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Catherine Mcbride-chang - One of the best experts on this subject based on the ideXlab platform.
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Models of speech perception and Phonological Processing in reading.
Child Development, 1996Co-Authors: Catherine Mcbride-changAbstract:Multiple measures of speech perception, Phonological awareness, naming speed, verbal short-term memory, and word reading were concurrently administered to 136 third- and fourth-grade children. Structural equation modeling was used to contrast 5 models of the relations of speech perception and Phonological Processing skills to reading with IQ controlled. The best-fitting model, the Indirect Model, was one in which the effect of speech perception on reading was mediated by its relations with Phonological Processing abilities. Naming speed was particularly highly associated with speech perception, possible evidence for the Motor Theory. Phonological awareness was also substantially correlated with speech perception.
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Phonological Processing, speech perception, and reading disability: An integrative review.
Educational Psychologist, 1995Co-Authors: Catherine Mcbride-changAbstract:Relations between Phonological Processing and speech perception skills in reading-disabled children and adults are considered. Following Wagner and Torgesen (1987), Phonological Processing is comprised of at least three distinct though interrelated abilities--phonemic awareness, Phonological recoding in lexical access, and short-term verbal memory skills. Speech perception skills may also represent two domains, speech perception and short-term memory. Studies of speech perception and word reading are critiqued. The interactions of speech perception, Phonological Processing skills, and word-reading abilities with development are considered in a preliminary model of reading. Although studies of Phonological Processing and speech perception in poor readers have thus far developed separately, experimenters in these isolated domains could benefit from the research findings in each and the unique paradigms each uses to investigate deficits in poor readers.
Carol A Rashotte - One of the best experts on this subject based on the ideXlab platform.
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changing relations between Phonological Processing abilities and word level reading as children develop from beginning to skilled readers a 5 year longitudinal study
Developmental Psychology, 1997Co-Authors: Richard K Wagner, Joseph K Torgesen, Carol A Rashotte, Stephen R Burgess, Steve A Hecht, Theodore A Barker, John Donahue, Tamara GaronAbstract:Relations between Phonological Processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological Processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in Phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in Phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent Phonological Processing ability.
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longitudinal studies of Phonological Processing and reading
Journal of Learning Disabilities, 1994Co-Authors: Joseph K Torgesen, Richard K Wagner, Carol A RashotteAbstract:O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of Phonological Processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, Phonological Processing refers to an individual's mental operations that make use of the Phonological or sound structure of oral language when he or she is learning how to decode written language. The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of Phonological Processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work). The kinds of Phonological Processing skills and knowledge that have been most frequently studied include Phonological awareness, Phonological memory, and rate of access for Phonological information. Types of Reading-Related Phonological Skill
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development of reading related Phonological Processing abilities new evidence of bidirectional causality from a latent variable longitudinal study
Developmental Psychology, 1994Co-Authors: Richard K Wagner, Joseph K Torgesen, Carol A RashotteAbstract:Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's Phonological Processing abilities are well-described by 5 correlated latent abilities: Phonological analysis, Phonological synthesis, Phonological coding in working memory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent Phonological Processing abilities, but letter-name knowledge did. Causal relations between Phonological Processing abilities and reading-related knowledge are bidirectional: Phonological Processing abilities exert strong causal influences on word decoding; letter-name knowledge exerts a more modest causal influence on subsequent Phonological Processing abilities. In the context of beginning reading, Phonological Processing refers to making use of the Phonological or sound structure of oral language when learning how to decode written language (see Adams, 1990; Brady & Shankweiler, 1991; Crowder &
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Development of young readers' Phonological Processing abilities
Journal of Educational Psychology, 1993Co-Authors: Richard K Wagner, Joseph K Torgesen, Karen Simmons, Pamela Laughon, Carol A RashotteAbstract:In a cross-sectional study of 184 kindergarten and 2nd grade students, confirmatory factor analysis of a battery of Phonological and control tasks were used to compare alternative models of young readers' Phonological Processing abilities. We found evidence for 5 distinct but correlated Phonological Processing abilities. Latent Phonological Processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that Phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge
Richard K Wagner - One of the best experts on this subject based on the ideXlab platform.
