Search results

Title: Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.
Creator: Adlof, Suzanne M, Scoggins, Joanna, Brazendale, Allison, Babb, Spencer, Petscher, Yaacov
Abstract/Description: The study aims to determine whether brief, group-administered screening measures can reliably identify second-grade children at risk for language impairment (LI) or dyslexia and to examine the degree to which parents of affected children were aware of their children's difficulties. Participants (N = 381) completed screening tasks and assessments of word reading, oral language, and nonverbal intelligence. Their parents completed questionnaires that inquired about reading and language...
Show moreThe study aims to determine whether brief, group-administered screening measures can reliably identify second-grade children at risk for language impairment (LI) or dyslexia and to examine the degree to which parents of affected children were aware of their children's difficulties. Participants (N = 381) completed screening tasks and assessments of word reading, oral language, and nonverbal intelligence. Their parents completed questionnaires that inquired about reading and language development. Despite considerable overlap in the children meeting criteria for LI and dyslexia, many children exhibited problems in only one domain. The combined screening tasks reliably identified children at risk for either LI or dyslexia (area under the curve = 0.842), but they were more accurate at identifying risk for dyslexia than LI. Parents of children with LI and/or dyslexia were frequently unaware of their children's difficulties. Parents of children with LI but good word reading skills were the least likely of all impairment groups to report concerns or prior receipt of speech, language, or reading services. Group-administered screens can identify children at risk of LI and/or dyslexia with good classification accuracy and in less time than individually administered measures. More research is needed to improve the identification of children with LI who display good word reading skills.
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Date Issued: 2017-12-20
Identifier: FSU_pmch_29222567, 10.1044/2017_JSLHR-L-16-0473, PMC5962925, 29222567, 29222567, 2666238
Format: Citation

Title: Predicting Intelligibility Gains in Dysarthria Through Automated Speech Feature Analysis.
Creator: Fletcher, Annalise R, Wisler, Alan A, McAuliffe, Megan J, Lansford, Kaitlin L, Liss, Julie M
Abstract/Description: Behavioral speech modifications have variable effects on the intelligibility of speakers with dysarthria. In the companion article, a significant relationship was found between measures of speakers' baseline speech and their intelligibility gains following cues to speak louder and reduce rate (Fletcher, McAuliffe, Lansford, Sinex, & Liss, 2017). This study reexamines these features and assesses whether automated acoustic assessments can also be used to predict intelligibility gains. Fifty...
Show moreBehavioral speech modifications have variable effects on the intelligibility of speakers with dysarthria. In the companion article, a significant relationship was found between measures of speakers' baseline speech and their intelligibility gains following cues to speak louder and reduce rate (Fletcher, McAuliffe, Lansford, Sinex, & Liss, 2017). This study reexamines these features and assesses whether automated acoustic assessments can also be used to predict intelligibility gains. Fifty speakers (7 older individuals and 43 with dysarthria) read a passage in habitual, loud, and slow speaking modes. Automated measurements of long-term average spectra, envelope modulation spectra, and Mel-frequency cepstral coefficients were extracted from short segments of participants' baseline speech. Intelligibility gains were statistically modeled, and the predictive power of the baseline speech measures was assessed using cross-validation. Statistical models could predict the intelligibility gains of speakers they had not been trained on. The automated acoustic features were better able to predict speakers' improvement in the loud condition than the manual measures reported in the companion article. These acoustic analyses present a promising tool for rapidly assessing treatment options. Automated measures of baseline speech patterns may enable more selective inclusion criteria and stronger group outcomes within treatment studies.
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Date Issued: 2017-11-09
Identifier: FSU_pmch_29075755, 10.1044/2017_JSLHR-S-16-0453, PMC6195072, 29075755, 29075755, 2661026
Format: Citation

Title: Predicting Intelligibility Gains in Individuals With Dysarthria From Baseline Speech Features.
Creator: Fletcher, Annalise R, McAuliffe, Megan J, Lansford, Kaitlin L, Sinex, Donal G, Liss, Julie M
Abstract/Description: Across the treatment literature, behavioral speech modifications have produced variable intelligibility changes in speakers with dysarthria. This study is the first of two articles exploring whether measurements of baseline speech features can predict speakers' responses to these modifications. Fifty speakers (7 older individuals and 43 speakers with dysarthria) read a standard passage in habitual, loud, and slow speaking modes. Eighteen listeners rated how easy the speech samples were to...
Show moreAcross the treatment literature, behavioral speech modifications have produced variable intelligibility changes in speakers with dysarthria. This study is the first of two articles exploring whether measurements of baseline speech features can predict speakers' responses to these modifications. Fifty speakers (7 older individuals and 43 speakers with dysarthria) read a standard passage in habitual, loud, and slow speaking modes. Eighteen listeners rated how easy the speech samples were to understand. Baseline acoustic measurements of articulation, prosody, and voice quality were collected with perceptual measures of severity. Cues to speak louder and reduce rate did not confer intelligibility benefits to every speaker. The degree to which cues to speak louder improved intelligibility could be predicted by speakers' baseline articulation rates and overall dysarthria severity. Improvements in the slow condition could be predicted by speakers' baseline severity and temporal variability. Speakers with a breathier voice quality tended to perform better in the loud condition than in the slow condition. Assessments of baseline speech features can be used to predict appropriate treatment strategies for speakers with dysarthria. Further development of these assessments could provide the basis for more individualized treatment programs.
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Date Issued: 2017-11-09
Identifier: FSU_pmch_29075753, 10.1044/2016_JSLHR-S-16-0218, PMC6195071, 29075753, 29075753, 2661025
Format: Citation

