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Reading readiness varies as a function of family and environmental variables. This study of 11-year-old children (N = 39) was designed to determine if there was an additional or interactive contribution of brain structure. Evidence is presented that both environmental and biological variables predict phonological development. Temporal lobe (planar) asymmetry, hand preference, family history of reading disability, and SES explained over half of the variance in phonological and verbal performance. The results demonstrate a linear association between cerebral organization and phonological skill within socioeconomic groups. These data provide concrete evidence to support the commonly held assumption that both environmental and biological factors are independent determinants of a child's ability to process linguistic information. 相似文献
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This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions. 相似文献
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ABSTRACT This paper is designed to present strategies for assessing cognitive, perceptual, sensory and motor functions and symbol and modality preferences relative to preparation for augmentative communication programming with severely multihandicapped children. Suggested treatment strategies are provided for each of the domains addressed. 相似文献
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This study was designed to examine differences and similarities in the writing of 15 language-impaired, 17 dyslexic and 15
typically developing control subjects matched on chronological age. Subjects ranging in age from 11 to 21 years were required
to produce a written language sample using an expository text-retell procedure. The writing of these groups was compared on
eight variables across discourse, T-unit, sentence, and word levels. Control subjects performed better than language-impaired
and dyslexic subjects on all writing variables. Dyslexic subjects showed better performance than the language-impaired subjects
on several variables including, (a) number of T-units, (b) number of ideas, (c) total number of words, and (4) number of different
words while showing comparable performance on percentage of spelling and production of grammatically correct sentences. These
findings support Bishop and Snowling’s [Psychol. Bull. 130 (2004) 858] position that the differences between these two clinical populations exist in the non-phonological dimensions
of language. 相似文献
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Rebecca Wiseheart Lori J. P. Altmann Heeyoung Park Linda J. Lombardino 《Annals of dyslexia》2009,59(2):151-167
This study investigated the effects of syntactic complexity on written sentence comprehension in compensated adults with dyslexia.
Because working memory (WM) plays a key role in processing complex sentences, and individuals with dyslexia often demonstrate
persistent deficits in WM, we hypothesized that individuals with dyslexia would perform more poorly on tasks designed to assess
the comprehension of syntactic structures that are especially taxing on WM (e.g., passives, sentences with relative clauses).
Compared to their nondyslexic peers, individuals with dyslexia were significantly less accurate and marginally slower on passive
sentences. For sentences containing relative clauses, the dyslexic group was also less accurate but did not differ in response
times. Covarying WM and word reading in both analyses eliminated group differences showing that syntactic deficits in adults
with dyslexia are constrained by both WM and word-reading ability. These findings support previous research showing that syntactic
processing deficits are characteristic of dyslexia, even among high-achieving students. 相似文献
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Dongil?Kim Yujeong?ParkEmail author Linda?J.?Lombardino 《Asia Pacific Education Review》2015,16(3):447-459
This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups’ performance on alphanumeric and non-alphanumeric tasks with their performance on component measures of reading. Twenty-seven low-achieving readers and 34 typically achieving readers participated in this study. The low-achieving readers performed significantly more slowly than their typically achieving reading peers on the four measures of rapid naming. The response rates for both alphanumeric naming tasks (digits and letters) showed strong negative correlations with oral reading fluency, while their response rates for the non-alphanumeric naming tasks (Color and Object naming) showed relatively weak relationships with reading measures for both groups. In regression equations, Letter naming tasks were uniquely associated with both word recognition and oral reading fluency. The utility of using alphanumeric naming tasks as indicators for identifying Korean Hangul readers who are at risk for reading disabilities is discussed. 相似文献
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Tibi Sana Edwards Ashley A. Schatschneider Christopher Lombardino Linda J. Kirby John R. Salha Soheil H. 《Reading and writing》2021,34(3):791-816
Reading and Writing - Little research has been conducted on Arabic letter knowledge. This study investigates the nature of Arabic letter knowledge, its dimensionality, and the relative difficulty... 相似文献
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Abstract The purpose of this paper is to describe the nonverbal behaviours of students who are severely/multiply handicapped and to demonstrate how the development of their communicative behaviours parallels the sequence that has been described for normally developing children. Included are the roles of the adult and child in the communicative exchange at each level of development and communicative examples of student behaviours that are typically seen in severely/multiply handicapped children. 相似文献
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