The Experts below are selected from a list of 1797 Experts worldwide ranked by ideXlab platform
Lee H Swanson - One of the best experts on this subject based on the ideXlab platform.
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working memory attention and mathematical problem solving a longitudinal study of elementary school children
Journal of Educational Psychology, 2011Co-Authors: Lee H SwansonAbstract:The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, Phonological Coding) in Grade 1 children, with follow-up testing in Grades 2 and 3. The results were that (a) Grade 1 predictors that contributed unique variance to Grade 3 word problem-solving performance were WM, naming speed, and inhibition and (b) growth in the executive component of WM was significantly related to growth in word problem-solving accuracy. The results support the notion that growth in the executive system of WM is an important predictor of growth in children's problem solving beyond the contribution of cognitive measures of inattention, inhibition, and processing speed as well as achievement measures related to calculation and reading.
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growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties
Journal of Educational Psychology, 2008Co-Authors: Lee H Swanson, Olga Jerman, Xinghua ZhengAbstract:The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition, naming speed, Phonological Coding) in children in 1st, 2nd, and 3rd grade across 3 testing waves. The results were that (a) children identified as at risk for serious math problem solving difficulties in Wave 1 showed less growth rate and lower levels of performance on cognitive measures than did children not at risk; (b) fluid intelligence and 2 components of WM (central executive, visual-spatial sketchpad) in Wave 1 (Year 1) predicted Wave 3 word problem solving solution accuracy; and (c) growth in the central executive and Phonological storage component of WM was related to growth in solution accuracy. The results support the notion that growth in WM is an important predictor of children's problem solving beyond the contribution of reading, calculation skills, and individual differences in Phonological processing, inhibition, and processing speed.
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cross sectional and incremental changes in working memory and mathematical problem solving
Journal of Educational Psychology, 2006Co-Authors: Lee H SwansonAbstract:Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; Phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary schoolchildren. A battery of tests was administered that assessed problem solving, achievement, memory, and cognitive processing (inhibition, speed, Phonological Coding) in children in Grades 1, 2, and 3 (Wave 1) and 1 year later (Wave 2). The results showed that (a) 31% of the explainable within-person changes across testing waves and 42% of the age-related differences in word problem-solving accuracy were related to executive processing and (b) executive processing and reading performance in Year 1 were the only variables that contributed unique variance to Year 2 problem-solving performance. The results support the notion that growth in the executive system is an important predictor of children's problem solving abilities beyond the contribution of reading and calculation skills and that growth in executive processing can operate independently of individual differences in Phonological processing, inhibition, and processing speed.
Guinevere F Eden - One of the best experts on this subject based on the ideXlab platform.
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Phonological awareness and short term memory in hearing and deaf individuals of different communication backgrounds
Annals of the New York Academy of Sciences, 2008Co-Authors: Kelly L Crain, Carol Lasasso, Guinevere F EdenAbstract:Previous work in deaf populations on Phonological Coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects’ native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the Phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of Phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal Phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects’ retrieval was lower than that of hearing subjects. Our results support the claim (Bavelieretal., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, Phonological Coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.
Ann E Geers - One of the best experts on this subject based on the ideXlab platform.
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predictors of reading skill development in children with early cochlear implantation
Ear and Hearing, 2003Co-Authors: Ann E GeersAbstract:Objective: The present study sought to document the word reading and comprehension levels attained by children who were implanted by 5 yr of age. It was hypothesized that the improved speech perception abilities acquired with cochlear implantation would promote Phonological Coding skills and facilitate the acquisition of beginning reading skills. Design: Three subtests from diagnostic reading assessment batteries standardized on hearing children were administered to 181 children between 8 yr 0 mo and 9 yr 11 mo of age who had 4 to 6 yr of implant experience. In addition, a battery of processing measures was administered including a lexical decision task, a rhyme task and the digit span subtest of the Wechsler Intelligence Scale for Children. Results: Over half of the children scored within the average range for their age compared with the normative data for hearing children. Reading competence was associated with higher nonverbal intelligence, higher family socio-economic status, female gender and later onset of deafness (between birth and 36 mo). After variance due to these child and family characteristics was removed, reading competence was associated with mainstream educational placement, use of an updated implant speech processor with a wide dynamic range, and speech processing characteristics that included longer memory span and use of Phonological Coding strategies. Reading outcome was most highly predicted by linguistic competence and, secondarily, by speech production skill. Conclusion: Children who experience severe to profound deafness early in their development have a better prognosis for normal literacy development than ever before. To the extent that use of a cochlear implant is associated with greater use of Phonological Coding strategies for deCoding print, longer working memory spans for short-term storage of phonemes, words and sentences and accelerated language development for reading comprehen
Carol Lasasso - One of the best experts on this subject based on the ideXlab platform.