Title: Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial..
Creator: Tamm, Leanne, Denton, Carolyn A, Epstein, Jeffery N, Schatschneider, Christopher, Taylor, Heather, Arnold, L Eugene, Bukstein, Oscar, Anixt, Julia, Koshy, Anson, Newman,...
Show moreTamm, Leanne, Denton, Carolyn A, Epstein, Jeffery N, Schatschneider, Christopher, Taylor, Heather, Arnold, L Eugene, Bukstein, Oscar, Anixt, Julia, Koshy, Anson, Newman, Nicholas C, Maltinsky, Jan, Brinson, Patricia, Loren, Richard E A, Prasad, Mary R, Ewing-Cobbs, Linda, Vaughn, Aaron
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Abstract/Description: This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were...
Show moreThis trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record
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Date Issued: 2017-05-01
Identifier: FSU_pmch_28333510, 10.1037/ccp0000170, PMC5398920, 28333510, 28333510, 2017-13225-001
Format: Citation

Title: Maternal Socioeconomic Status Influences the Range of Expectations During Language Comprehension in Adulthood.
Creator: Troyer, Melissa, Borovsky, Arielle
Abstract/Description: In infancy, maternal socioeconomic status (SES) is associated with real-time language processing skills, but whether or not (and if so, how) this relationship carries into adulthood is unknown. We explored the effects of maternal SES in college-aged adults on eye-tracked, spoken sentence comprehension tasks using the visual world paradigm. When sentences ended in highly plausible, expected target nouns (Exp. 1), higher SES was associated with a greater likelihood of considering alternative...
Show moreIn infancy, maternal socioeconomic status (SES) is associated with real-time language processing skills, but whether or not (and if so, how) this relationship carries into adulthood is unknown. We explored the effects of maternal SES in college-aged adults on eye-tracked, spoken sentence comprehension tasks using the visual world paradigm. When sentences ended in highly plausible, expected target nouns (Exp. 1), higher SES was associated with a greater likelihood of considering alternative endings related to the action of the sentence. Moreover, for unexpected sentence endings (Exp. 2), individuals from higher SES backgrounds were sensitive to whether the ending was action-related (plausible) or unrelated (implausible), showing a benefit for plausible endings. Individuals from lower SES backgrounds did not show this advantage. This suggests maternal SES can influence the dynamics of sentence processing even in adulthood, with consequences for processing unexpected content. These findings highlight the importance of early lexical experience for adult language skills.
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Date Issued: 2017-05-01
Identifier: FSU_pmch_28295485, 10.1111/cogs.12488, PMC6226242, 28295485, 28295485
Format: Citation

Title: Assessing Vowel Centralization in Dysarthria: A Comparison of Methods..
Creator: Fletcher, Annalise R, McAuliffe, Megan J, Lansford, Kaitlin L, Liss, Julie M
Abstract/Description: The strength of the relationship between vowel centralization measures and perceptual ratings of dysarthria severity has varied considerably across reports. This article evaluates methods of acoustic-perceptual analysis to determine whether procedural changes can strengthen the association between these measures. Sixty-one speakers (17 healthy individuals and 44 speakers with dysarthria) read a standard passage. To obtain acoustic data, 2 points of formant extraction (midpoint and...
Show moreThe strength of the relationship between vowel centralization measures and perceptual ratings of dysarthria severity has varied considerably across reports. This article evaluates methods of acoustic-perceptual analysis to determine whether procedural changes can strengthen the association between these measures. Sixty-one speakers (17 healthy individuals and 44 speakers with dysarthria) read a standard passage. To obtain acoustic data, 2 points of formant extraction (midpoint and articulatory point) and 2 frequency measures (Hz and Bark) were trialed. Both vowel space area and an adapted formant centralization ratio were calculated using first and second formants of speakers' corner vowels. Twenty-eight listeners rated speech samples using different prompts: one with a focus on intelligibility, the other on speech precision. Perceptually, listener ratings of speech precision provided the best index of acoustic change. Acoustically, the combined use of an articulatory-based formant extraction point, Bark frequency units, and the formant centralization ratio was most effective in explaining perceptual ratings. This combination of procedures resulted in an increase of 17% to 27% explained variance between measures. The procedures researchers use to assess articulatory impairment can significantly alter the strength of relationship between acoustic and perceptual measures. Procedures that maximize this relationship are recommended.
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Date Issued: 2017-02-01
Identifier: FSU_pmch_28124069, 10.1044/2016_JSLHR-S-15-0355, PMC6194930, 28124069, 28124069, 2599995
Format: Citation

