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Articles de revues sur le sujet « Predictors of reading ability »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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Jung, Hye Lim, Minwha Yang, and Aejin Lee. "Differences in Predictors of Reading Comprehension Across Three Reading Ability Groups." Journal of Elementary Education 32, no. 2 (2019): 145–72. http://dx.doi.org/10.29096/jee.32.2.07.

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Gromko, Joyce Eastlund. "Predictors of Music Sight-Reading Ability in High School Wind Players." Journal of Research in Music Education 52, no. 1 (2004): 6–15. http://dx.doi.org/10.2307/3345521.

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The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in the American Midwest yielded a 4–variable model that included reading comprehension, rhythmic audiation, visual field articulation, and spatial orientation, F = 21.26, p < 0.001, accounting for 48% of the variance on music sight-reading. The results support previous studies in music education, cognitive science, and neuroscience that have shown that music reading draws on a variety of cognitive skills that include reading comprehension, audiation, spatial-temporal reasoning and visual perception of patterns rather than individual notes.

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Yuan, Han, Eliane Segers, and Ludo Verhoeven. "Predictors of Early Mandarin Chinese Character Reading Development." Children 9, no. 12 (2022): 1946. http://dx.doi.org/10.3390/children9121946.

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In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China.

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Hjetland, Hanne Næss, Ellen Irén Brinchmann, Ronny Scherer, and Monica Melby‐Lervåg. "Preschool predictors of later reading comprehension ability: a systematic review." Campbell Systematic Reviews 13, no. 1 (2017): 1–155. http://dx.doi.org/10.4073/csr.2017.14.

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Gelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus, and Cheryl Makel. "Exploring the Nature of Compensation Strategies in Individuals With Dyslexia." Canadian Journal of School Psychology 33, no. 2 (2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.

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Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as words become more complex, oral reading fluency may not be related to reading comprehension. Practical implications and suggestions for future directions in this area are discussed.

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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.

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Pham, A. V., and R. M. Hasson. "Verbal and Visuospatial Working Memory as Predictors of Children's Reading Ability." Archives of Clinical Neuropsychology 29, no. 5 (2014): 467–77. http://dx.doi.org/10.1093/arclin/acu024.

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Hjetland, Hanne Næss, Ellen Irén Brinchmann, Solveig‐Alma Halaas Lyster, Bente Eriksen Hagtvet, and Monica Melby‐Lervåg. "PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review." Campbell Systematic Reviews 11, no. 1 (2015): 1–40. http://dx.doi.org/10.1002/cl2.139.

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VEII, KAZUVIRE, and JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children." Bilingualism: Language and Cognition 8, no. 3 (2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.

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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.

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Dalby, J. Thomas, and Richard Williams. "Preserved reading and spelling ability in psychotic disorders." Psychological Medicine 16, no. 1 (1986): 171–75. http://dx.doi.org/10.1017/s0033291700002609.

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SynopsisStandard scores on tests of intelligence, memory and academic achievement were obtained from individuals with either schizophrenic spectrum disorders, mania, alcohol abuse, antisocial personality disorders or no mental disorder. The three cognitive measures were highly and positively correlated in three groups (normal controls, alcohol abusers and antisocial personality disorders), while in the schizophrenic spectrum and manic groups a pattern of average reading and spelling achievement was contrasted with lower intelligence and memory quotients. It was suggested that reading and spelling ability are more accurate predictors of premorbid ability in psychotic disorders than other psychometric scales. This parallels previous findings with organic dementias and raises questions about possible shared aetiological bases between dementias and psychoses.

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Canet-Juric, Lorena, Sebastián Urquijo, María Marta Richard`s, and Débora Burin. "Cognitive predictors of reading comprehension levels using discriminant analysis." International Journal of Psychological Research 2, no. 2 (2009): 99–111. http://dx.doi.org/10.21500/20112084.865.

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Reading comprehension is a complex skill, which involves different cognitive processes such as monitoring, working memory, interference suppression and resolution inferences. The aim of this work is to evaluate the discriminative ability of these processes, to differentiate levels of reading comprehension, in children between 8 and 9 years of age (N = 89) of public, and private, schools, in the city of Mar del Plata, Argentina. For this, specific tests were administered to each of these processes. The results distinguished two discriminant functions; the first one was the only that distinguished between individuals with good or bad comprehension abilities. A good level of reading comprehension implied to be efficient in the use of language skills (monitoring, inference, vocabulary), and, also, having abilities of processing (working memory). In contrast, the failure in general processing skills, such as phonological working memory or deficit in the ability to relate concepts (vocabulary), appeared to be characteristic of individuals with bad comprehension skills.

