Familial risk of dyslexia in Polish first grade pupils based on the ARHQ-PL Questionnaire

Krasowicz-Kupis, Grażyna; Bogdanowicz, Katarzyna M.; Wiejak, Katarzyna

doi:10.5114/hpr.2014.46235

Cited by 12 publications

(11 citation statements)

References 26 publications

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“…With results from correlational analyses, they concluded that ARHQ scores served as a good indicator of an adult’s past and current reading ability. The ARHQ has been adapted to multiple languages, such as Icelandic (e.g., Bjornsdottir et al, 2014), Portuguese (e.g., Alves & Castro, 2005) and Polish (e.g., Krasowicz-Kupis et al, 2014). There are also several revised versions of the ARHQ (i.e., ARHQ-R), which are also translated into languages other than English (e.g., French, see Fichten et al, 2014).…”

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confidence: 99%

Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach

et al. 2021

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Several crucial reasons exist to identify whether an adult has had reading disorder (RD) and to predict a child’s likelihood of developing RD. The Adult Reading History Questionnaire (ARHQ) is among the most commonly used self-reported questionnaires. High ARHQ scores indicate an increased likelihood that an adult had RD as a child, and that their children may develop RD. This study focused on whether a subset of ARHQ items (ARHQ-brief) could be equally effective in assessing adults’ reading history as the full ARHQ. We used a machine learning approach, lasso (known as L1 regularization), and identified 6 of 23 items that resulted in the ARHQ-brief. Data from 97 adults and 47 children were included. With the ARHQ-brief, we report a threshold of 0.323 as suitable to identify past likelihood of RD in adults with a sensitivity of 72.4% and a specificity of 81.5%. Comparison of predictive performances between ARHQ-brief and the full ARHQ showed that ARHQ-brief explained an additional 10%–35.2% of the variance in adult and child reading. Furthermore, we validated ARHQ-brief’s superior ability to predict reading ability using an independent sample of 28 children. We close by discussing limitations and future directions.

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confidence: 99%

Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach

et al. 2021

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“…We used the questionnaire measure due to the fact that in Poland, reading impairment was not diagnosed when the parents of our participants were school aged. However, according to the norming study of the Polish version of ARHQ, the criterion of scoring more than 0.4 points is fulfilled by 11% of mothers and 16% of fathers (Krasowicz-Kupis et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network

et al. 2019

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Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning readers with (n = 55) and without (n = 35) familial risk of dyslexia who became typical readers (n = 70) or developed dyslexia (n = 20). We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory rhyme judgment task. This task was applied when participants were starting formal education, and repeated 2 years later. By applying two alternative group splits, we analyzed the effects of dyslexia and the effects of familial risk of dyslexia separately. We found that the phonological brain network undergoes reorganization during the first 2 years of formal education. This process proceeds differently depending on the presence of a familial history of dyslexia and reading impairment. Typical readers without risk for dyslexia activate structures responsible for phonological processing already at the beginning of literacy. This group shows reduced brain activation over time during phonological processing, perhaps due to automatization of phonological skills. Children who develop reading impairment present a delay in the development of phonological structures such as the bilateral superior temporal gyri, left middle temporal gyrus, right insula and right frontal cortex, where we observed time and group interaction. Finally, typical readers with familial risk of dyslexia also present an atypical development of the neural phonological structures, visible both at the beginning of reading instruction and 2 years later. These children used a presumably efficient neural mechanism of phonological processing, based on the activation of the precentral and postcentral gyri, and achieved a typical level of phonological awareness.

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“…We concentrated on the link between NL phonological processing skills and the fluency and accuracy of decoding and word recognition skills in EFL, as these are the core symptoms in dyslexia (Lyon, Shaywitz, & Shaywitz, 2003), and, according to the LCDH, deficits in the phonological code cause difficulties in FL learning (Sparks et al, 2009; Sparks et al, 2006). Word decoding and recognition depend on phonological processing skills: phonological awareness, rapid automatised naming (RAN), and verbal short-term memory (Krasowicz-Kupis, 2008; Wagner & Torgesen, 1987). Thus, we decided to examine this set of aforementioned variables, which are regarded as core in the development of and proficiency in NL and FL reading to investigate if and how they also contribute to FL reading of Polish students learning EFL.…”

Section: Introductionmentioning

confidence: 99%

NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency

Łockiewicz

Jaskulska

2019

Ann. of Dyslexia

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The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word recognition skills of Polish students with and without dyslexia. Sixty-three (45%) high school and junior high school students with and 78 (55%) without dyslexia participated. We found that dyslexia, years of studying EFL at school and privately, NL phoneme blending and RAN predicted word reading accuracy in EFL, and dyslexia, years of studying EFL privately, and NL RAN predicted EFL word reading fluency. Dyslexia and NL phoneme blending predicted the accuracy, and NL RAN—the fluency of EFL nonword decoding. These findings confirm that difficulties in FL acquisition result from NL phonological processing deficits, characteristic of dyslexia. Our results also showed relationships between NL phonological processing and EFL reading that were analogical to the ones observed for NL. The pattern of relations between NL phonological processing, NL reading, and EFL reading was similar for reading fluency, but not for reading accuracy in the compared groups. Both NL phonological processing and NL reading facilitated EFL reading, though it was more conspicuous in the control group, which suggests that readers with dyslexia benefit less from their NL reading skills when learning to read in FL.

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Familial risk of dyslexia in Polish first grade pupils based on the ARHQ-PL Questionnaire

Cited by 12 publications

References 26 publications

Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach

Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach

Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network

NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency

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