Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia

Wang, Li‐Chih; Liu, Duo; Xu, Zhengye

doi:10.1007/s11881-019-00176-8

Cited by 30 publications

(16 citation statements)

References 63 publications

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“…Despite the above limitations, this study is among the first to disclose the relationships among temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia; Chinese children with dyslexia indeed have certain deficits in oral reading fluency, and the patterns of temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia are distinct. Our findings extend to the use of temporal processing training to improve children's word reading level in Chinese (e.g., Wang et al, 2019) and alphabetic languages (e.g., Fostick et al, 2014), that is, oral reading fluency. In particular, training children to improve their temporal processing in the visual modality seems to be more comprehensive for oral reading fluency in both children with and without dyslexia, while auditory temporal processing training may only be effective among children with dyslexia.…”

Section: Implications For Practicesupporting

confidence: 55%

The Relationships Among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children With and Without Dyslexia

Wang

2019

Learning Disability Quarterly

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The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia ( N = 47) and chronological-age-matched controls ( N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency, Chinese character reading, and nonverbal IQ were assessed. There were significant correlations among visual and auditory temporal processing, rapid naming, and oral reading fluency. The patterns of the relationships among these measures differed between the children with and without dyslexia. The path analyses revealed that visual temporal processing had significant direct and indirect effects (through rapid naming) on oral reading fluency; only the children with dyslexia showed a significant direct effect of auditory temporal processing. These findings have research and educational implications for enhancing the reading abilities of Chinese children with dyslexia.

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Section: Implications For Practicesupporting

confidence: 55%

The Relationships Among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children With and Without Dyslexia

Wang

2019

Learning Disability Quarterly

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“…In this subgroup, the test-retest correlation drops to r = .77. Unsurprisingly, two recent randomized controlled trials, reviewed in Study 1, reported the test-retest correlation (Wang, 2017;Wang, Liu, & Xu, 2019), and specified that this measure was .94 according to the test battery, but only .81 and .78, respectively, when calculated in their own samples of children with dyslexia. In addition, Cirino et al (2002) reported that the test-retest correlation among standard scores from major reading batteries ranged between .46 and .92, with a median of about .70, in a sample of 78 children with reading disability.…”

Section: Introductionmentioning

confidence: 99%

Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples

et al. 2021

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Poor response to treatment is a defining characteristic of reading disorder. In the present systematic review and meta-analysis, we found that the overall average effect size for treatment efficacy was modest, with a mean standardized difference of 0.38. Small true effects, combined with the difficulty to recruit large samples, seriously challenge researchers planning to test treatment efficacy in dyslexia and potentially in other learning disorders. Nonetheless, most published studies claim effectiveness, generally based on liberal use of multiple testing. This inflates the risk that most statistically significant results are associated with overestimated effect sizes. To enhance power, we propose the strategic use of repeated measurements with mixed-effects modelling. This novel approach would enable us to estimate both individual parameters and population-level effects more reliably. We suggest assessing a reading outcome not once, but three times, at pre-treatment and three times at post-treatment. Such design would require only modest additional efforts compared to current practices. Based on this, we performed ad hoc a priori design analyses via simulation studies. Results showed that using the novel design may allow one to reach adequate power even with low sample sizes of 30–40 participants (i.e., 15–20 participants per group) for a typical effect size of d = 0.38. Nonetheless, more conservative assumptions are warranted for various reasons, including a high risk of publication bias in the extant literature. Our considerations can be extended to intervention studies of other types of neurodevelopmental disorders.

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“…In addition, we examined temporal processing skills only in the visual modality but not in the auditory modality in the present study, and thus, we could not ensure whether the relationship between temporal processing skills and reading fluency in the current finding was restricted to the visual modality. However, it has been found that VTP served as a stronger significant predictor of Chinese reading ability compared to auditory temporal processing (Chung et al, 2008; Wang, Liu, & Xu, 2019); meanwhile, the result of mediation analysis that only picture rapid naming, but not digital rapid naming, was a mediator in the model seemed to emphasize the role of visual/orthographic processing instead of auditory/phonological processing in the relationship between temporal processing and Chinese reading fluency. Finally, different paradigms were conducted to investigate low‐ and high‐level VTP skills in the present study, which might exert an influence on the final conclusion.…”

Section: Discussionmentioning

confidence: 99%

Predicting early reading fluency based on preschool measures of low‐level visual temporal processing: A possible mediation by high‐level visual temporal processing skills

Liu

Zhao

Xing

et al. 2020

Infant and Child Development

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Fluent reading, which involves visual serial processing of letters/characters (i.e., visual temporal processing, VTP), greatly contributes to our daily life. The present study thus explored the underlying mechanism of reading fluency from the perspective of VTP. A longitudinal method was adopted to examine whether VTP skills in preschool (mean age of 5.03 ± 0.06 years) could predict reading fluency after 2 years (mean age of 7.10 ± 0.18 years). Low‐ and high‐level VTP skills were systematically measured. The results showed that VTP skills at both levels could significantly predict later development of reading fluency. Moreover, the relationship between low‐level VTP skills and character reading fluency was mediated by high‐level VTP skills, suggesting a possible mechanism underlying the relationship between VTP and reading fluency in Chinese. The possible role of VTP in fluent reading, which would have implications for the early diagnosis and remediation of reading disability, has been further discussed. Highlights This study explored the power of visual temporal processing skills in preschool to predict later development of Chinese reading fluency. Longitudinal methods were used to establish a systematic relationship between low‐/high‐level visual temporal skills and fluent reading. A possible mechanism underlying reading fluency was uncovered from visual temporal aspect, which contributes to early diagnosis of reading dysfluency.

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Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia

Cited by 30 publications

References 63 publications

The Relationships Among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children With and Without Dyslexia

The Relationships Among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children With and Without Dyslexia

Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples

Predicting early reading fluency based on preschool measures of low‐level visual temporal processing: A possible mediation by high‐level visual temporal processing skills

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