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Menyuk, Paula, Marie Chesnick, Jacqueline Weis Liebergott, Blanche Korngold, Ralph D'Agostino, and Albert Belanger. "Predicting Reading Problems In At-Risk Children." Journal of Speech, Language, and Hearing Research 34, no. 4 (1991): 893–903. http://dx.doi.org/10.1044/jshr.3404.893.

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This study was designed to determine early predictors of reading problems in children at risk for such problems. Three groups of children participated in the study: those with a specific language impairment; those who presumably had a language delay or disorder early in life and had no or a mild disorder at present; and a group of premature children. The data collected were standard speech and language test measures, given as the children entered the study, measures of language metaprocessing abilities on an experimental battery, given 6 months after they entered the study; and standard measures of reading, given when the children were aged 80 to 96 months. Many significant relations were found between measures of oral language ability and meta-processing ability at an earlier age and reading ability in first and second grade. The language processing battery scores accounted for a somewhat greater amount of variance on the reading tests than did the scores on the standard language tests. Three ability groups, comparatively high, middle, and low, were found in the population as a result of cluster analysis. Some premature children and some children with early language disorder or mild language disorder at entry into the study, as well as most SLI children, were members of the low language-ability group. These data were then examined to see if membership in the low language-ability group, as measured by either standard speech and language tests or the language meta-processing battery predicted at-risk reading performance on the WRAT. Forty-six children were found to be at risk by this test. Twenty-one of the children were identified by either set of measures, an additional 10 were identified by the language meta-processing measures alone, an additional 3 by the intake measures alone, and 12 of the children were not identified by either set of measures as potential problem readers. The results indicate that early measures of language awareness are good predictors of later reading performance but that different measures of this awareness are good predictors for different children.

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Tibi, Sana, and John R. Kirby. "Reading in Arabic: How Well Does the Standard Model Apply?" Journal of Speech, Language, and Hearing Research 62, no. 4 (2019): 993–1014. http://dx.doi.org/10.1044/2019_jslhr-l-18-0193.

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Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of children's reading. Results Each of the constructs explained unique variance when added to the model. In the final models, PA was the strongest predictor of all outcomes, followed by MA. In a follow-up analysis, participants were divided into good and poor decoders, based on their Pseudoword Reading scores. Good decoders outscored poor decoders on every measure. Within-group regression analyses indicated that poor decoders relied on more component processes than good decoders, suggesting a lack of automaticity. Variance in reading outcomes was better predicted for poor decoders than for good decoders. Conclusion These results indicate that standard predictors apply well to Arabic, showing the particular importance of PA and MA. Longitudinal and instructional studies are required to determine developmental patterns and ways to improve reading performance.

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Peterson, Robin L., Richard Boada, Lauren M. McGrath, Erik G. Willcutt, Richard K. Olson, and Bruce F. Pennington. "Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences." Journal of Learning Disabilities 50, no. 4 (2016): 408–21. http://dx.doi.org/10.1177/0022219415618500.

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The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

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Schlatter, Erika, Ard W. Lazonder, Inge Molenaar, and Noortje Janssen. "Individual Differences in Children’s Scientific Reasoning." Education Sciences 11, no. 9 (2021): 471. http://dx.doi.org/10.3390/educsci11090471.

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Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.

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GOLDSTEIN, DONALD J., and THOMAS W. BRITT. "VISUAL-MOTOR COORDINATION AND INTELLIGENCE AS PREDICTORS OF READING, MATHEMATICS, ANDWRITTEN LANGUAGE ABILITY." Perceptual and Motor Skills 78, no. 3 (1994): 819–23. http://dx.doi.org/10.2466/pms.1994.78.3.819.

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Tan, Yah Hui, Kenneth K. Poon, and Susan J. Rickard Liow. "Predictors of reading ability in English for Mandarin-speaking bilingual children in Singapore." Early Child Development and Care 183, no. 10 (2013): 1420–31. http://dx.doi.org/10.1080/03004430.2013.788817.

