Mind the orthography: Revisiting the contribution of prereading phonological awareness to reading acquisition.

Zugarramurdi, Camila; Fernández, Lucía Silva; Lallier, Marie; Valle-Lisboa, Juan C.; Carreiras, Manuel

doi:10.1037/dev0001341

Cited by 16 publications

(8 citation statements)

References 67 publications

(138 reference statements)

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“…Future work is needed with a larger number of students, classrooms, and schools to directly examine school and instructional influences on findings, and whether predictors vary for students from diverse socioeconomic and cultural backgrounds. Moreover, future work should also consider other linguistic contexts as specific findings may vary across languages (Zugarramurdi et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…However, describing skills in development is like trying to hit a moving target (Speece, 2005), with implications for what skills are assessed, at what point, and over what time frame (Petscher et al, 2020). Moreover, learning to read is situated within cultural–linguistic contexts, which may also influence predictors of literacy development (e.g., Zugarramurdi et al, 2022). In this study, we focus on reading acquisition in English-medium instruction in NZ.…”

Section: Early Literacy Skills In the First Year Of Schoolmentioning

confidence: 99%

“…Reciprocal influences between early literacy skills and reading acquisition create challenges for studying predictive relations between these constructs. Subsequently, longitudinal studies are needed that assess skills prior to reading acquisition (Zugarramurdi et al, 2022). NZ enjoys a high participation rate in early childhood education and care (ECEC); in 2021, 97% of children participated in ECEC prior to school entry (MoE, 2021).…”

Section: Design and Measurement Considerationsmentioning

confidence: 99%

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School-entry skills and early skill trajectories predict reading after 1 year.

Cameron¹,

Schaughency²,

Taumoepeau³

et al. 2023

School Psychology

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Oral language and early literacy skills are theorized to provide the foundation for reading acquisition. To understand these relations, methods are needed that depict dynamic skill development in the context of reading acquisition. We modeled contributions of school-entry skills and early skill trajectories to later reading with 105 5-year-old children beginning primary school and formal literacy instruction in New Zealand. Children were assessed at school-entry (Preschool Early Literacy Indicators), followed every fourth school week over their first 6 months of school (five probes of First Sound Fluency, Letter Sound Fluency, and New Zealand Word Identification Fluency: Year 1), and after 1 year of school (researcheradministered and school-used indices of literacy-related skills and reading progress). Modified latent change score (mLCS) modeling was used to describe skill development from repeated progress-monitoring data. Ordinal regression and structural equation modeling (path analyses) indicated skills at school-entry and early learning trajectories, indexed by mLCS, predicted children's early literacy progress. Results have implications for research and screening in beginning reading, supporting school-entry screening and progress monitoring of early literacy skills in beginning reading acquisition. Impact and ImplicationsThis study demonstrated the contributions of school-entry screening and repeated assessment of early literacy and word reading skills across children's first 6 months of school and reading instruction to later reading progress. Analyses identified consistencies and nuances in contributors to later reading outcomes. Results support school-entry screening and progress monitoring of early literacy skills for early identification and instructional intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Early Literacy Skills In the First Year Of Schoolmentioning

confidence: 99%

Section: Design and Measurement Considerationsmentioning

confidence: 99%

See 1 more Smart Citation

School-entry skills and early skill trajectories predict reading after 1 year.

Cameron¹,

Schaughency²,

Taumoepeau³

et al. 2023

School Psychology

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“…Results showed that PA, grapheme-phoneme knowledge (which involved LK and letter writing) and RAN at 4.5 years of age significantly predicted early word reading, singleword reading and spelling at 5.5 years of age, which in turn predicted reading comprehension at age 8. Many others have shown similar patterns in English and other languages (Furnes & Samuelsson, 2010Georgiou et al, 2008;Landerl et al, 2013;Landerl & Wimmer, 2008;Lonigan et al, 2000;Lyytinen et al, 2006; although see Zugarramurdi et al, 2022 for a discussion on the effects of orthography on prediction patterns). However, they have mostly been conducted within laboratories, limiting its generalizability to more ecological contexts.…”

Section: Early Predictors Of Future Reading Outcomes: Preliteracy Skillsmentioning

confidence: 83%

Lexiland: A Tablet-based Universal Screener for Reading Difficulties in the School Context

