| 1. |
- Christopher, Micaela E., et al.
(författare)
-
Predicting Word Reading and Comprehension With Executive Function and Speed Measures Across Development: A Latent Variable Analysis
- 2012
-
Ingår i: Journal of experimental psychology. General. - : American Psychological Association. - 0096-3445 .- 1939-2222. ; 141:3, s. 470-488
-
Tidskriftsartikel (refereegranskat)abstract
- The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 participants (ages 8-16 years) were used to portion each cognitive and reading construct into its unique and shared variance. In these models 2 specific issues are addressed: (a) Given that the wide age range may span the theoretical transition from "learning to read" to "reading to learn," the authors first test whether the relation between word reading and reading comprehension is stable across 2 age groups (ages 8-10 and 11-16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that (a) the relation between word reading and reading comprehension is largely invariant across the age groups, and (b) working memory and general processing speed, but not inhibition or the speeded naming of nonalphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable.
|
|
| 2. |
- Elwér, Åsa, et al.
(författare)
-
A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
- 2015
-
Ingår i: Scandinavian Journal of Psychology. - : Wiley: 24 months. - 0036-5564 .- 1467-9450. ; 56:2, s. 157-166
-
Tidskriftsartikel (refereegranskat)abstract
- Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.
|
|
| 3. |
- Miller, Amanda C, et al.
(författare)
-
Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit
- 2013
-
Ingår i: Journal of Abnormal Child Psychology. - : Springer Verlag (Germany). - 0091-0627 .- 1573-2835. ; 41:3, s. 473-483
-
Tidskriftsartikel (refereegranskat)abstract
- We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information-a centrality deficit (Miller and Keenan, Annals of Dyslexia 59:99-113, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.
|
|
| 4. |
- Olson, Richard, et al.
(författare)
-
Genetic and Environmental Influences on Vocabulary and Reading Development
- 2011
-
Ingår i: SCIENTIFIC STUDIES OF READING. - : Taylor and Francis. - 1088-8438 .- 1532-799X. ; 15:1, s. 26-46
-
Tidskriftsartikel (refereegranskat)abstract
- Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through Grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by Grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension.
|
|
| 5. |
|
|
| 6. |
- Olson, Richard K, et al.
(författare)
-
Why Do Children Differ in Their Development of Reading and Related Skills?
- 2014
-
Ingår i: Scientific Studies of Reading. - : Routledge. - 1088-8438 .- 1532-799X. ; 18:1, s. 38-54
-
Tidskriftsartikel (refereegranskat)abstract
- Modern behavior-genetic studies of twins in the United States, Australia, Scandinavia, and the United Kingdom show that genes account for most of the variance in children's reading ability by the end of the 1st year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words and comprehending text, and some of the genetic influence comes through a gene–environment correlation. Strong genetic influences do not diminish the importance of the environment for reading development in the population and for helping struggling readers, but they question setting the same minimal performance criterion for all children.
|
|