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Leather, Cathy V., and Lucy A. Henry. "Working Memory Span and Phonological Awareness Tasks as Predictors of Early Reading Ability." Journal of Experimental Child Psychology 58, no. 1 (1994): 88–111. http://dx.doi.org/10.1006/jecp.1994.1027.

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Ormel, Ellen, Marcel R. Giezen, Harry Knoors, Ludo Verhoeven, and Eva Gutierrez-Sigut. "Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes." Languages 7, no. 1 (2022): 51. http://dx.doi.org/10.3390/languages7010051.

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Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. We found that (1) speech-based vocabulary strongly predicted word and text reading at T2 and T3, (2) fingerspelling ability was a strong predictor of word and text reading fluency at T2 and T3, (3) speech-based phonological awareness predicted word reading accuracy at T2 and T3 but did not predict text reading fluency, and (4) fingerspelling and STM predicted word reading latency at T2 while sign-based phonological awareness predicted this outcome measure at T3. These results suggest that fingerspelling may have an important function in facilitating the construction of orthographical/phonological representations of printed words for deaf children and strengthening word decoding and recognition abilities.

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SHAREEF, ZEINAB, PER ÖSTBERG, and MARTINA HEDENIUS. "Verbal fluency in relation to reading ability in students with and without dyslexia." Applied Psycholinguistics 40, no. 2 (2018): 445–72. http://dx.doi.org/10.1017/s0142716418000644.

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ABSTRACTVerbal fluency tasks, in which participants generate words during a set time, have been used in research and assessments of neurobiological disorders and impairments. Research on verbal fluency in dyslexia has shown impaired performance in semantic and letter fluency. However, studies report inconsistent results, and action fluency has not been examined in dyslexia. Current research has mainly examined verbal fluency in relation to executive functions, vocabulary, and phonological processing. The present study examined performance on letter, semantic, and action fluency in relation to reading ability in 42 students in higher education, of which 16 had developmental dyslexia and 26 had typical reading development. It was examined if verbal fluency can predict variance in reading ability when group, phonological awareness, and rapid automatized naming are controlled for. Results showed impaired verbal fluency in the developmental dyslexia group. Action fluency and group were significant predictors of reading ability, together explaining 73% of the variance, in a backward elimination regression analysis. The results point to a possible, unique connection between action fluency and reading ability; this connection is discussed based on their neurocognitive underpinnings.

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Lee, Eun Ju. "Exploring the Korean Hangul Word Decoding Properties of Children with Reading Disabilities: Implication for Reading Intervention and Reading Related Language Factors." Communication Sciences & Disorders 26, no. 4 (2021): 797–819. http://dx.doi.org/10.12963/csd.21853.

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Objectives: This study analyzed the Korean Hangul word decoding properties of children with reading disabilities by considering reading intervention and reading related language factors.Methods: A corresponding sample t-test, correlation analysis, and repeated measurement were examined for the relevance of Hangul and reading difficulties, predictors of Hangul reading difficulties, and the effects of Korean word meaningfulness (word/non-word) and spelling regularity (regular/irregular) variables.Results: 1) After reading intervention, children with reading disabilities improved in their Hangul decoding, listening comprehension, phonological awareness, and word writing scores. 2) Before and after reading interventions, variables related to decoding were receptive vocabulary, phonological awareness, word writing, and rapid naming. 3) The variables of children’s ability that predicted decoding were word writing, listening comprehension, receptive vocabulary, and rapid naming; and the variable that predicted non-word decoding was word writing. Phonological awareness, which showed significant correlation with decoding scores, did not act as a significant predictor of decoding scores. 4) Reading interventions and decoding-level variables (word meaning and spelling regularity) both showed significant effects in the decoding of Korean Hangul, especially after reading interventions.Conclusion: The reading disability of Hangul is acting on both the characteristics of the ideogram and phonogram system, and the characteristics of Hangul’s unique spelling system.

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Zago, David, Nick Rosoman, David Shum, Michael O'Callaghan, and Anthony Lesley. "Attentional Problems and Subtypes of Attention Deficit Hyperactivity Disorder." Australian Educational and Developmental Psychologist 25, no. 2 (2008): 17–33. http://dx.doi.org/10.1375/aedp.25.2.17.