Zugarramurdi

Fernández

Lallier

et al. 2022

Journal of Educational Computing Research

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Massive and timely screening of the student population for early signs of reading difficulties is needed to implement timely effective remediation of these difficulties. However, traditional approaches are costly and hard to apply. Here we present Lexiland, a tablet-based reading assessment tool for kindergarten and primary school children developed to be applied in school settings with minimal personnel intervention. Following a story line, players help a character of the game perform several tasks that measure different predictors of reading outcomes. Most of the tasks that usually involve a verbal response were switched to receptive tasks to demand a touch-screen response only. The tablet application was administered to a sample of N=616 5-yo kindergarten children and to a sub-sample of these children twice during the following two years (First and Second Grades). Applying logistic regression and cross-validation, we selected a reduced subset of tasks that can predict with great sensitivity and specificity, whether a five-year-old child will have reading difficulties by the end of first grade (sensitivity, 90% and specificity 76%) and two years later (sensitivity 90%, specificity, 61%). Importantly, Lexiland is a scalable tool to implement universal screening, given the increasing availability of devices able to run android and iOS applications.

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“…Interestingly, the historical overview illustrates how attention on dyslexia benchmarks moves in spirals: new knowledge discharges old knowledge then to be restored and reused. Terms such as “visual”, “auditive”, and “phonological” and “laterality”, have been redefined across cultures and recirculated by new methods of assessment (see, e.g., Refs [ 63 , 64 , 65 , 66 , 67 , 68 ]).…”

Section: Discussionmentioning

confidence: 99%

Trends in Dyslexia Research during the Period 1950 to 2020—Theories, Definitions, and Publications

Helland

2022

Brain Sciences

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Introduction. The focus of the present paper is on (1) how dyslexia research and hence definitions have developed during the period 1950–2020 and includes (2) a database search of scientific publications on dyslexia during the same period. The focus is on the definitions of dyslexia and the organization of the network search based on the causal four-level model by Morton and Frith. Method. (1) The definitions are presented in accordance with a historic review of dyslexia research from 1950 to 2020 and based on (2) Google Scholar counts of publications on dyslexia, on defining dyslexia, on dyslexia at the four levels (symptomatic, cognitive, biological, environmental), and by areas (sensorimotor, comorbidity). Finally, a percentage calculation shows the relative development within each level and area by decennium (1950–1960, 1960–1970, 1970–1980, 1990–2000, 2002–2010, 2010–2020). Results. (1) Of the seven definitions presented, only the definition by the BDA 2007 included the four levels of the causal model. (2) The number of publications increased substantially over the period. However, relatively few publications have defined dyslexia. An increase in publications from 1950 to 2020 was seen across the four levels and two areas—however, with an alteration in the thematic focus over this time span. Summary. Defining dyslexia has still not reached a consensus. This uncertainty may explain why only one of the seven definitions proved satisfactory according to the four-level model. Along with the general increase in research, publications on dyslexia have increased accordingly during the period 1950 to 2020. Although the symptomatic level has played a dominant role over the whole period, thematic shifts have been seen over these 70 years. In particular, a substantial thematic shift was seen by the turn of the millennium. There has been a relative increase in the focus on literacy at the symptomatic level, on phonological awareness at the cognitive level, in gender at the biological level, and second language learning as comorbidities. However, increases in counts are not alone a valid indication of scientific progress. In particular, the lack of definitional criteria as a basis for participant and method selection should attract much more focus in future studies. The present study underlines the multifactorial nature of dyslexia, as evidenced by a substantial increase in the number of publications on the subject. It is a challenge for future research to continuously use and possibly redefine dyslexia definitions in line with such standards.

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Mind the orthography: Revisiting the contribution of prereading phonological awareness to reading acquisition.

Cited by 16 publications

References 67 publications

School-entry skills and early skill trajectories predict reading after 1 year.

School-entry skills and early skill trajectories predict reading after 1 year.

Lexiland: A Tablet-based Universal Screener for Reading Difficulties in the School Context

Trends in Dyslexia Research during the Period 1950 to 2020—Theories, Definitions, and Publications

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