Title: Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content..
Creator: Kaschak, Michael P, Connor, Carol M, Dombek, Jennifer L
Abstract/Description: We report a design study that assessed the feasibility of Enacted Reading Comprehension (ERC), an intervention designed to teach 3rd and 4th grade students (n = 40 and 25, respectively) to use gestures to understand an increasingly abstract set of texts. Students were taught to use gestures to understand the idea of "opposing forces" in a concrete setting-the forces at play as tectonic plates move past each other-and then taught to use the gestures to understand opposing forces in more...
Show moreWe report a design study that assessed the feasibility of Enacted Reading Comprehension (ERC), an intervention designed to teach 3rd and 4th grade students (n = 40 and 25, respectively) to use gestures to understand an increasingly abstract set of texts. Students were taught to use gestures to understand the idea of "opposing forces" in a concrete setting-the forces at play as tectonic plates move past each other-and then taught to use the gestures to understand opposing forces in more abstract situations. For example, students were taught to use gestures to understand the opposing sides of an argument, and to understand the internal conflicts that arise as individuals are faced with moral dilemmas. The results of our design study suggest that ERC has promise as a method for introducing students to the idea of using gesture to understand text content, and to employ this strategy in a range of reading contexts.
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Date Issued: 2017-01-20
Identifier: FSU_pmch_28107474, 10.1371/journal.pone.0169711, PMC5249083, 28107474, 28107474, PONE-D-16-36185
Format: Citation

Title: Genetic and environmental influences on early literacy skills across school grade contexts.
Creator: Haughbrook, Rasheda, Hart, Sara A, Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy...
Show moreRecent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools.
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Date Issued: 2017-09-01
Identifier: FSU_pmch_27496364, 10.1111/desc.12434, PMC5293682, 27496364, 27496364
Format: Citation

Title: Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study..
Creator: Little, Callie W, Hart, Sara A, Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework...
Show morePrevious literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments.
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Date Issued: 2016-07-01
Identifier: FSU_pmch_25349092, 10.1177/0022219414555715, PMC4411209, 25349092, 25349092, 0022219414555715
Format: Citation

Title: Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis..
Creator: Tighe, Elizabeth L, Schatschneider, Christopher
Abstract/Description: The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading...
Show moreThe current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed.
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Date Issued: 2016-07-01
Identifier: FSU_pmch_25350926, 10.1177/0022219414555415, PMC4532638, 25350926, 25350926, 0022219414555415
Format: Citation

Title: A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Creator: Tighe, Elizabeth L, Schatschneider, Christopher
Abstract/Description: The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the...
Show moreThe purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed.
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Date Issued: 2016-07-01
Identifier: FSU_pmch_25351773, 10.1177/0022219414556771, PMC4558398, 25351773, 25351773, 0022219414556771
Format: Citation

Title: Identifying learning patterns of children at risk for Specific Reading Disability.
Creator: Barbot, Baptiste, Krivulskaya, Suzanna, Hein, Sascha, Reich, Jodi, Thuma, Philip E, Grigorenko, Elena L
Abstract/Description: Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across...
Show moreDifferences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.
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Date Issued: 2016-05-01
Identifier: FSU_pmch_26037654, 10.1111/desc.12313, PMC4751058, 26037654, 26037654
Format: Citation

Title: Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills..
Creator: Lerner, Matthew D, Lonigan, Christopher J
Abstract/Description: Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the...
Show moreDespite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_26745710, 10.1016/j.jecp.2015.09.023, PMC5225463, 26745710, 26745710, S0022-0965(15)00227-1
Format: Citation

Title: Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Creator: Connor, Carol McDonald, Day, Stephanie L, Phillips, Beth, Sparapani, Nicole, Ingebrand, Sarah W, McLean, Leigh, Barrus, Angela, Kaschak, Michael P
Abstract/Description: Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective...
Show moreMany assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
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Date Issued: 2016-11-01
Identifier: FSU_pmch_27264645, 10.1111/cdev.12570, PMC5138137, 27264645, 27264645
Format: Citation

Title: The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
Creator: Jasińska, Kaja K, Molfese, Peter J, Kornilov, Sergey A, Mencl, W Einar, Frost, Stephen J, Lee, Maria, Pugh, Kenneth R, Grigorenko, Elena L, Landi, Nicole
Abstract/Description: Understanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans...
Show moreUnderstanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it has been associated with multiple aspects of cognition, particularly memory, which are relevant for the development of skilled reading. Yet, little is known about the impact of the Val66Met polymorphism on functional brain activation in development, either in animal models or in humans. Here, we examined whether the BDNF Val66Met polymorphism (dbSNP rs6265) is associated with children's (age 6-10) neural activation patterns during a reading task (n = 81) using functional magnetic resonance imaging (fMRI), genotyping, and standardized behavioral assessments of cognitive and reading development. Children homozygous for the Val allele at the SNP rs6265 of the BDNF gene outperformed Met allele carriers on reading comprehension and phonological memory, tasks that have a strong memory component. Consistent with these behavioral findings, Met allele carriers showed greater activation in reading-related brain regions including the fusiform gyrus, the left inferior frontal gyrus and left superior temporal gyrus as well as greater activation in the hippocampus during a word and pseudoword reading task. Increased engagement of memory and spoken language regions for Met allele carriers relative to Val/Val homozygotes during reading suggests that Met carriers have to exert greater effort required to retrieve phonological codes.
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Date Issued: 2016-08-23
Identifier: FSU_pmch_27551971, 10.1371/journal.pone.0157449, PMC4995017, 27551971, 27551971, PONE-D-15-48171
Format: Citation