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AbstractThis study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD-Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

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Cook, Robert Bradley, and Eva Marie Kane. "Academic Reading Attitudes and Performance as a Function of Gender." Journal of Studies in Education 8, no. 4 (2018): 75. http://dx.doi.org/10.5296/jse.v8i4.13770.

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Childhood reading levels are important predictors of later childhood academic success. A child’s reading ability and reading attitude is a strong indicator of future academic success and lifelong reading (Kush & Watkins, 1996; Wigfield & Guthrie, 1997). Educational leaders need to foster a climate of reading acceptance at school. To accomplish this, schools need to provide a learning environment filled with reading role models. Schools should maintain large quantities of reading materials that include all student reading levels and interests. Teachers should be given professional development and instructed on how to provide interesting and relevant reading opportunities for their students.

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Schwab, Susanne, Marco G. P. Hessels, Markus Gebhardt, Mathias Krammer, and Barbara Gasteiger-Klicpera. "The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes." Journal of Cognitive Education and Psychology 14, no. 2 (2015): 180–98. http://dx.doi.org/10.1891/1945-8959.14.2.180.

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This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average-IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.

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Jiao, Qun G., and Anthony J. Onwuegbuzie. "Reading ability as a predictor of library anxiety." Library Review 52, no. 4 (2003): 159–69. http://dx.doi.org/10.1108/00242530310470720.

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Goldstein, Donald J., and Thomas W. ,. Britt. "Visual-Motor Coordination and Intelligence as Predictors of Reading, Mathematics, and Written Language Ability." Perceptual and Motor Skills 78, no. 3 (1994): 819–23. http://dx.doi.org/10.1177/003151259407800327.

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Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score variance when IQs were included in the equations.

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Reifinger, James L. "The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children." Journal of Research in Music Education 66, no. 1 (2018): 71–91. http://dx.doi.org/10.1177/0022429418756029.

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This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.

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O’Rourke, Polly, and Michael F. Bunting. "The cognitive underpinnings of mental model construction in L1 and L2." Quarterly Journal of Experimental Psychology 71, no. 4 (2018): 801–7. http://dx.doi.org/10.1080/17470218.2017.1307859.

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This study investigates the ability to create mental models and the role of working memory in mental model ability in the first and second language with English–Spanish bilinguals using L1 and L2 versions of the Spatial Integration Task. Participants showed effects of continuity in accuracy in L1 and L2, but only in L1 did they show effects in the reading times. In L1, working memory capacity predicted identification accuracy for discontinuous descriptions in L1, as well as reading time for the critical discontinuous sentence. In L2, accuracy was predicted by L2 reading ability only and there were no significant predictors of reading times. The findings suggest that the lack of availability of working memory resources in L2 induces participants to rely primarily on verbal abilities to create mental models.

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White, William F., Andrea Karlin, and Charles Burke. "Perception of Home Environment and School Abilities as Predictors of Reading Power and School Achievements." Perceptual and Motor Skills 62, no. 3 (1986): 819–22. http://dx.doi.org/10.2466/pms.1986.62.3.819.

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A sample of 565 sixth grade, middle-school students in two urban settings in the Southwestern United States completed the My Education (ME) scale and the Degrees of Reading Power. Responses to the 55 items in the ME Scale were factor analyzed by the principal components solution. Five rotated factors contributed 47% to the cumulative proportion of common variance. The first factor, labeled “Values Learned From Parents,” contained item responses which were the best predictors of reading power with a correlation of .41. Reading power and ability among 565 sixth graders was motivated highest by perceived values learned at home.

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Freed, Jenny, Catherine Adams, and Elaine Lockton. "Predictors of reading comprehension ability in primary school-aged children who have pragmatic language impairment." Research in Developmental Disabilities 41-42 (June 2015): 13–21. http://dx.doi.org/10.1016/j.ridd.2015.03.003.

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Stanton, Warren R., Michael Feehan, Rob McGee, and Phil A. Silva. "The Relative Value of Reading Ability and IQ as Predictors of Teacher-Reported Behavior Problems." Journal of Learning Disabilities 23, no. 8 (1990): 514–17. http://dx.doi.org/10.1177/002221949002300810.

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Westerveld, Marleen F., Jessica Paynter, Kathryn O'Leary, and David Trembath. "Preschool predictors of reading ability in the first year of schooling in children with ASD." Autism Research 11, no. 10 (2018): 1332–44. http://dx.doi.org/10.1002/aur.1999.

