Identify the role of processing speed (Reaction Time and Rapid Automatized Naming) in Phonological awareness of children with reading learning disabilities

Document Type : Scientific Articles

Authors

1 PhD student in Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University

2 Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu Ali Sina University

3 Associate Professor, Department of Psychology, Faculty of Social Sciences, Bu-Ali Sina University

4 Associate Professor, Department of Psychology, Faculty of Social Sciences, Bu Ali Sina University

Abstract

This study endeavored to predict phonological awareness based on processing speed (Reaction Time and Rapid Automatized Naming) in students with reading learning disabilities. As a descriptive-correlational study with the sample size of 56 students referred to learning disability centers in the academic year of 2019-20 who were selected by available sampling method based on inclusion and exclusion criteria. To gathering the data, the binary form of information and picture completion of Wechsler (Shahim, 1995), reading and dyslexia test (NEMA) of Karami Nouri and Moradi (2006), Wilson et al. (2015) reaction time task and Wolf and Dunkla (2005) rapid automatized naming task were used. The results showed that reaction time (p < 0.01) and rapid automatized naming (p < 0.05) can predict phonological awareness. So that the reaction time and the rapid automatized naming predict 11.5% and 5.3% of the variance of phonological awareness, respectively. Therefore, it is necessary to pay attention to the role of processing speed in examining the phonological awareness of children with reading learning disabilities.

Keywords

References

  1. Alcock, K. J., Ngorosho, D. S., Jukes, M. C. (2018). Reading and phonological awareness in Africa. Journal of Learning disabilities, 51(5), 463-472.
  2. Anthony, J. L., Lonigan, C. J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of educational psychology, 96(1), 43.
  3. Araújo, S.,  Faísca, L. (2019). A meta-analytic review of naming-speed deficits in developmental dyslexia. Scientific Studies of Reading, 23(5), 349-368.
  4. Araújo, S., Pacheco, A., Faísca, L., Petersson, K. M., Reis, A. (2010). Visual rapid naming and phonological abilities: Different subtypes in dyslexic children. International Journal of Psychology, 45(6), 443-452.
  5. Bartelet, D., Ansari, D., Vaessen, A., Blomert, L. (2014). Cognitive subtypes of mathematics learning difficulties in primary education. Research in developmental disabilities, 35(3), 657-670.
  6. Bowers, P. G., Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5(1), 69-85.
  7. Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavský, M., Onochie-Quintanilla, E & Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological science, 23(6), 678-686.
  8. Catts, H. W., McIlraith, A., Bridges, M. S., Nielsen, D. C. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing, 30(3), 613-629.
  9. Cummine, J., Chouinard, B., Szepesvari, E., Georgiou, G. K. (2015). An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging. Neuroscience, 305, 49-66.
  10. da Silva, P. B., Engel de Abreu, P. M., Laurence, P. G., Nico, M. Â. N., Simi, L. G. V., Tomás, R. C., Macedo, E. C. (2020). Rapid Automatized Naming and Explicit Phonological Processing in Children With Developmental Dyslexia: A Study With Portuguese-Speaking Children in Brazil. Frontiers in Psychology, 11, 928.
  11. Georgiou, G. K., Parrila, R., Cui, Y., Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading?. Journal of experimental child psychology, 115(1), 218-225.
  12. Harris, R. B., Maguire, L. A., Shaffer, M. L. (1987). Sample sizes for minimum viable population estimation. Conservation Biology, 1(1), 72-76.
  13. He, Q., Xue, G., Chen, C., Chen, C., Lu, Z. L., Dong, Q. (2013). Decoding the neuroanatomical basis of reading ability: a multivoxel morphometric study. Journal of Neuroscience, 33(31), 12835-12843.
  14. Heikkilä, R., Torppa, M., Aro, M., Närhi, V., Ahonen, T. (2016). Double-deficit hypothesis in a clinical sample: Extension beyond reading. Journal of learning disabilities, 49(5), 546-560.
  15. Jenkins, D. G., Quintana-Ascencio, P. F. (2020). A solution to minimum sample size for regressions. PloS one, 15(2), e0229345.
  16. Jiménez, J. E., Hernández-Valle, I., Rodríguez, C., Guzmán, R., Díaz, A., & Ortiz, R. (2008). The double-deficit hypothesis in Spanish developmental dyslexia. Topics in Language Disorders, 28(1), 46-60.
  17. Landerl, K., Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of educational psychology, 100(1), 150.
  18. Layes, S., Lalonde, R., Rebaï, M. (2017). Study on morphological awareness and rapid automatized naming through word reading and comprehension in normal and disabled reading Arabic-speaking children. Reading & Writing Quarterly, 33(2), 123-140.
  19. Lovett, M. W., Steinbach, K. A., Frijters, J. C. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of learning disabilities, 33(4), 334-358.
  20. Nelson, J. M. (2015). Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia. Annals of dyslexia, 65(3), 159-177.
  21. McNemar, Q. (1950). On abbreviated Wechsler-Bellevue scales. Journal of Consulting Psychology, 14(2), 79.
  22. Moll, K., Göbel, S. M., Snowling, M. J. (2015). Basic number processing in children with specific learning disorders: comorbidity of reading and mathematics disorders. Child Neuropsychology, 21(3), 399-417.
  23. Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77.
  24. Moura, O., Pereira, M., Moreno, J., Simões, M. R. (2020). Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth. Annals of Dyslexia, 1-19.
  25. Norton, E. S., Black, J. M., Stanley, L. M., Tanaka, H., Gabrieli, J. D., Sawyer, C., Hoeft, F. (2014). Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. Neuropsychologia, 61, 235-246.
  26. Norton, E. S., Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual review of psychology, 63, 427-452.
  27. Papadopoulos, T. C., Georgiou, G. K., Kendeou, P. (2009). Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42(6), 528-547.
  28. Papadopoulos, T. C., Spanoudis, G. C., Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in psychology, 7, 1217.
  29. Parrila, R., Protopapas, A. (2017). Dyslexia and word reading problems. Theories of reading development, 333-358.
  30. Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H., Poikkeus, A. M., ... Lyytinen, H. (2007). Very early phonological and language skills: estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48(9), 923-931.
  31. Reschly, A. L. (2010). Reading and school completion: Critical connections and Matthew effects. Reading & Writing Quarterly, 26(1), 67-90.
  32. Swanson, H. L., Trainin, G., Necoechea, D. M., & Hammill, D. D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research, 73(4), 407-440.
  33. Tobia, V., & Marzocchi, G. M. (2014). Predictors of reading fluency in Italian orthography: Evidence from a cross-sectional study of primary school students. Child neuropsychology, 20(4), 449-469.
  34. Torppa, M., Parrila, R., Niemi, P., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2013). The double deficit hypothesis in the transparent Finnish orthography: A longitudinal study from kindergarten to Grade 2. Reading and Writing, 26(8), 1353-1380
  35. Vibulpatanavong, K., & Evans, D. (2019). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467-491.
  36. Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning disabilities, 39(1), 25-47.
  37. Wilson, A. J., Andrewes, S. G., Struthers, H., Rowe, V. M., Bogdanovic, R., & Waldie, K. E. (2015). Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity. Learning and Individual Differences, (37), 118-132.‏
  38. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91(3), 415.
  39. Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of learning disabilities, 33(4), 387-407.
  40. Wolf, M., & Denckla, M. B. (2005). The Rapid Automated Naming and Rapid Alternating Stimulus Tests: Examiner's manual. Pro-ed, an international publisher.
Journal of Educational Psychology Studies
Volume 18, Issue 41
April 2021
Pages 49-29

Files

Share

How to cite

Statistics