Title: Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies..
Creator: Little, Callie W, Haughbrook, Rasheda, Hart, Sara A
Abstract/Description: Numerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h = 0.59,...
Show moreNumerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h = 0.59, with significant variation in estimates across studies, suggesting potential moderation. Moderation results indicated publication year, grade level, project, zygosity methods, and response type moderated heritability estimates. The average shared environmental estimate was c = 0.16, with publication year, grade and zygosity methods acting as significant moderators. These findings support the role of genetics on reading comprehension, and a small significant role of shared environmental influences. The results suggest that our interpretation of how genes and environments influence reading comprehension should reflect aspects of study and sample.
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Date Issued: 2017-01-01
Identifier: FSU_pmch_27630039, 10.1007/s10519-016-9810-6, PMC5225138, 27630039, 27630039, 10.1007/s10519-016-9810-6
Format: Citation

Title: Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Creator: Petscher, Yaacov, Quinn, Jamie M, Wagner, Richard K
Abstract/Description: Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading...
Show moreConceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and nonlinear quadratic latent growth models as well as implications for modeling change with correlated traits. (PsycINFO Database Record
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Date Issued: 2016-11-01
Identifier: FSU_pmch_27732037, 10.1037/dev0000172, PMC5091810, 27732037, 27732037, 2016-48469-001
Format: Citation

Title: Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study..
Creator: Little, Callie W, Hart, Sara A, Quinn, Jamie M, Tucker-Drob, Elliot M, Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters...
Show moreThis study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
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Date Issued: 2017-05-01
Identifier: FSU_pmch_27859016, 10.1111/cdev.12670, PMC5423830, 27859016, 27859016
Format: Citation

Title: School profiles of at-risk student concentration: differential growth in oral reading fluency..
Creator: Logan, Jessica A R, Petscher, Yaacov
Abstract/Description: The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the...
Show moreThe present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability.
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Date Issued: 2010-04-01
Identifier: FSU_pmch_20159224, 10.1016/j.jsp.2009.12.002, PMC2847361, 20159224, 20159224, S0022-4405(09)00080-6
Format: Citation

Title: First graders' literacy and self-regulation gains: The effect of individualizing student instruction..
Creator: Connor, Carol McDonald, Ponitz, Claire Cameron, Phillips, Beth M, Travis, Q Monét, Glasney, Stephanie, Morrison, Frederick J
Abstract/Description: We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small...
Show moreWe examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.
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Date Issued: 2010-10-01
Identifier: FSU_pmch_20728691, 10.1016/j.jsp.2010.06.003, PMC2976978, 20728691, 20728691, S0022-4405(10)00046-4
Format: Citation

Title: A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Creator: Swanson, Elizabeth, Wanzek, Jeanne, Petscher, Yaacov, Vaughn, Sharon, Heckert, Jennifer, Cavanaugh, Christie, Kraft, Guliz, Tackett, Kathryn
Abstract/Description: A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted...
Show moreA synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21521868, 10.1177/0022219410378444, PMC3319370, 21521868, 21521868, 0022219410378444
Format: Citation

Title: The comprehension of sentences involving quantity information affects responses on the up-down axis.
Creator: Sell, Andrea J, Kaschak, Michael P
Abstract/Description: We investigated the use of space in the comprehension of the concept of quantity in text. Previous work has suggested that the right-left axis is useful in spatial representations of number and quantity, while linguistic evidence points toward use of the up-down axis. In Experiment 1, participants read sentences containing quantity information and pressed buttons in either (1) an up and a down position or (2) a left and a right position. In Experiment 2, the participants pressed buttons in...
Show moreWe investigated the use of space in the comprehension of the concept of quantity in text. Previous work has suggested that the right-left axis is useful in spatial representations of number and quantity, while linguistic evidence points toward use of the up-down axis. In Experiment 1, participants read sentences containing quantity information and pressed buttons in either (1) an up and a down position or (2) a left and a right position. In Experiment 2, the participants pressed buttons in either (1) up and down positions or (2) left and right positions, but heard the sentences rather than reading them. We found spatial compatibility effects for the up-down axis, but not for the right-left axis. Additionally, the spatial compatibility effect was observed whether or not the participants moved to make their responses. We discussed the results in the context of embodied approaches to the comprehension of quantity information.
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Date Issued: 2012-08-01
Identifier: FSU_pmch_22588974, 10.3758/s13423-012-0263-5, PMC5101539, 22588974, 22588974
Format: Citation

Title: Spelling well despite developmental language disorder: what makes it possible?.
Creator: Rakhlin, Natalia, Cardoso-Martins, Cláudia, Kornilov, Sergey A, Grigorenko, Elena L
Abstract/Description: The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing...
Show moreThe goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23860907, 10.1007/s11881-013-0084-x, PMC3787991, 23860907, 23860907
Format: Citation

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Creator: Kim, Young-Suk, Apel, Kenn, Al Otaiba, Stephanie
Abstract/Description: The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological,...
Show moreThe relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23833281, 10.1044/0161-1461(2013/12-0013), PMC3852899, 23833281, 23833281, 0161-1461_2013_12-0013
Format: Citation