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Phonological awareness and short term memory in hearing and deaf individuals of different communication backgrounds
Annals of the New York Academy of Sciences, 2008Co-Authors: Kelly L Crain, Carol Lasasso, Guinevere F EdenAbstract:Previous work in deaf populations on Phonological Coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects’ native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the Phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of Phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal Phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects’ retrieval was lower than that of hearing subjects. Our results support the claim (Bavelieretal., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, Phonological Coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.
Virginia W. Berninger - One of the best experts on this subject based on the ideXlab platform.
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early development of language by hand composing reading listening and speaking connections three letter writing modes and fast mapping in spelling
Developmental Neuropsychology, 2006Co-Authors: Virginia W. Berninger, Robert D Abbott, Janine M Jones, Beverly Wolf, Laura Gould, Marci Andersonyoungstrom, Shirley Shimada, Kenn ApelAbstract:The first findings from a 5-year, overlapping-cohorts longitudinal study of typical language development are reported for (a) the interrelationships among Language by Ear (listening), Mouth (speaking), Eye (reading), and Hand (writing) in Cohort 1 in 1st and 3rd grade and Cohort 2 in 3rd and 5th grade; (b) the interrelationships among three modes of Language by Hand (writing manuscript letters with pen and keyboard and cursive letters with pen) in each cohort in the same grade levels as (a); and (c) the ability of the 1st graders in Cohort 1 and the 3rd graders in Cohort 2 to apply fast mapping in learning to spell pseudowords. Results showed that individual differences in Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression are stable developmentally, but each functional language system is only moderately correlated with the others. Likewise, manuscript writing, cursive writing, and keyboarding are only moderately correlated, and each has a different set of unique neuropsychological predictors depending on outcome measure and grade level. Results support the use of the following neuropsychological measures in assessing handwriting modes: orthographic Coding, rapid automatic naming, finger succession (grapho-motor planning for sequential finger movements), inhibition, inhibition/switching, and phonemes skills (which may facilitate transfer of abstract letter identities across letter formats and modes of production). Both 1st and 3rd graders showed evidence of fast mapping of novel spoken word forms onto written word forms over 3 brief sessions (2 of which involved teaching) embedded in the assessment battery; and this fast mapping explained unique variance in their spelling achievement over and beyond their orthographic and Phonological Coding abilities and correlated significantly with current and next-year spelling achievement.
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Anatomical correlates of dyslexia: frontal and cerebellar findings.
Brain, 2003Co-Authors: Mark A. Eckert, Jennifer B. Thomson, Christiana M. Leonard, Todd L Richards, Elizabeth H. Aylward, Virginia W. BerningerAbstract:Summary In this study, we examined the neuroanatomy of dyslexic (14 males, four females) and control (19 males, 13 females) children in grades 4‐6 from a family genetics study. The dyslexics had specific deficits in word reading relative to the population mean and verbal IQ, but did not have primary language or motor deficits. Measurements of the posterior temporal lobe, inferior frontal gyrus, cerebellum and whole brain were collected from MRI scans. The dyslexics exhibited significantly smaller right anterior lobes of the cerebellum, pars triangularis bilaterally, and brain volume. Measures of the right cerebellar anterior lobe and the left and right pars triangularis correctly classified 72% of the dyslexic subjects (94% of whom had a rapid automatic naming deficit) and 88% of the controls. The cerebellar anterior lobe and pars triangularis made significant contributions to the classification of subjects after controlling for brain volume. Correlational analyses showed that these neuroanatomical measurements were also significantly correlated with reading, spelling and language measures related to dyslexia. Age was not related to any anatomical variable. Results for the dyslexic children from the family genetics study are discussed with reference to dyslexic adults from a prior study, who were ascertained on the basis of a discrepancy between Phonological Coding and reading comprehension. The volume of the right anterior lobe of the cerebellum distinguished dyslexic from control participants in both studies. The cerebellum is one of the most consistent locations for structural differences between dyslexic and control participants in imaging studies. This study may be the first to show that anomalies in a cerebellar-frontal circuit are associated with rapid automatic naming and the double-deficit subtype of dyslexia.
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multiple orthographic and Phonological codes in literacy acquisition an evolving research program
1994Co-Authors: Virginia W. Berninger, Robert D AbbottAbstract:In section 1 we describe how a practical problem—diagnosing and remediating reading disabilities—led to the development of The Multiple Connections Model of orthographic-Phonological Coding relationships in learning to recognize and spell printed words. In section 2 we review results of a research program based on this model that are relevant to the theoretical issues of whether orthographic and Phonological processes are independent, related, or both separate and functionally integrated. In section 3 we compare Dual Route Theory, Connectionism and our model and discuss our transition from assessment to treatment studies for validating the Multiple Connections Model.