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Garcia, Noelia P., Robert D. Abbott, and Virginia W. Berninger. "Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites." Written Language and Literacy 13, no. 1 (2010): 61–98. http://dx.doi.org/10.1075/wll.13.1.03gar.

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Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudoword reading accuracy and rate predictors jointly predicted individuals’ spelling ability group (superior, average, or poor) from first to sixth grade. Results are discussed for significance of results for Triple Word Form Theory (relationships of multiple language skills to spelling development), advantages of multivariate approaches that analyze a set of joint predictors, and importance of designing studies so that findings can be generalized to specific regions of the distribution — upper, middle, and lower — rather than the entire distribution of spellers in an unreferred sample.

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Schwartz, Theodore H., Orrin Devinsky, Werner Doyle, and Kenneth Perrine. "Preoperative predictors of anterior temporal language areas." Journal of Neurosurgery 89, no. 6 (1998): 962–70. http://dx.doi.org/10.3171/jns.1998.89.6.0962.

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Object. Although it is known that 5 to 10% of patients have language areas anterior to the rolandic cortex, many surgeons still perform standard anterior temporal lobectomies for epilepsy of mesial onset and report minimal long-term dysphasia. The authors examined the importance of language mapping before anterior temporal lobectomy. Methods. The authors mapped naming, reading, and speech arrest in a series of 67 patients via stimulation of long-term implanted subdural grids before resective epilepsy surgery and correlated the presence of language areas in the anterior temporal lobe with preoperative demographic and neuropsychometric data. Naming (p < 0.03) and reading (p < 0.05) errors were more common than speech arrest in patients undergoing surgery in the anterior temporal lobe. In the approximate region of a standard anterior temporal lobectomy, including 2.5 cm of the superior temporal gyrus and 4.5 cm of both the middle and inferior temporal gyrus, the authors identified language areas in 14.5% of patients tested. Between 1.5 and 3.5 cm from the temporal tip, patients who had seizure onset before 6 years of age had more naming (p < 0.02) and reading (p < 0.01) areas than those in whom seizure onset occurred after age 6 years. Patients with a verbal intelligence quotient (IQ) lower than 90 had more naming (p < 0.05) and reading (p < 0.02) areas than those with an IQ higher than 90. Finally, patients who were either left handed or right hemisphere memory dominant had more naming (p < 0.05) and reading (p < 0.02) areas than right-handed patients with bilateral or left hemisphere memory lateralization. Postoperative neuropsychometric testing showed a trend toward a greater decline in naming ability in patients who were least likely to have anterior language areas, that is, those with higher verbal IQ and later seizure onset. Conclusions. Preoperative identification of markers of left hemisphere damage, such as early seizure onset, poor verbal IQ, left handedness, and right hemisphere memory dominance should alert neurosurgeons to the possibility of encountering essential language areas in the anterior temporal lobe (1.5–3.5 cm from the temporal tip). Naming and reading tasks are required to identify these areas. Whether removal of these areas necessarily induces long-term impairment in verbal abilities is unknown; however, in patients with a low verbal IQ and early seizure onset, these areas appear to be less critical for language processing.

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Tambyraja, Sherine R., Kelly Farquharson, and Laura Justice. "Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors." Journal of Speech, Language, and Hearing Research 63, no. 11 (2020): 3714–26. http://dx.doi.org/10.1044/2020_jslhr-20-00108.

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Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

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Lorenz, Eliane, Sharareh Rahbari, Ulrike Schackow, and Peter Siemund. "Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 185–217. http://dx.doi.org/10.1558/jmtp.15517.

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This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (heritage language) and German (majority language). The monolingual control group was raised in German only. The main predictor variables are reading fluency and comprehension in German and the heritage languages. Additional predictor variables include school type, school year, socioeconomic status, cognitive ability, amongst others. Using correlation and regression analyses we test if reading fluency and comprehension impact proficiency in English and if bilingual students enjoy advantages over their monolingual German peers. The results reveal no systematic advantage of bilingual students, although we find significant correlations between reading fluency and comprehension and C-test results. School type, cognitive skills, among others, are predictors for English performance, whereas socioeconomic status returns no significant effect.

