The Relationships among Cognitive Correlates and Irregular Word, Non-Word, and Word Reading

Autor/inn/en	Abu-Hamour, Bashir; University, Mu'tah; Urso, Annmarie; Mather, Nancy
Titel	The Relationships among Cognitive Correlates and Irregular Word, Non-Word, and Word Reading
Quelle	In: International Journal of Special Education, 27 (2012) 1, S.144-159 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Reading; Naming; Cognitive Processes; Measures (Individuals); Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Reading Difficulties; Phonological Awareness; Short Term Memory; Correlation; Predictor Variables; Dyslexia; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Cognitive process; Kognitiver Prozess; Messdaten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Korrelation; Prädiktor; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche
Abstract	This study explored four hypotheses: (a) the relationships among rapid automatized naming (RAN) and processing speed (PS) to irregular word, non-word, and word reading; (b) the predictive power of various RAN and PS measures, (c) the cognitive correlates that best predicted irregular word, non-word, and word reading, and (d) reading performance of typical and poor readers on irregular word, non-word, and word reading. Sixty participants in Grades 1-4 with and without reading disabilities were administered a measure of phonological awareness (PA) and a measure of working memory (WM), and several measures of RAN and PS. The findings indicated that PS had the strongest correlation with irregular word reading, whereas RAN had the strongest correlations with word reading and non-word reading. As with previous research RAN letters was the best predictor of reading skills. The best model for predicting reading was based on a combined measure of PA and RAN letters. An interesting finding was that the correlation between irregular and non-word reading was significant for students with typical reading, but insignificant for the poor readers. These findings provide support for both the dual-route and double-deficit theory of dyslexia that ascribes independent contributions of PA and RAN to the development of reading skills. (Contains 6 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10