Analysis 1.2. Comparison 1 Phonics training versus control (random-e ects model), Outcome 2 Non-w... more Analysis 1.2. Comparison 1 Phonics training versus control (random-e ects model), Outcome 2 Non-word reading accuracy...... Analysis 1.3. Comparison 1 Phonics training versus control (random-e ects model), Outcome 3 Irregular word reading accuracy.
Journal of Experimental Psychology: Learning, Memory and Cognition, Sep 1, 2018
This research examines the acquisition of letter-position processing. Study 1 investigated letter... more This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1–6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a function of reading proficiency, not of years of reading instruction. Based on the multiple-route model of reading development (Grainger, Lété, Bertand, Dufau, & Ziegler, 2012), we argue that the fact that children make fewer other-word errors (i.e., mostly letter-identity errors) opens up the opportunity for them to make “the more advanced” letter-position errors. Finally, skilled adult readers still made fewer letter-position errors than typical readers in Grade 6, suggesting that the acquisition process is not finalized by the end of primary school. In Study 2, we directly compared letter-position processing with letter-identity processing. Thirty children in Grade 3 and 30 children in Grade 4 read aloud words with and without higher-frequency distractors. Children more often misread a word with a higher-frequency distractor than without such a distractor and this effect was stronger for below-average than for above-average readers. Converging with the results of Study 1, we found that a letter-position distractor is more disruptive than a letter-identity distractor. These results confirm that the acquisition of letter-position processing lags behind of that of letter-identity processing. The results are discussed within the framework of the Lexical Tuning Hypothesis (Castles, Davis, Cavalot, & Forster, 2007), which stresses the importance of feedback between letter (identity and position) coding and (developing) orthographic representations.
Background: Many children in rural and remote areas do not have access to professionals providing... more Background: Many children in rural and remote areas do not have access to professionals providing literacy interventions. However, delivery of services through videoconferencing would increase access and choice for end users. Introduction: This pilot study investigated the efficacy of videoconferencing literacy interventions. As videoconferencing platforms become easier and cheaper to use, this form of telehealth delivery is increasing in popularity. However, there is currently no strong evidence base to support this practice. Materials and Methods: We studied 18 children, aged 7-12 years, with poor reading and/or spelling, and whose literacy interventions were videoconferenced into their homes and/or schools. Children were tested on three reading measures: (1) reading words, (2) reading nonwords, and (3) letter-sound knowledge, twice before their interventions commenced and once after their intervention concluded. Results: Children's raw and standardized scores on 2 of 3 outcome measures increased significantly more during the intervention than in the no-intervention period before their training commenced. Discussion and Conclusions: This study demonstrates that videoconferencing is a promising delivery mode for literacy interventions, and the results justify running a larger, randomized controlled trial.
A recent systematic review has reported that poor reading is reliably associated with anxiety. Ho... more A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8-to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children's reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.
This paper presents an overview of several subtypes of developmental reading disorders including ... more This paper presents an overview of several subtypes of developmental reading disorders including phonological dyslexia, surface dyslexia, hyperlexia, poor comprehenders, and the less-recognised subtypes of letter position dyslexia and attentional dyslexia. Although clinicians may be familiar with the symptoms of phonological and surface dyslexia, the symptoms of the other reading disorders noted may be less familiar and therefore methods of assessment and directions for treatment may be unclear. Each subtype is described and accounted for in the context of the dual route theory of reading. Current research on remediation strategies is also surveyed, providing a basis for developing treatment programs for both pure and complex developmental reading disorders.5 page(s
We would like to thank JC, JW, and their parents for their participation in this research. We tha... more We would like to thank JC, JW, and their parents for their participation in this research. We thank the control participants, teachers, Heads of Primary, and Principals at the Norwest Christian College, Redfield College, and St Peter's Anglican Primary School for their involvement in the study. We also thank Stephen Pritchard for helpful discussion and comments on connectionist computational models of word reading. Lastly, we thank the Editor and two anonymous Reviewers for constructive suggestions and comments.