Title: Evaluating the dimensionality of first-grade written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Folsom, Jessica S, Greulich, Luana, Puranik, Cynthia
Abstract/Description: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using...
Show moreThis study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach, including confirmatory factor analysis and structural equation modeling. The seven traits in the 6 + 1 trait system were best described as two constructs: substantive quality and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. These four dimensions may be a useful guideline for evaluating developing beginning writers' compositions.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_24687472, 10.1044/1092-4388(2013/12-0152), PMC3972623, 24687472, 24687472, 1829925
Format: Citation

Title: Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012)..
Creator: Wagner, Richard K, Herrera, Sarah K, Spencer, Mercedes, Quinn, Jamie M
Abstract/Description: Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses,...
Show moreRecently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses, exploratory factor analysis, and structural equation modeling to justify their conclusion. Their structural equation modeling results provided the strongest and most direct test of their alternative view. However, they incorrectly specified their simple view model. When correctly specified, the simple view of reading model and an alternative model in which listening comprehension affects decoding provide identically good fits to the data. This results from the fact that they are equivalent models. Although Tunmer and Chapman's results do not support their assertion that a model in which oral language comprehension affects decoding provides a better fit to their data, the presence of equivalent models provides an ironic twist: The mountain of evidence that supports the simple view of reading provides equivalent support to their alternative interpretation. Additional studies are needed to differentiate these two theoretical accounts.
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Date Issued: 2015-03-01
Identifier: FSU_pmch_25095787, 10.1177/0022219414544544, PMC4318790, 25095787, 25095787, 0022219414544544
Format: Citation

Title: Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study..
Creator: Quinn, Jamie M, Wagner, Richard K, Petscher, Yaacov, Lopez, Danielle
Abstract/Description: The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading...
Show moreThe present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25201552, 10.1111/cdev.12292, PMC4331220, 25201552, 25201552
Format: Citation

Title: Inattention, hyperactivity, and emergent literacy: different facets of inattention relate uniquely to preschoolers' reading-related skills..
Creator: Sims, Darcey M, Lonigan, Christopher J
Abstract/Description: Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool...
Show moreAlthough extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool children. Participants included 204 preschool children (M age = 56 months, 50.9% female, 79.8% European American). Behavioral rating scales were completed by teachers, and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy were completed by the preschoolers. Across measures, inattention was a unique correlate of emergent literacy skills, whereas hyperactivity/impulsivity was not. Both rating scales and the CPT indices of inattention were uniquely associated with emergent literacy skills. These results suggest that these measures are assessing different manifestations of inattention that are both unique correlates of early reading skills.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23186142, 10.1080/15374416.2012.738453, PMC3586984, 23186142, 23186142
Format: Citation

Title: The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.
Creator: Landi, Nicole, Frost, Stephen J, Mencl, W Einar, Preston, Jonathan L, Jacobsen, Leslie K, Lee, Maria, Yrigollen, Carolyn, Pugh, Kenneth R, Grigorenko, Elena L
Abstract/Description: In both children and adults there is large variability in reading skill, with approximately 5-10% of individuals characterized as having reading disability; these individuals struggle to learn to read despite adequate intelligence and opportunity. Although it is well established that a substantial portion of this variability is attributed to the genetic differences between individuals, specifics of the connections between reading and the genome are not understood. This article presents data...
Show moreIn both children and adults there is large variability in reading skill, with approximately 5-10% of individuals characterized as having reading disability; these individuals struggle to learn to read despite adequate intelligence and opportunity. Although it is well established that a substantial portion of this variability is attributed to the genetic differences between individuals, specifics of the connections between reading and the genome are not understood. This article presents data that suggest that variation in the COMT gene, which has previously been associated with variation in higher-order cognition, is associated with reading and reading-related skills, at the level of both brain and behavior. In particular, we found that the COMT Val/Met polymorphism at rs4680, which results in the substitution of the ancestral Valine (Val) by Methionine (Met), was associated with better performance on a number of critical reading measures and with patterns of functional neural activation that have been linked to better readers. We argue that this polymorphism, known for its broad effects on cognition, may modulate (likely through frontal lobe function) reading skill.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23278923, 10.1111/j.1467-7687.2012.01180.x, PMC3655431, 23278923, 23278923
Format: Citation

Title: Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading..
Creator: Hart, Sara A, Logan, Jessica A R, Soden-Hensler, Brooke, Kershaw, Sarah, Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were...
Show moreResearch on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23294149, 10.1037/a0031348, PMC3758396, 23294149, 23294149, 2013-00029-001
Format: Citation

Title: Expanding the environment: gene × school-level SES interaction on reading comprehension..
Creator: Hart, Sara A, Soden, Brooke, Johnson, Wendy, Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES...
Show moreInfluential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., 'higher' school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, 'higher' school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23725549, 10.1111/jcpp.12083, PMC3766464, 23725549, 23725549
Format: Citation

Title: A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Creator: Connor, Carol McDonald, Morrison, Frederick J, Fishman, Barry, Crowe, Elizabeth C, Al Otaiba, Stephanie, Schatschneider, Christopher
Abstract/Description: Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on...
Show moreUsing a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
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Date Issued: 2013-08-01
Identifier: FSU_pmch_23785038, 10.1177/0956797612472204, PMC4737583, 23785038, 23785038, 0956797612472204
Format: Citation

