Poor readers’ use of orthographic information in learning to read new words: A visual bias or a phonological deficit?

McNeil, Alan M.; Johnston, Robert Mackenzie

doi:10.3758/mc.36.3.629

Cited by 8 publications

(5 citation statements)

References 48 publications

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“…One possibility is that fusiform activation among struggling readers may reflect increased effort to engage a visual/orthographic strategy for encoding and recognition of the printed word stimuli. This possibility is consistent with behavioral evidence in children and adults with reading disability (Lennox and Siegel, 1996; Milne et al, 2003; McNeil and Johnston, 2004, 2008; Best and Howard, 2005; Zoccolotti et al, 2005; Miller and Kupfermann, 2009). An alternative account of increased VOC activation relies on the putative role of this area in graphemic processing using linguistic constraints (Vigneau et al, 2005; Devlin et al, 2006) and in language functions in general (Schäffler et al, 1994).…”

Section: Discussionsupporting

confidence: 83%

The Timing and Strength of Regional Brain Activation Associated with Word Recognition in Children with Reading Difficulties

Rezaie¹,

Simos²,

Fletcher³

et al. 2011

Front. Hum. Neurosci.

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The study investigates the relative degree and timing of cortical activation across parietal, temporal, and frontal regions during performance of a continuous visual-word recognition task in children who experience reading difficulties (N = 44, RD) and typical readers (N = 40, NI). Minimum norm estimates of regional neurophysiological activity were obtained from magnetoencephalographic recordings. Children with RD showed bilaterally reduced neurophysiological activity in the superior and middle temporal gyri, and increased activity in rostral middle frontal and ventral occipitotemporal cortices, bilaterally. The temporal profile of activity in the RD group, featured near-simultaneous activity peaks in temporal, inferior parietal, and prefrontal regions, in contrast to a clear temporal progression of activity among these areas in the NI group. These results replicate and extend previous MEG and fMRI results demonstrating atypical, latency-dependent attributes of the brain circuit involved in word reading in children with reading difficulties.

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Section: Discussionsupporting

confidence: 83%

The Timing and Strength of Regional Brain Activation Associated with Word Recognition in Children with Reading Difficulties

Rezaie¹,

Simos²,

Fletcher³

et al. 2011

Front. Hum. Neurosci.

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show abstract

“…Deficits in key skills, depending on their nature and severity, inevitably limit choices and accuracy of performance. Evidence from our sample and from studies of hearing children (McNeil & Johnston, 2008) suggests that overreliance on an orthographic strategy is not an efficient strategy for most children and is associated with the weakest literacy outcomes.…”

Section: Discussionmentioning

confidence: 80%

“…A range of factors including the nature of the stimuli (regularity/familiarity), age of children (Bishop & Clarkson, 2003), type of literacy instruction (McGeown et al, 2013) and weak literacy skills (McNeil & Johnston, 2008) have been shown to be related to strategy use in hearing children. This shifting strategy is seen to be adaptive (Rittle- Johnson & Siegler, 1999), with children making implicit choices on an item by item basis according to the nature of the stimuli and their own skills set.…”

Section: Discussionmentioning

confidence: 99%

Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors

Roy

Shergold

Kyle

et al. 2015

Research in Developmental Disabilities

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A written single word spelling to dictation test and a single word reading test were given to 68 severe-profoundly oral deaf 10-11-year-old children and 20 hearing children with a diagnosis of dyslexia. The literacy scores of the deaf children and the hearing children with dyslexia were lower than expected for children of their age and did not differ from each other. Three quarters of the spelling errors of hearing children with dyslexia compared with just over half the errors of the oral deaf group were phonologically plausible. Expressive vocabulary and speech intelligibility predicted the percentage of phonologically plausible errors in the deaf group only. Implications of findings for the phonological decoding self-teaching model and for supporting literacy development are discussed.

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“…That is, growth in the visual-spatial sketchpad was implicated in the regression analyses in predicting passage comprehension but not word identification. Although some studies have suggested the visual-spatial sketchpad may serve as a compensatory process when verbal skills are low for poor readers (e.g., McNeil & Johnston, 2008), we expected the visual-spatial sketchpad to play a minor role in performance outcomes when fluid intelligence was entered into the analysis. This was not the case.…”

Section: Discussionmentioning

confidence: 99%

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

2015

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This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM.

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Poor readers’ use of orthographic information in learning to read new words: A visual bias or a phonological deficit?

Cited by 8 publications

References 48 publications

The Timing and Strength of Regional Brain Activation Associated with Word Recognition in Children with Reading Difficulties

The Timing and Strength of Regional Brain Activation Associated with Word Recognition in Children with Reading Difficulties

Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

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