test the visuoconstructive ability of children with and without dyslexia and garden-variety poor readers. Compared to typically reading children, many children with dyslexia and some garden-variety poor readers showed significant left neglect, as measured by the distribution of figures drawn on the left clock face. In the poor readers with dyslexia, we observed spatial construction deficits like those of patients with acquired right-hemisphere lesions. The results suggest that in some children with dyslexia, right-hemisphere dysfunction may compound the phonological processing deficits attributed to the left hemisphere. The CDT provides an easy opportunity to assess skills known to be associated with right-hemisphere parietal function. This test can be easily administered to children for both clinical and research purposes. 相似文献
3.
The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (<80, 80–90, 90–110, >110) and reading disabled (RD) and normally achieving readers (NR) were compared. The findings indicate that IQ scores were not related to the differences between children with RD and NR. We found that reading‐related cognitive deficits do differentiate between RD and NR children. Therefore, IQ scores do not make a significant contribution to our understanding of reading disability. 相似文献
4.
Dyslexia and the double deficit hypothesis 总被引：1，自引：4，他引：1
Nathlie A. Badian 《Annals of dyslexia》1997,47(1):69-87
The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits
will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis
to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we
extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading
was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal
IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low
verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double
deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of
whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions
were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate. 相似文献
5.
Nathlie A. Badian 《Annals of dyslexia》1993,43(1):90-109
The main aim of the study was to determine whether performance on reading-related cognitive processing tasks would help predict reading progress in children receiving special help. The 86 subjects were initially aged six to eight years and most were followed up after two years. When variance due to IQ and age was accounted for, an orthographic processing task, phonological awareness (phoneme deletion), and digit- naming speed were significant predictors of later reading skills. A strength in phonological awareness differentiated initial poor readers who later made excellent gains in reading from poor readers who did not improve. Children whose reading deteriorated had serious weaknesses on tasks of naming speed and confrontation naming. Their poor lexical retrieval skills had a more deleterious effect on later reading than on initial. Indications were that for children diagnosed as poor readers at age six or seven years, prognosis is better for boys, and for garden- variety poor readers, than for dyslexics. Caution was urged in applying the term dyslexic to children in the first two school grades because many of them will be slow starters who do not have a persistent reading problem. 相似文献
6.
Escribano CL 《Journal of learning disabilities》2007,40(4):319-330
The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected. 相似文献
7.
P. G. Aaron 《Annals of dyslexia》1987,37(1):109-125
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed
among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different
from that of other forms of reading disability because of differences in the components that malfunction was tested. A number
of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and
comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities.
College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional
criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below
were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were
administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each
other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The
results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs
from other forms of reading disability which are caused by generalized cognitive deficits. 相似文献
8.
Nathlie A. Badian 《Reading and writing》1994,6(1):45-63
The rationale for the study was that if dyslexic and garden-variety poor readers differ in reading-related cognitive skills, there is justification for believing dyslexia to be a distinct entity. Subjects were 110 children aged 6 to 10 years, divided into groups of dyslexic poor readers varying in verbal IQ, garden-variety poor readers, and good readers. Findings suggest that there are valid grounds for believing that dyslexia is a separate entity from garden-variety poor reading, and that it is found among children at all verbal IQ levels. Poor phonological awareness and nonword reading, in relation to normal readers, were shared by dyslexic and garden-variety poor readers. Deficits unique to dyslexic poor readers were problems in both automatic visual recognition and phonological recoding of graphic stimuli. The study supports the phonological-core variable-difference model of Stanovich (1988) in that both dyslexic and garden-variety poor readers showed phonological processing deficits, but they were more extensive in dyslexics. 相似文献
9.
Cognitive deficits in reading disability and attention deficit disorder 总被引：12，自引：0，他引：12
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. 相似文献
10.
Attention deficit disorder and specific reading disability: separate but often overlapping disorders 总被引：3，自引：0，他引：3
Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (ADDHA), and 31% had ADD without hyperactivity or aggressivity. Proportionally more girls were in the ADD-only subgroup. Over half the sample (n = 94) were poor readers, with 82 meeting discrepancy criteria for specific reading disability (RD). Proportionately more boys than girls met the RD criteria (9.2:1.0), whereas the sex ratio of males to females for the whole sample was 5.1 to 1.0. Focusing just on white males, the three behavioral subgroups were significantly different on convergent validity measures, such as other teacher ratings, parent ratings, and interview-elicited ratings of externalizing behavior, but were not different on such divergent validity measures as IQ and achievement scores, self-ratings, and laboratory performance tasks. Boys in the ADD sample who did not meet criteria for RD had significantly higher IQs than those who did, but subgroups with and without RD still differed significantly on WRAT-R reading and spelling scores with IQ covaried out. Both groups with and without RD could be differentiated from a control group on laboratory measures of sustained attention and impulse control. Methylphenidate benefited all subgroups equally, whether RD or not, and whether given a low (0.3 mg/kg) or high (0.6 mg/kg) dose. 相似文献
11.