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Grogan, S. C. "Which cognitive abilities at age four are the best predictors of reading ability at age seven?" Journal of Research in Reading 18, no. 1 (1995): 24–31. http://dx.doi.org/10.1111/j.1467-9817.1995.tb00065.x.

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Dilnot, Julia, Lorna Hamilton, Barbara Maughan, and Margaret J. Snowling. "Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia." Development and Psychopathology 29, no. 1 (2016): 235–44. http://dx.doi.org/10.1017/s0954579416000134.

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AbstractWe investigate the role of distal, proximal, and child risk factors as predictors of reading readiness and attention and behavior in children at risk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses, and child health via interviews and questionnaires. Assessments of children's reading-related skills, behavior, and attention were used to define their readiness for learning at school entry. Children at family risk of dyslexia and children with preschool language difficulties experienced more environmental adversities and health risks than controls. The risks associated with family risk of dyslexia and with language status were additive. Both home literacy environment and child health predicted reading readiness while home literacy environment and family stresses predicted attention and behavior. Family risk of dyslexia did not predict readiness to learn once other risks were controlled and so seems likely to be best conceptualized as representing gene–environment correlations. Pooling across risks defined a cumulative risk index, which was a significant predictor of reading readiness and, together with nonverbal ability, accounted for 31% of the variance between children.

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Pluck, Graham. "Lexical reading ability predicts academic achievement at university level." Cognition, Brain, Behavior. An interdisciplinary journal 22, no. 3 (2018): 175–96. http://dx.doi.org/10.24193/cbb.2018.22.12.

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Stekić, Katarina, Olivera Ilić, Vanja Ković, and Andrej Savić. "ERP Indicators of Phonological Awareness Development in Children: A Systematic Review." Brain Sciences 13, no. 2 (2023): 290. http://dx.doi.org/10.3390/brainsci13020290.

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Phonological awareness is the ability to correctly recognize and manipulate phonological structures. The role of phonological awareness in reading development has become evident in behavioral research showing that it is inherently tied to measures of phonological processing and reading ability. This has also been shown with ERP research that examined how phonological processing training can benefit reading skills. However, there have not been many attempts to systematically review how phonological awareness itself is developed neurocognitively. In the present review, we screened 224 papers and systematically reviewed 40 papers that have explored phonological awareness and phonological processing using ERP methodology with both typically developing and children with reading problems. This review highlights ERP components that can be used as neurocognitive predictors of early developmental dyslexia and reading disorders in young children. Additionally, we have presented how phonological processing is developed neurocognitively throughout childhood, as well as which phonological tasks can be used to predict the development of phonological awareness prior to developing reading skills. Neurocognitive measures of early phonological processing can serve as supplemental diagnostic sources to behavioral measures of reading abilities because they show different aspects of phonological sensitivity when compared to behavioral measures.

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Gilbertson, Margie, and Ronald K. Bramlett. "Phonological Awareness Screening to Identify At-Risk Readers." Language, Speech, and Hearing Services in Schools 29, no. 2 (1998): 109–16. http://dx.doi.org/10.1044/0161-1461.2902.109.

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The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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Gantz, Bruce J., George G. Woodworth, John F. Knutson, Paul J. Abbas, and Richard S. Tyler. "Multivariate Predictors of Audiological Success with Multichannel Cochlear Implants." Annals of Otology, Rhinology & Laryngology 102, no. 12 (1993): 909–16. http://dx.doi.org/10.1177/000348949310201201.

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To predict the audiological outcomes of 2 multichannel cochlear implants, a preoperative battery of historical, audiological, electrophysiologic, and psychologic variables from 48 postlingually deafened adults was tested in a prospective randomized clinical trial. Multivariate analyses were used to select and combine these preoperative variables in a predictive index that was significantly related to audiological outcome at 9 months. The preoperative variables included in the predictive index were duration of profound deafness, speech reading ability, residual hearing, cognitive ability, measures of compliance and engagement with treatment, and use of nonverbal communication strategies. The preoperative predictive index had correlations of .81 with the Iowa Sentences Test, and .78 with the NU6 word understanding scores, both obtained in a sound-only test Probability and percentile curves generated from these data offer considerable optimism in forecasting the range of likely audiological outcomes that would be realized by postlingually deafened adult candidates for multichannel cochlear implants.