Previously published in Cognitive Neuropsychology, 32(3-4), p.91-103 (2015), http://dx.doi.org/10... more Previously published in Cognitive Neuropsychology, 32(3-4), p.91-103 (2015), http://dx.doi.org/10.1080/02643294.2015.105665213 page(s
ABSTRACT A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presen... more ABSTRACT A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made “letter errors” (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling); there was also some evidence of a length effect and U-shaped serial position curve. An effect of lexical variables on spelling performance was also found. We conclude that the most parsimonious account is an impairment at the level of the graphemic buffer and without systematic cognitive neuropsychological investigation, the nature of L.S.’s spelling difficulty would likely have been missed.
Following cerebellar tumour surgery, children may suffer impairments of spontaneous language. Yet... more Following cerebellar tumour surgery, children may suffer impairments of spontaneous language. Yet, the language processing deficits underlying these impairments are poorly understood. This study is the first to try to identify these deficits for four levels of language processing in cerebellar tumour survivors. The spontaneous language of twelve patients who underwent cerebellar tumour surgery (age range 3-24 years) was compared against his or her controls using individual case statistics. A distinction was made between patients who experienced postoperative cerebellar mutism syndrome (pCMS) and those who did not. Time since surgery ranged between 11 months and 12;3 years. In order to identify the impaired language processing levels at each processing level (i.e., lexical, semantic, phonological and/or morphosyntactic) nouns and verbs produced in the spontaneous language samples were rated for psycholinguistic variables (e.g., concreteness). Standard spontaneous language measures (e.g., type-token ratio) were calculated as well. First, inter-individual heterogeneity was observed in the spontaneous language outcomes in both groups. Nine out of twelve patients showed language processing deficits three of whom were diagnosed with pCMS. Results implied impairments across all levels of language processing. In the pCMS-group, the impairments observed were predominantly morphosyntactic and semantic, but the variability in nature of the spontaneous language impairments was larger in the non-pCMS-group. Patients treated with cerebellar tumour surgery may show long-term spontaneous language impairments irrespective of a previous pCMS diagnosis. Individualised and comprehensive postoperative language assessments seem necessary, given the inter-individual heterogeneity in the language outcomes.
Background: Identifying reading comprehension difficulties is challenging. There are many compreh... more Background: Identifying reading comprehension difficulties is challenging. There are many comprehension tests to choose from, and a child's diagnosis can be influenced by various factors such as a test's format and content and the choice of diagnostic criteria. We investigate these issues with reference to the Neale Analysis of Reading Ability (NARA) and the York Assessment of Reading for Comprehension (YARC). Methods: Ninety-five children were assessed on both tests. Test characteristics were compared using Principal Components and Regression analyses as well as an analysis of passage content. Results: NARA comprehension scores were more dependent on decoding skills than YARC scores, but children answered more comprehension questions on the NARA and passages spanned a wider range of difficulty. Consequently, 15-34% of children received different diagnoses across tests, depending on diagnostic criteria. Conclusion: Knowledge of the strengths and weaknesses of comprehension tests is essential when attempting to diagnose reading comprehension difficulties.
The use of data from people with cognitive impairments to inform theories of cognition is an esta... more The use of data from people with cognitive impairments to inform theories of cognition is an established methodology, particularly in the field of cognitive neuropsychology. However, it is less well-known that studies that aim to improve cognitive functioning using treatment can also inform our understanding of cognition. This paper discusses a range of challenges researchers face when testing theories of cognition and particularly when using treatment as a tool for doing so. It highlights the strengths of treatment methodology for testing causal relations and additionally discusses how generalisation of treatment effects can shed light on the nature of cognitive representations and processes. These points are illustrated using examples from the Special Issue of Cognitive Neuropsychology entitled Treatment as a tool for investigating cognition.