In this paper we address the issue of separating reading disability from general intelligence in order to identify those cognitive processes which discriminate between poor and good readers when intelligence is covaried. Subjects were 140 Grade 5 and 6 students who were administered Lorge-Thorndike intelligence test (1964), a reading decoding test and cognitive tests which measure planning, attention-arousal and simultaneous-successive processing. The tests which emerged as discriminators between good and poor readers when Lorge-Thorndike full scale IQ was covaried, were three measures of successive processing (Sequence Repetition, Naming Time, Speech Rate) and a measure of selective attention, the familiar Stroop Color-Word test. Subsequently, a comparison of reading disabled high and low average IQ children confirmed that the four tests were performed poorly by both groups. All four tests involve the use of articulatory representation, confirming the important role speech-related processes play in reading (decoding). The results support the notion that deficient speech-related processes may be the central problem of the majority of poor readers, especially those of above-average intelligence. Future directions for research on phonological coding and articulation were suggested. 相似文献
12.
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed
among reading specialists for many years because poor readers, regardless of the labels attached to them, resemble each other
symptomatically (i.e., in reading achievement). For this reason, it is difficult to establish a priori criteria based on symptoms
to identify dyslexia and compare it with other forms of reading disability. One possible solution to this impasse is to see
if poor readers differ in the etiology of their reading disability and, if they do, then to see whether one group of poor
readers fits the traditional definition of dyslexia. This strategy was adopted in the present study. In this paper, it was
hypothesized that the etiology of dyslexia is different from that of other forms of reading disability because there is a
difference in the components that malfunction in dyslexia and other forms of reading disability. Studies have shown that the
two components that account for a large proportion of variance in reading are decoding and comprehension. Previous studies
also indicate that dyslexic children are deficient in decoding skills but not necessarily in comprehension. In this study,
reading-disabled children were divided into two groups on the basis of their listening comprehension. Children whose listening
comprehension was at or above grade level were placed in one group; poor readers with below-grade-level listening comprehension
were placed in the second group. Both groups, however, were matched for reading comprehension. The two groups and a control
group of normal readers were administered a number of tasks that were designed to assess the efficiency of the components
of reading. It was found that poor readers with normal listening comprehension were deficient in tasks that involved grapheme-phoneme
conversion (Component I, decoding). When tested on tasks that minimized decoding requirements, their reading comprehension
was comparable to that of normal readers. In contrast, the group with sub-average listening comprehension was poor in measures
of reading comprehension, even when decoding requirements were minimal. With the exception of very few children, this group
also had adequate decoding skills. Because poor readers with normal listening comprehension had average or above average IQ,
they conform to the traditional definition of dyslexia. Poor readers with below average listening comprehension had below
average IQ and could be considered as “general reading backward.” It was, therefore, concluded that the etiology of developmental
dyslexia is different from that of general reading backwardness.
In this paper, the termetiology refers to proximal causal factors such as decoding and comprehension and not to distal causal factors such as genetic and
neurological characteristics. 相似文献
13.
Lee Swanson H 《Journal of learning disabilities》2011,44(4):358-371
This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children's WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading. 相似文献
14.
Object-naming deficits in children with reading problems may be due to deficiencies in either the phonological stage of processing
or the semantic stage. The present study approached this issue by manipulating the type of cue given (semantic or phonetic)
when object drawings were not named correctly by first-grade children. Although the children who were poor readers named significantly
fewer objects than the good readers, both groups of children benefited from phonetic cues. In contrast, semantic cues had
relatively little effect. These results support the view that difficulty on object naming is more likely related to phonological
deficiencies. 相似文献
15.
Luis Bravo‐Valdivieso 《International Journal of Disability, Development & Education》1995,42(3):189-202
This paper presents the results of a follow‐up study of reading difficulties among Spanish‐speaking Latin American children of low socioeconomic background (SES) over four school years. The research started with a group of 93 children with reading difficulties (RD) by 2nd and 3rd grade teachers in four schools and a control group of 63 children without reading difficulties (ND), belonging to the same schools. Both groups were equivalent in age, grade, gender and SES. All children were tested on reading decoding and comprehension, reading and writing pseudo‐words, verbal abilities, visual perception, phonological processing, and the WISC‐R. Neither SES nor IQ accounted significantly for the reading difficulties in the RD group. The most predictive variables of the final reading level in the RD group were phonological processing, verbal abilities, and the initial level of decoding. After four years, 17% of the initial RD children had reached an average level of reading, but 11% of this group remained with severe reading difficulties and may be considered as dyslexic children. The RD children who became average readers were not significantly different from the control group in verbal abilities, nor in phonological processing. Nevertheless, they were significantly different in terms of IQ scores. The neuropsychological characteristics of the children with severe reading difficulties appear similar to those found in children with dyslexia in more developed countries. 相似文献
16.
Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
17.
The use of think-aloud protocols to compare inferencing abilities in average and below-average readers 总被引：2，自引：0，他引：2
In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ, reading, language, and working memory, and a story comprehension task that consisted of two conditions: listen through and think aloud. The major findings in this study were that (a) average readers generated significantly more explanatory inferences than below-average readers, and (b) comprehension performance as measured by story recall was significantly better for both groups in the think-aloud condition than in the listen-through condition. The discussion addresses the implications of these findings. 相似文献
18.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献
19.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading. 相似文献
20.
Kimberly J. O&#x;Malley David J. Francis Barbara R. Foorman Jack M. Fletcher Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34
Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy. 相似文献