Title: Reading and a diffusion model analysis of reaction time.
Creator: Naples, Adam, Katz, Leonard, Grigorenko, Elena L
Abstract/Description: Processing speed is associated with reading performance. However, the literature is not clear either on the definition of processing speed or on why and how it contributes to reading performance. In this study we demonstrated that processing speed, as measured by reaction time, is not a unitary construct. Using the diffusion model of two-choice reaction time, we assessed processing speed in a series of same-different reaction time tasks for letter and number strings. We demonstrated that the...
Show moreProcessing speed is associated with reading performance. However, the literature is not clear either on the definition of processing speed or on why and how it contributes to reading performance. In this study we demonstrated that processing speed, as measured by reaction time, is not a unitary construct. Using the diffusion model of two-choice reaction time, we assessed processing speed in a series of same-different reaction time tasks for letter and number strings. We demonstrated that the association between reaction time and reading performance is driven by processing speed for reading-related information, but not motor or sensory encoding speed.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_22612543, 10.1080/87565641.2011.614979, PMC3388803, 22612543, 22612543
Format: Citation

Title: Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2..
Creator: Kim, Young-Suk, Wagner, Richard K, Lopez, Danielle
Abstract/Description: From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text...
Show moreFrom a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22726256, 10.1016/j.jecp.2012.03.002, PMC3836363, 22726256, 22726256, S0022-0965(12)00054-9
Format: Citation

Title: Lexical decision as an endophenotype for reading comprehension: an exploration of an association..
Creator: Naples, Adam, Katz, Len, Grigorenko, Elena L
Abstract/Description: Based on numerous suggestions in the literature, we evaluated lexical decision (LD) as a putative endophenotype for reading comprehension by investigating heritability estimates and segregation analyses parameter estimates for both of these phenotypes. Specifically, in a segregation analysis of a large sample of families, we established that there is little to no overlap between genes contributing to LD and reading comprehension and that the genetic mechanism behind LD derived from this...
Show moreBased on numerous suggestions in the literature, we evaluated lexical decision (LD) as a putative endophenotype for reading comprehension by investigating heritability estimates and segregation analyses parameter estimates for both of these phenotypes. Specifically, in a segregation analysis of a large sample of families, we established that there is little to no overlap between genes contributing to LD and reading comprehension and that the genetic mechanism behind LD derived from this analysis appears to be more complex than that for reading comprehension. We conclude that in our sample, LD is not a good candidate as an endophenotype for reading comprehension, despite previous suggestions from the literature. Based on this conclusion, we discuss the role and benefit of the endophenotype approach in studies of complex human cognitive functions.
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Date Issued: 2012-11-01
Identifier: FSU_pmch_23062302, 10.1017/S0954579412000752, PMC3541527, 23062302, 23062302, S0954579412000752
Format: Citation

Title: Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
Creator: Lonigan, Christopher J, Purpura, David J, Wilson, Shauna B, Walker, Patricia M, Clancy-Menchetti, Jeanine
Abstract/Description: Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324 preschoolers (mean age=54.32 months, SD=5.88) from low-income backgrounds (46% girls and 54% boys; 82% African American, 14% White, and 4% other) were...
Show moreMany preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324 preschoolers (mean age=54.32 months, SD=5.88) from low-income backgrounds (46% girls and 54% boys; 82% African American, 14% White, and 4% other) were randomized to combinations of meaning-focused (dialogic reading or shared reading) and code-focused (phonological awareness, letter knowledge, or both) interventions or a control group. Interventions had statistically significant positive impacts only on measures of their respective skill domains. Combinations of interventions did not enhance outcomes across domains, indicating instructional needs in all areas of weakness for young children at risk for later reading difficulties. Less time for each intervention in the combined phonological awareness and letter knowledge intervention conditions, however, did not result in reduced effects relative to nearly twice as much time for each intervention when children received either only the phonological awareness intervention or only the letter knowledge intervention. This finding suggests that a relatively compact code-focused intervention can address the needs of children with weaknesses in both domains.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23073367, 10.1016/j.jecp.2012.08.010, PMC3724170, 23073367, 23073367, S0022-0965(12)00153-1
Format: Citation

Title: The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry..
Creator: Ortiz, Miriam, Folsom, Jessica S, Al Otaiba, Stephanie, Greulich, Luana, Thomas-Tate, Shurita, Connor, Carol M
Abstract/Description: This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and...
Show moreThis study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22227395, 10.1177/0022219411431242, PMC3328636, 22227395, 22227395, 0022219411431242
Format: Citation

Title: Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades?.
Creator: Terry, Nicole Patton, Connor, Carol McDonald, Petscher, Yaacov, Conlin, Catherine Ross
Abstract/Description: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE...
Show moreIn this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children's expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research.
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Date Issued: 2012-02-01
Identifier: FSU_pmch_22199203, 10.1044/1092-4388(2011/09-0257), PMC4300521, 22199203, 22199203, 1092-4388_2011_09-0257
Format: Citation

Title: Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Creator: Sáez, Leilani, Folsom, Jessica Sidler, Al Otaiba, Stephanie, Schatschneider, Christopher
Abstract/Description: The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher...
Show moreThe role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22207616, 10.1177/0022219411431243, PMC3328644, 22207616, 22207616, 0022219411431243
Format: Citation