Analysis 1.2. Comparison 1 Phonics training versus control (random-e ects model), Outcome 2 Non-w... more Analysis 1.2. Comparison 1 Phonics training versus control (random-e ects model), Outcome 2 Non-word reading accuracy...... Analysis 1.3. Comparison 1 Phonics training versus control (random-e ects model), Outcome 3 Irregular word reading accuracy.
Journal of Experimental Psychology: Learning, Memory and Cognition, Sep 1, 2018
This research examines the acquisition of letter-position processing. Study 1 investigated letter... more This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1–6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a function of reading proficiency, not of years of reading instruction. Based on the multiple-route model of reading development (Grainger, Lété, Bertand, Dufau, & Ziegler, 2012), we argue that the fact that children make fewer other-word errors (i.e., mostly letter-identity errors) opens up the opportunity for them to make “the more advanced” letter-position errors. Finally, skilled adult readers still made fewer letter-position errors than typical readers in Grade 6, suggesting that the acquisition process is not finalized by the end of primary school. In Study 2, we directly compared letter-position processing with letter-identity processing. Thirty children in Grade 3 and 30 children in Grade 4 read aloud words with and without higher-frequency distractors. Children more often misread a word with a higher-frequency distractor than without such a distractor and this effect was stronger for below-average than for above-average readers. Converging with the results of Study 1, we found that a letter-position distractor is more disruptive than a letter-identity distractor. These results confirm that the acquisition of letter-position processing lags behind of that of letter-identity processing. The results are discussed within the framework of the Lexical Tuning Hypothesis (Castles, Davis, Cavalot, & Forster, 2007), which stresses the importance of feedback between letter (identity and position) coding and (developing) orthographic representations.
Background: Many children in rural and remote areas do not have access to professionals providing... more Background: Many children in rural and remote areas do not have access to professionals providing literacy interventions. However, delivery of services through videoconferencing would increase access and choice for end users. Introduction: This pilot study investigated the efficacy of videoconferencing literacy interventions. As videoconferencing platforms become easier and cheaper to use, this form of telehealth delivery is increasing in popularity. However, there is currently no strong evidence base to support this practice. Materials and Methods: We studied 18 children, aged 7-12 years, with poor reading and/or spelling, and whose literacy interventions were videoconferenced into their homes and/or schools. Children were tested on three reading measures: (1) reading words, (2) reading nonwords, and (3) letter-sound knowledge, twice before their interventions commenced and once after their intervention concluded. Results: Children's raw and standardized scores on 2 of 3 outcome measures increased significantly more during the intervention than in the no-intervention period before their training commenced. Discussion and Conclusions: This study demonstrates that videoconferencing is a promising delivery mode for literacy interventions, and the results justify running a larger, randomized controlled trial.
A recent systematic review has reported that poor reading is reliably associated with anxiety. Ho... more A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8-to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children's reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.
This paper presents an overview of several subtypes of developmental reading disorders including ... more This paper presents an overview of several subtypes of developmental reading disorders including phonological dyslexia, surface dyslexia, hyperlexia, poor comprehenders, and the less-recognised subtypes of letter position dyslexia and attentional dyslexia. Although clinicians may be familiar with the symptoms of phonological and surface dyslexia, the symptoms of the other reading disorders noted may be less familiar and therefore methods of assessment and directions for treatment may be unclear. Each subtype is described and accounted for in the context of the dual route theory of reading. Current research on remediation strategies is also surveyed, providing a basis for developing treatment programs for both pure and complex developmental reading disorders.5 page(s
We would like to thank JC, JW, and their parents for their participation in this research. We tha... more We would like to thank JC, JW, and their parents for their participation in this research. We thank the control participants, teachers, Heads of Primary, and Principals at the Norwest Christian College, Redfield College, and St Peter's Anglican Primary School for their involvement in the study. We also thank Stephen Pritchard for helpful discussion and comments on connectionist computational models of word reading. Lastly, we thank the Editor and two anonymous Reviewers for constructive suggestions and comments.
