Phoneme Awareness,Visual-Verbal Paired-Associate Learning,and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability     

Meesha Warmington  Charles Hulme 《Scientific Studies of Reading》2013,17(1):45-62

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition, whereas visual-verbal paired-associate learning, RAN, and phoneme awareness were predictors of nonword reading. These results suggest that visual-verbal paired-associate learning, RAN, and phoneme awareness tap related but far-from-identical processes and are important predictors of different aspects of reading skills in children.  相似文献   

Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths     

Babayiğit  Selma  Hitch  Graham J.  Kandru-Pothineni  Swathi  Clarke  Annie  Warmington  Meesha 《Reading and writing》2022,35(7):1651-1673

Reading and Writing - Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233–262,...  相似文献   

Assessing dyslexia in higher education: the York adult assessment battery‐revised     

Meesha Warmington  Susan E. Stothard  Margaret J. Snowling 《Journal of Research in Special Educational Needs》2013,13(1):48-56

Although there are a number of standardised measures to assess dyslexia in children, there are comparatively fewer instruments suitable for the assessment of dyslexia in adults. Given the growing number of students entering UK higher education institutions, there is a need to develop reliable tools for assessing the additional needs of those with dyslexia and related difficulties. This study reports data from a revised version of the York Adult Assessment: An Assessment Battery for Dyslexia Screening in Higher Education. The current York Adult Assessment‐Revised (YAA‐R) is an assessment battery consisting of tests of reading, spelling, writing and phonological skills. Data from a normative sample of 106 adults without dyslexia and a validation sample of 20 adults with dyslexia illustrate significant group differences on the tests comprising the YAA‐R. Additionally, the YAA‐R has good discriminatory power yielding 80% sensitivity and 97% specificity. Taken together, the YAA‐R is a suitable test battery for the assessment and identification of dyslexia in university students.  相似文献