Title: The utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Creator: Petscher, Yaacov, Kim, Young-Suk
Abstract/Description: This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student...
Show moreThis study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student reading comprehension. The results revealed that the relation between oral reading fluency and reading comprehension varied as a function of students' oral reading fluency and that different score types had varying predictive validity for year-end reading comprehension. The mean of all three passages demonstrated a marginally better balance in screening efficiency from September to December of grade one (especially for low-performing students), whereas in grades two and three, the median score was the best predictor. Furthermore, across all grades, increasing reading rates were observed for the three administered passages within an assessment period. The observed patterns mimicked previous experimental studies (Francis et al., 2008; Jenkins, Graff, & Miglioretti, 2009), suggesting that practice effects are an important consideration in the administration of multiple passages assessing oral reading fluency.
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Date Issued: 2011-02-01
Identifier: FSU_pmch_21215838, 10.1016/j.jsp.2010.09.004, PMC4314721, 21215838, 21215838, S0022-4405(10)00064-6
Format: Citation

Title: Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Creator: Brown Waesche, Jessica S, Schatschneider, Christopher, Maner, Jon K, Ahmed, Yusra, Wagner, Richard K
Abstract/Description: Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four...
Show moreRates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21252372, 10.1177/0022219410392048, PMC3248271, 21252372, 21252372, 0022219410392048
Format: Citation

Title: Teaching children with autism to read for meaning: challenges and possibilities..
Creator: Randi, Judi, Newman, Tina, Grigorenko, Elena L
Abstract/Description: The purpose of this literature review is to examine what makes reading for understanding especially challenging for children on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes the research on reading comprehension with a focus on the cognitive skills and processes that are involved in gaining meaning from text and then reviews studies of reading comprehension deficits in children on the spectrum. The paper concludes with...
Show moreThe purpose of this literature review is to examine what makes reading for understanding especially challenging for children on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes the research on reading comprehension with a focus on the cognitive skills and processes that are involved in gaining meaning from text and then reviews studies of reading comprehension deficits in children on the spectrum. The paper concludes with a review of reading comprehension interventions for children on the spectrum. These children can especially benefit from interventions addressing particular cognitive processes, such as locating antecedent events, generating and answering questions, locating referents, and rereading to repair understanding.
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Date Issued: 2010-07-01
Identifier: FSU_pmch_20101452, 10.1007/s10803-010-0938-6, PMC2892026, 20101452, 20101452
Format: Citation

Title: Teacher quality moderates the genetic effects on early reading.
Creator: Taylor, J, Roehrig, A D, Soden Hensler, B, Connor, C M, Schatschneider, C
Abstract/Description: Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher...
Show moreChildren's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.
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Date Issued: 2010-04-23
Identifier: FSU_pmch_20413504, 10.1126/science.1186149, PMC2905841, 20413504, 20413504, 328/5977/512
Format: Citation

Title: Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample..
Creator: Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: Historically, twin research on reading has been conducted on older children and the generalizability of results across racial/ethnic/socioeconomic groups is unclear. To address these gaps, early literacy skills were examined among 1,401 twin pairs in kindergarten and 1,285 twin pairs in first grade (ages 5-7). A multi-group analysis was conducted separately for subsamples defined by neighborhood income while controlling for race/ethnicity within each grade. Substantial additive genetic and...
Show moreHistorically, twin research on reading has been conducted on older children and the generalizability of results across racial/ethnic/socioeconomic groups is unclear. To address these gaps, early literacy skills were examined among 1,401 twin pairs in kindergarten and 1,285 twin pairs in first grade (ages 5-7). A multi-group analysis was conducted separately for subsamples defined by neighborhood income while controlling for race/ethnicity within each grade. Substantial additive genetic and shared environmental effects were found for early literacy skills measured in kindergarten. In first grade, variance in early reading was associated with large additive genetic effects for middle and high neighborhood income twins, but shared environmental influence was substantial for low neighborhood income twins. Results suggest that the etiological architecture of some early literacy skills may differ across economic contexts.
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Date Issued: 2010-09-01
Identifier: FSU_pmch_20563747, 10.1007/s10519-010-9368-7, PMC3529359, 20563747, 20563747
Format: Citation

Title: Behavioral genetic approach to the study of dyslexia.
Creator: Hensler, Brooke Soden, Schatschneider, Christopher, Taylor, Jeanette, Wagner, Richard K
Abstract/Description: Dyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on the cause of many human behaviors and disorders including dyslexia, discuss common misconceptions regarding findings from behavioral genetic studies, briefly review the evidence on the relationship between genes, environment, and dyslexia, and finally present...
Show moreDyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on the cause of many human behaviors and disorders including dyslexia, discuss common misconceptions regarding findings from behavioral genetic studies, briefly review the evidence on the relationship between genes, environment, and dyslexia, and finally present some findings from a large-scale twin study on reading and dyslexia. Participants were twins from a large ethnically and socioeconomically diverse twin sample in an ongoing longitudinal study of reading and dyslexia. Heritabilities of reading ability and dyslexia were calculated for 1,024 first grade twins on a standardized reading measure. Children were identified as dyslexic if they scored at the 15th percentile or below on a reading measure. Relatively high heritabilities were observed for both reading ability and dyslexia indicating substantial genetic influences. Further, results indicated some overlap of genetic factors influencing reading ability and dyslexia. Behavioral genetic studies offer a means of understanding the cause of dyslexia. This study extended research to a more diverse sample than extant studies and found lower heritability estimates of reading ability and dyslexia, but a similar pattern of results indicating possible genetic overlap. Twin studies provide perspective for discoveries of specific genes involved in dyslexia by quantifying the amount of variance waiting to be accounted for by genes while simultaneously providing an impetus to continue working on efforts for environmental intervention.
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Date Issued: 2010-09-01
Identifier: FSU_pmch_20814252, 10.1097/DBP.0b013e3181ee4b70, PMC2952936, 20814252, 20814252, 00004703-201009000-00002
Format: Citation