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learning letter names and sounds effects of instruction letter type and Phonological Processing skill
Journal of Experimental Child Psychology, 2010Co-Authors: Shayne B Piasta, Richard K WagnerAbstract:Abstract Preschool-age children ( N = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s Phonological Processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of Phonological Processing skills. Only children with higher Phonological skills showed a similar effect in the control condition. Practical implications are discussed.
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changing relations between Phonological Processing abilities and word level reading as children develop from beginning to skilled readers a 5 year longitudinal study
Developmental Psychology, 1997Co-Authors: Richard K Wagner, Joseph K Torgesen, Carol A Rashotte, Stephen R Burgess, Steve A Hecht, Theodore A Barker, John Donahue, Tamara GaronAbstract:Relations between Phonological Processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological Processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in Phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in Phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent Phonological Processing ability.
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longitudinal studies of Phonological Processing and reading
Journal of Learning Disabilities, 1994Co-Authors: Joseph K Torgesen, Richard K Wagner, Carol A RashotteAbstract:O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of Phonological Processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, Phonological Processing refers to an individual's mental operations that make use of the Phonological or sound structure of oral language when he or she is learning how to decode written language. The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of Phonological Processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work). The kinds of Phonological Processing skills and knowledge that have been most frequently studied include Phonological awareness, Phonological memory, and rate of access for Phonological information. Types of Reading-Related Phonological Skill
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development of reading related Phonological Processing abilities new evidence of bidirectional causality from a latent variable longitudinal study
Developmental Psychology, 1994Co-Authors: Richard K Wagner, Joseph K Torgesen, Carol A RashotteAbstract:Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's Phonological Processing abilities are well-described by 5 correlated latent abilities: Phonological analysis, Phonological synthesis, Phonological coding in working memory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent Phonological Processing abilities, but letter-name knowledge did. Causal relations between Phonological Processing abilities and reading-related knowledge are bidirectional: Phonological Processing abilities exert strong causal influences on word decoding; letter-name knowledge exerts a more modest causal influence on subsequent Phonological Processing abilities. In the context of beginning reading, Phonological Processing refers to making use of the Phonological or sound structure of oral language when learning how to decode written language (see Adams, 1990; Brady & Shankweiler, 1991; Crowder &
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Development of young readers' Phonological Processing abilities
Journal of Educational Psychology, 1993Co-Authors: Richard K Wagner, Joseph K Torgesen, Karen Simmons, Pamela Laughon, Carol A RashotteAbstract:In a cross-sectional study of 184 kindergarten and 2nd grade students, confirmatory factor analysis of a battery of Phonological and control tasks were used to compare alternative models of young readers' Phonological Processing abilities. We found evidence for 5 distinct but correlated Phonological Processing abilities. Latent Phonological Processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that Phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge
Nadine Gaab - One of the best experts on this subject based on the ideXlab platform.
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neural correlates of Phonological Processing disrupted in children with dyslexia and enhanced in musically trained children
Developmental Cognitive Neuroscience, 2018Co-Authors: Jennifer Zuk, Meaghan V Perdue, Bryce L C Becker, Michelle Chang, Nora Maria Raschle, Nadine GaabAbstract:Phonological Processing has been postulated as a core area of deficit among children with dyslexia. Reduced brain activation during Phonological Processing in children with dyslexia has been observed in left-hemispheric temporoparietal regions. Musical training has shown positive associations with Phonological Processing abilities, but the neural mechanisms underlying this relationship remain unspecified. The present research aims to distinguish neural correlates of Phonological Processing in school-age typically developing musically trained children, musically untrained children, and musically untrained children with dyslexia utilizing fMRI. A whole-brain ANCOVA, accounting for gender and nonverbal cognitive abilities, identified a main effect of group in bilateral temporoparietal regions. Subsequent region-of-interest analyses replicated temporoparietal hypoactivation in children with dyslexia relative to typically developing children. By contrast, musically trained children showed greater bilateral activation in temporoparietal regions when compared to each musically untrained group. Therefore, musical training shows associations with enhanced bilateral activation of left-hemispheric regions known to be important for reading. Findings suggest that engagement of these regions through musical training may underlie the putative positive effects of music on reading development. This supports the hypothesis that musical training may facilitate the development of a bilateral compensatory neural network, which aids children with atypical function in left-hemispheric temporoparietal regions.
