What Do Phonological Processing Errors Tell About Students’ Skills in Reading, Writing, and Oral Language?

Abstract

The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 (N = 3,842) who were tested on the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness and Advanced Phonological Processing. Canonical analysis and correlation analysis were conducted to determine how each factor related to reading, writing, and oral language across the wide age range. Results of canonical correlation analysis indicated that the advanced error factor was more responsible for reading, writing, and oral language skills than the basic error factor. However, in the correlation analysis, both the basic and advanced factors related about equally to different aspects of achievement-including reading fluency and rapid naming-and there were few age differences.

Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

“…To facilitate the use of these skill status error scores in further analyses, exploratory factor analysis (EFA) and principal components analysis (PCA) were used to create a reduced error score variable set. The derivation of factor scores for reading and spelling subtests was based on EFA (O’Brien et al, 2017), and the derivation of factor scores for tests of Reading Comprehension, Written Expression, and Phonological Processing was based on PCA (Choi et al, 2017; Hatcher et al, 2017).…”

Influência do processamento fonológico no mau desempenho escolar: revisão sistemática de literatura

“…As for the design of the articles, it was found that a large part (13 studies) had a cross-sectional observational design (4,(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26) and that the majority (21 studies) consisted of prospective and retrospective studies . In addition to these, three were considered pre-experimental (48)(49)(50) , addressing intervention programs.…”

“…Regarding the scenario, most of the studies included in the review were carried out in a school setting (4,15,17,(19)(20)(21)25,27,32,(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50) and, to a lesser extent, in clinics (16,18,(23)(24)(28)(29)(30)33,(35)(36)(37)51) and one of them, in an outpatient clinic of a higher education institution (31) . Besides, there is a greater number with large samples studied and a substantial increase in the number of publications since 2009, reaching 80% of the scientific productions analyzed in this review.…”

Improving Reading Skills by Comic for 2nd Grade Students in an Elementary School

“…We focused on the students who were less skillful in reading, It needs a serious effort to solve the problems. Bergen, et al [1], Choi, et al [2] state that parents' roles at home is very supportive to overcome these problems because the relationship between the home literacy environment and the child's reading ability is often assumed to reflect a direct influence. The parents' roles are one of the basic factors affecting the reading fluency [1,2].…”

“…Bergen, et al [1], Choi, et al [2] state that parents' roles at home is very supportive to overcome these problems because the relationship between the home literacy environment and the child's reading ability is often assumed to reflect a direct influence. The parents' roles are one of the basic factors affecting the reading fluency [1,2]. We argue that the parents' roles alone are not enough, but the roles of the visual media such as comic is also appropriate media to facilitate reading abilities in children.…”