Title: Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills..
Creator: Phillips, Beth M, Lonigan, Christopher J, Wyatt, Marcy A
Abstract/Description: This study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse socioeconomic backgrounds. Subgroups were reassessed at 6 months and 16 and 37 months later. Results indicate strong relations between the GRTR and the literacy and...
Show moreThis study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse socioeconomic backgrounds. Subgroups were reassessed at 6 months and 16 and 37 months later. Results indicate strong relations between the GRTR and the literacy and language assessments. Long-term follow-up indicated that the screener was significantly related to some reading-related measures, including decoding skills. These results support the utility of the GRTR as a brief, valid measure of children's emergent literacy skills. The GRTR holds promise as a tool useful for educators, parents, and others in regular contact with preschool children to help determine those who may be at risk for later reading difficulties and could benefit from intervention and focused instruction in emergent literacy.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19074622, 10.1177/0022219408326209, PMC3875120, 19074622, 19074622, 0022219408326209
Format: Citation

Title: Does visual speech information affect word segmentation?.
Creator: Sell, Andrea J, Kaschak, Michael P
Abstract/Description: We present an experiment in which we explored the extent to which visual speech information affects learners' ability to segment words from a fluent speech stream. Learners were presented with a set of sentences consisting of novel words, in which the only cues to the location of word boundaries were the transitional probabilities between syllables. They were exposed to this language through the auditory modality only, through the visual modality only (where the learners saw the speaker...
Show moreWe present an experiment in which we explored the extent to which visual speech information affects learners' ability to segment words from a fluent speech stream. Learners were presented with a set of sentences consisting of novel words, in which the only cues to the location of word boundaries were the transitional probabilities between syllables. They were exposed to this language through the auditory modality only, through the visual modality only (where the learners saw the speaker producing the sentences but did not hear anything), or through both the auditory and visual modalities. The learners were successful at segmenting words from the speech stream under all three training conditions. These data suggest that visual speech information has a positive effect on word segmentation performance, at least under some circumstances.
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Date Issued: 2009-09-01
Identifier: FSU_pmch_19679867, 10.3758/MC.37.6.889, PMC4606934, 19679867, 19679867, 37/6/889
Format: Citation

Title: Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools..
Creator: Wilson, Shauna B, Lonigan, Christopher J
Abstract/Description: Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual...
Show moreEmergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that, at optimal cut scores, GRTR-R provided more accurate classification of children's overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills.
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Date Issued: 2010-01-01
Identifier: FSU_pmch_19822699, 10.1177/0022219409345007, PMC3880683, 19822699, 19822699, 0022219409345007
Format: Citation

Title: Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches..
Creator: Torgesen, Joseph K, Wagner, Richard K, Rashotte, Carol A, Herron, Jeannine, Lindamood, Patricia
Abstract/Description: The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the...
Show moreThe relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.
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Date Issued: 2010-06-01
Identifier: FSU_pmch_20052566, 10.1007/s11881-009-0032-y, PMC2888606, 20052566, 20052566
Format: Citation

Title: Same or different? Insights into the etiology of phonological awareness and rapid naming.
Creator: Naples, Adam J, Chang, Joseph T, Katz, Leonard, Grigorenko, Elena L
Abstract/Description: This work's objective was to offer additional insights into the psychological and genetic bases of reading ability and disability, and to evaluate the plausibility of a variety of psychological models of reading involving phonological awareness (PA) and rapid naming (RN), both hypothesized to be principal components in such models. In Study 1, 488 unselected families were assessed with measures of PA and RN to investigate familial aggregation and to obtain estimates of both the number and...
Show moreThis work's objective was to offer additional insights into the psychological and genetic bases of reading ability and disability, and to evaluate the plausibility of a variety of psychological models of reading involving phonological awareness (PA) and rapid naming (RN), both hypothesized to be principal components in such models. In Study 1, 488 unselected families were assessed with measures of PA and RN to investigate familial aggregation and to obtain estimates of both the number and effect-magnitude of genetic loci involved in these traits' transmission. The results of the analyses from Study 1 indicated the presence of genetic effects in the etiology of individual differences for PA and RN and pointed to both the shared and unique sources of this genetic variance, which appeared to be exerted by multiple (3-6 for PA and 3-5 for RN) genes. These results were used in Study 2 to parameterize a simulation of 3000 families with quantitatively distributed PA and RN, so that the robustness and generalizability of the Study 1 findings could be evaluated. The findings of both studies were interpreted according to established theories of reading and our own understanding of the etiology of complex developmental disorders.
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Date Issued: 2009-02-01
Identifier: FSU_pmch_19007845, 10.1016/j.biopsycho.2008.10.002, PMC2708917, 19007845, 19007845, S0301-0511(08)00203-2
Format: Citation

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