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DISKIN, JULIE. "Is oral narrative ability a reliable predictor of reading competence?" International Journal of Language & Communication Disorders 30, S1 (1995): 350–52. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01699.x.

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Luciano, Michelle. "Making Reading Easier: How Genetic Information Can Help." Policy Insights from the Behavioral and Brain Sciences 4, no. 2 (2017): 147–54. http://dx.doi.org/10.1177/2372732217720464.

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Reading is the cornerstone of all educational systems. Without adequate reading skills, learning in all other subject areas becomes very challenging. Children typically learn basic reading skills by age 6 or 7, but there is variation in timing of reading skill acquisition and, thereafter, in reading ability. A strong predictor of whether a child will have difficulties with reading is family history. Twin and family studies confirm that reading ability (including specific reading disorder) is substantively genetically influenced. Molecular genetic studies of reading ability have identified a number of candidate genes that are associated with reading disability and/or reading processes; many more are likely to be discovered. This review discusses implications that increased understanding of the genetic architecture of reading ability has for early identification and intervention for children at risk for reading difficulties.

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Samur, Dalya, Olivier Luminet, and Sander L. Koole. "Alexithymia predicts lower reading frequency: The mediating roles of mentalising ability and reading attitude." Poetics 65 (December 2017): 1–11. http://dx.doi.org/10.1016/j.poetic.2017.09.002.

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Megías-Robles, Alberto, María José Gutiérrez-Cobo, Rosario Cabello, Raquel Gómez-Leal, Simon Baron-Cohen, and Pablo Fernández-Berrocal. "The ‘Reading the mind in the Eyes' test and emotional intelligence." Royal Society Open Science 7, no. 9 (2020): 201305. http://dx.doi.org/10.1098/rsos.201305.

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The ‘Reading the Mind in the Eyes' test (Eyes Test) has been widely used to measure theory of mind (ToM) or the ability to recognize the thoughts and feelings of others. Although previous studies have analysed its relationship with the ability to perceive emotions, the potential links with more complex emotional abilities remain unclear. The aim of the present research was to analyse the relationship between the Eyes Test and each of the emotional intelligence (EI) branches: perceiving, facilitating, understanding and managing emotions. In addition, we were interested in studying these relationships as a function of the Eyes Test difficulty. Eight hundred and seventy-four participants completed the Eyes Test and the Mayer–Salovey–Caruso Emotional Intelligence Test. A stepwise multiple regression analysis for the total score on the Eyes Test revealed that the best fitting model included the understanding, perceiving and managing emotion branches, with the understanding branch being the one most strongly associated with performance on the Eyes Test. Interestingly, stepwise multiple regression analysis for the easiest items of the Eyes Test revealed the same predictors, but, in the case of the most difficult items only the understanding branch was a predictor. These outcomes were not moderated by the influence of gender. Our findings support the notion that the Eyes Test can be used as a ToM task and that it is associated with complex EI abilities. Limitations and future lines of investigation are discussed.

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Heath, Steve M., and John H. Hogben. "Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately?" Australian Educational and Developmental Psychologist 17, no. 1 (2000): 32–62. http://dx.doi.org/10.1017/s0816512200028029.

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AbstractA longitudinal study was designed to investigate the possibility of improving current accuracy in prediction of reading disability, using phonological awareness (PA), oral language, and auditory temporal processing (ATP) as predictors. Preschoolers (n = 106) were tested on PA, and two groups were selected from the upper and lower quartiles of the PA distribution for initial testing as prereaders on ATP and oral language, and later testing on reading and oral language at the end of years 1, 2 , and 3. Oral language markedly improved levels of prediction previously achieved using PA alone. However, although ATP is related to PA and oral language in prereaders, it contributed little to prediction of reading achievement beyond that afforded by measures of PA and oral language. Options for improving the levels of prediction achieved here by increasing the sensitivity of our measure of AJP are discussed.

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Catts, Hugh W. "The Relationship Between Speech-Language Impairments and Reading Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 5 (1993): 948–58. http://dx.doi.org/10.1044/jshr.3605.948.

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A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

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Brooks, Gavin, Jon Clenton, and Simon Fraser. "Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension." Studies in Second Language Learning and Teaching 11, no. 3 (2021): 351–76. http://dx.doi.org/10.14746/ssllt.2021.11.3.3.

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This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

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