Previously published in Cognitive Neuropsychology, 32(3-4), p.91-103 (2015), http://dx.doi.org/10... more Previously published in Cognitive Neuropsychology, 32(3-4), p.91-103 (2015), http://dx.doi.org/10.1080/02643294.2015.105665213 page(s
ABSTRACT A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presen... more ABSTRACT A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made “letter errors” (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling); there was also some evidence of a length effect and U-shaped serial position curve. An effect of lexical variables on spelling performance was also found. We conclude that the most parsimonious account is an impairment at the level of the graphemic buffer and without systematic cognitive neuropsychological investigation, the nature of L.S.’s spelling difficulty would likely have been missed.
Following cerebellar tumour surgery, children may suffer impairments of spontaneous language. Yet... more Following cerebellar tumour surgery, children may suffer impairments of spontaneous language. Yet, the language processing deficits underlying these impairments are poorly understood. This study is the first to try to identify these deficits for four levels of language processing in cerebellar tumour survivors. The spontaneous language of twelve patients who underwent cerebellar tumour surgery (age range 3-24 years) was compared against his or her controls using individual case statistics. A distinction was made between patients who experienced postoperative cerebellar mutism syndrome (pCMS) and those who did not. Time since surgery ranged between 11 months and 12;3 years. In order to identify the impaired language processing levels at each processing level (i.e., lexical, semantic, phonological and/or morphosyntactic) nouns and verbs produced in the spontaneous language samples were rated for psycholinguistic variables (e.g., concreteness). Standard spontaneous language measures (e.g., type-token ratio) were calculated as well. First, inter-individual heterogeneity was observed in the spontaneous language outcomes in both groups. Nine out of twelve patients showed language processing deficits three of whom were diagnosed with pCMS. Results implied impairments across all levels of language processing. In the pCMS-group, the impairments observed were predominantly morphosyntactic and semantic, but the variability in nature of the spontaneous language impairments was larger in the non-pCMS-group. Patients treated with cerebellar tumour surgery may show long-term spontaneous language impairments irrespective of a previous pCMS diagnosis. Individualised and comprehensive postoperative language assessments seem necessary, given the inter-individual heterogeneity in the language outcomes.
Background: Identifying reading comprehension difficulties is challenging. There are many compreh... more Background: Identifying reading comprehension difficulties is challenging. There are many comprehension tests to choose from, and a child's diagnosis can be influenced by various factors such as a test's format and content and the choice of diagnostic criteria. We investigate these issues with reference to the Neale Analysis of Reading Ability (NARA) and the York Assessment of Reading for Comprehension (YARC). Methods: Ninety-five children were assessed on both tests. Test characteristics were compared using Principal Components and Regression analyses as well as an analysis of passage content. Results: NARA comprehension scores were more dependent on decoding skills than YARC scores, but children answered more comprehension questions on the NARA and passages spanned a wider range of difficulty. Consequently, 15-34% of children received different diagnoses across tests, depending on diagnostic criteria. Conclusion: Knowledge of the strengths and weaknesses of comprehension tests is essential when attempting to diagnose reading comprehension difficulties.
The use of data from people with cognitive impairments to inform theories of cognition is an esta... more The use of data from people with cognitive impairments to inform theories of cognition is an established methodology, particularly in the field of cognitive neuropsychology. However, it is less well-known that studies that aim to improve cognitive functioning using treatment can also inform our understanding of cognition. This paper discusses a range of challenges researchers face when testing theories of cognition and particularly when using treatment as a tool for doing so. It highlights the strengths of treatment methodology for testing causal relations and additionally discusses how generalisation of treatment effects can shed light on the nature of cognitive representations and processes. These points are illustrated using examples from the Special Issue of Cognitive Neuropsychology entitled Treatment as a tool for investigating cognition.
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