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emergence of the neural network underlying Phonological Processing from the prereading to the emergent reading stage a longitudinal study
Human Brain Mapping, 2018Co-Authors: Talia Raney, Jennifer Zuk, Meaghan V Perdue, Bryce L C Becker, Nora Maria Raschle, Nadine Gaab, Ola OzernovpalchikAbstract:Numerous studies have shown that Phonological skills are critical for successful reading acquisition. However, how the brain network supporting Phonological Processing evolves and how it supports the initial course of learning to read is largely unknown. Here, for the first time, we characterized the emergence of the Phonological network in 28 children over three stages (prereading, beginning reading, and emergent reading) longitudinally. Across these three time points, decreases in neural activation in the left inferior parietal cortex (LIPC) were observed during an audiovisual Phonological Processing task, suggesting a specialization process in response to reading instruction/experience. Furthermore, using the LIPC as the seed, a functional network consisting of the left inferior frontal, left posterior occipitotemporal, and right angular gyri was identified. The connection strength in this network co-developed with the growth of Phonological skills. Moreover, children with above-average gains in Phonological Processing showed a significant developmental increase in connection strength in this network longitudinally, while children with below-average gains in Phonological Processing exhibited the opposite trajectory. Finally, the connection strength between the LIPC and the left posterior occipitotemporal cortex at the prereading level significantly predicted reading performance at the emergent reading stage. Our findings highlight the importance of the early emerging Phonological network for reading development, providing direct evidence for the Interactive Specialization Theory and neurodevelopmental models of reading.
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neural deficits in auditory Phonological Processing in chinese children with english reading impairment
Bilingualism: Language and Cognition, 2016Co-Authors: Xiangzhi Meng, Nadine Gaab, Hanlin You, Meixia Song, Amy S Desroches, Zhengke Wang, Na Wei, Mengyu Tian, Guosheng DingAbstract:Auditory Phonological Processing skills are critical for successful reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory Phonological Processing remain unknown in English-as-the-second-language (ESL) learners with reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English impairment across the L1 and L2 learners.
Joseph K Torgesen - One of the best experts on this subject based on the ideXlab platform.
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changing relations between Phonological Processing abilities and word level reading as children develop from beginning to skilled readers a 5 year longitudinal study
Developmental Psychology, 1997Co-Authors: Richard K Wagner, Joseph K Torgesen, Carol A Rashotte, Stephen R Burgess, Steve A Hecht, Theodore A Barker, John Donahue, Tamara GaronAbstract:Relations between Phonological Processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological Processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in Phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in Phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent Phonological Processing ability.
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longitudinal studies of Phonological Processing and reading
Journal of Learning Disabilities, 1994Co-Authors: Joseph K Torgesen, Richard K Wagner, Carol A RashotteAbstract:O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of Phonological Processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, Phonological Processing refers to an individual's mental operations that make use of the Phonological or sound structure of oral language when he or she is learning how to decode written language. The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of Phonological Processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work). The kinds of Phonological Processing skills and knowledge that have been most frequently studied include Phonological awareness, Phonological memory, and rate of access for Phonological information. Types of Reading-Related Phonological Skill
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development of reading related Phonological Processing abilities new evidence of bidirectional causality from a latent variable longitudinal study
Developmental Psychology, 1994Co-Authors: Richard K Wagner, Joseph K Torgesen, Carol A RashotteAbstract:Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's Phonological Processing abilities are well-described by 5 correlated latent abilities: Phonological analysis, Phonological synthesis, Phonological coding in working memory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent Phonological Processing abilities, but letter-name knowledge did. Causal relations between Phonological Processing abilities and reading-related knowledge are bidirectional: Phonological Processing abilities exert strong causal influences on word decoding; letter-name knowledge exerts a more modest causal influence on subsequent Phonological Processing abilities. In the context of beginning reading, Phonological Processing refers to making use of the Phonological or sound structure of oral language when learning how to decode written language (see Adams, 1990; Brady & Shankweiler, 1991; Crowder &
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Development of young readers' Phonological Processing abilities
Journal of Educational Psychology, 1993Co-Authors: Richard K Wagner, Joseph K Torgesen, Karen Simmons, Pamela Laughon, Carol A RashotteAbstract:In a cross-sectional study of 184 kindergarten and 2nd grade students, confirmatory factor analysis of a battery of Phonological and control tasks were used to compare alternative models of young readers' Phonological Processing abilities. We found evidence for 5 distinct but correlated Phonological Processing abilities. Latent Phonological Processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that Phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge
