Long-term outcome of the early identification and intervention of reading disabilities

Partanen, Marita; Siegel, Linda S.

doi:10.1007/s11145-013-9472-1

Cited by 67 publications

(55 citation statements)

References 76 publications

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“…Collectively, these findings have led to repeated calls for interventions to be delivered early in children’s school careers. Early interventions may be necessary in order to best help those children with or at risk of experiencing reading or mathematics difficulties (e.g., Blachman et al, 2014; Clark, Pritchard, & Woodward, 2010; Partanen & Siegel, 2014). …”

mentioning

confidence: 99%

Executive functioning deficits increase kindergarten children's risk for reading and mathematics difficulties in first grade

Morgan

Farkas

et al. 2017

Contemporary Educational Psychology

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Whether executive functioning deficits result in children experiencing learning difficulties is presently unclear. Yet evidence for these hypothesized causal relations has many implications for early intervention design and delivery. We used a multi-year panel design, multiple criterion and predictor variable measures, extensive statistical control for potential confounds including autoregressive prior histories of both reading and mathematics difficulties, and additional epidemiological methods to preliminarily examine these hypothesized relations. Results from multivariate logistic regression analyses of a nationally representative and longitudinal sample of 18,080 children (i.e., the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011, or ECLS-K: 2011) indicated that working memory and, separately, cognitive flexibility deficits uniquely increased kindergarten children’s risk of experiencing reading as well as mathematics difficulties in first grade. The risks associated with working memory deficits were particularly strong. Experimentally-evaluated, multi-component interventions designed to help young children with reading or mathematics difficulties may also need to remediate early deficits in executive function, particularly in working memory.

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confidence: 99%

Executive functioning deficits increase kindergarten children's risk for reading and mathematics difficulties in first grade

Morgan

Farkas

et al. 2017

Contemporary Educational Psychology

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“…Other studies have found additional cognitive factors that predict reading as well. Verbal working memory may be related to phonological awareness, since phonological awareness tasks often require the ability to simultaneously hold in memory and manipulate several phonemes (Partanen & Siegel, 2014 ). Nevo and Breznitz ( 2011 ) found that, at the age of 6, a phonological working memory composite contributed most to reading ability, and concluded that a minimal ability of phonological memory is necessary in order to achieve average reading levels.…”

Section: Cognitive (Non-linguistic) Factorsmentioning

confidence: 99%

Interventions in Learning Disabilities

Schiff¹,

Joshi²

2016

Literacy Studies

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While language defi nes humanity, literacy defi nes civilization. Understandably, illiteracy or diffi culties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the fi gure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become diffi cult to integrate this abundance of information into a coherent body because of the artifi cial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.More information about this series at

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“…Some research suggests that other language skills, such as vocabulary, syntax, and morphology, are also important for reading development (Partanen & Siegel, 2014 ). However, there are inconsistent fi ndings regarding the exact language skills and tasks (Stuebing et al, 2014 ).…”

Section: Linguistic Factorsmentioning

confidence: 99%

“…Nevo and Breznitz ( 2011 ) found that, at the age of 6, a phonological working memory composite contributed most to reading ability, and concluded that a minimal ability of phonological memory is necessary in order to achieve average reading levels. Verbal working memory may be related to phonological awareness, since phonological awareness tasks often require the ability to simultaneously hold in memory and manipulate several phonemes (Partanen & Siegel, 2014 ). In another study, Nevo and Breznitz ( 2013 ) discovered that poor decoders showed lower scores on working memory measures compared to average decoders.…”

Section: Cognitive (Non-linguistic) Factorsmentioning

confidence: 99%

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

et al. 2016

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Most research on the development of reading has focused on linguistic abilities, such as naming and phonological awareness, and their role in reading, recent studies have found several specifi c cognitive dimensions to be associated with the development of early decoding and word recognition skills such as visual attention span, working memory and executive functions. The current study examined the connection between cognitive abilities and reading at the beginning of fi rst grade and at the end of fi rst grade after an intervention program. As well as the cognitive and linguistic profi le of children who benefi ted most from the intervention.Strong correlations between several cognitive skills, such as memory, executive skills, speed of processing, and other aspects of general ability and word reading at the beginning and end of grade were found among Hebrew speaking. In addition children with low phonological processing and slow naming benefi ted and low memory skills the least from the intervention program.This study has advanced us towards a complex model of word reading diffi culties in young children. Furthermore, the results demonstrate universal cognitive processes that are necessary in order to acquire adequate reading development as well as language specifi c cognitive processes. Keywords Reading • Decoding • Intervention program • Cognitive abilities • Linguistic abilitiesThe most common factor identifying young poor readers is word reading diffi culties. This fi nding is consistent across orthographies (Share, 2008 ). While most of the research on word reading diffi culties has focused on phonological awareness and rapid naming, recent research suggests that other cognitive factors such as visual attention span, short term memory, and working memory also play a significant role in word reading level

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Long-term outcome of the early identification and intervention of reading disabilities

Cited by 67 publications

References 76 publications

Executive functioning deficits increase kindergarten children's risk for reading and mathematics difficulties in first grade

Executive functioning deficits increase kindergarten children's risk for reading and mathematics difficulties in first grade

Interventions in Learning Disabilities

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

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