Validation of the Reading Tendency Index in school-age children: Replication with a bilingual sample

Defining deficits in reading ability may be accomplished through the analysis of a child’s reading tendencies, representing a possible paradigm shift in the conceptualization and assessment of reading disabilities. Based on this premise, Mohl and colleagues (2018) developed a quantitative paradigm to measure reading tendency in children through performance on two lexical decision tasks (LDTs) that differentially rely on decoding and sightword reading abilities. The Reading Tendency Index (RTI; Mohl et al., 2018) is calculated from the differential between drift rates on the phonologic and orthographic LDTs. Scores closer to zero represent a balanced approach whereas scores as a negative or positive value suggest the tendency to rely on phonological decoding or sightword reading strategies, respectively. It was suggested that a balanced approach promotes more proficient reading abilities; however, this original study was performed with a small, male-only sample with a significant number of children with an ADHD diagnosis. The present study provided independent examination of the RTI paradigm, including the two LDT tasks and original calculations, to validate the tasks as a measure of reading abilities in a larger, representative sample of school-aged children. The present study involved the following goals: 1) to replicate the three-group reading tendency structure based on LDT performance in a larger representative sample of school-aged children, 2) to examine the construct validity of the RTI groupings and LDT tasks as a quantitative measure of reading ability, 3) to determine whether RTI group membership can be predicted based on reading and other cognitive skills, and 4) to explore performance differences, if any, in participants enrolled in French Immersion programs. The final sample included 92 participants aged 7 to 14 years (Mage = 9.96 years) recruited from English (n = 49) and French Immersion (n = 43) schools. Results indicated the following: 1) the three-group RTI structure was replicated in the larger sample of typically-developing school-aged children; 2) Sightword Readers had poorer performance on reading fluency, reading comprehension, and spelling than Balanced Readers and Decoders, but groups did not differ otherwise; 3) only reading comprehension predicted membership for the Sightword group; and 4) French Immersion students demonstrated similar patterns of performance on the RTI and other cognitive measures as English-only students. Supplemental post-hoc analyses were performed to explore different cut-off scores and methods for determining RTI groups. Implications and limitations of the current findings as well as considerations for future studies are discussed

Fidedignidade, Validade e Normatização do Teste de Leitura: Compreensão de Sentenças

The test called ‘Reading Test: Sentence Comprehension (TELCS)’ has been validated and standardized. Participants (N = 1289, 2nd to 5th grade, 7 to 11-years-old) were stratified in 15 state-schools in Brazil. The TELCS demonstrated reliability and validity to classify reading performance by both school grade and chronological age. Correlations between the TELCS and a General Reading Composite score were high, as were those with reading accuracy rates of word and pseudoword. Cluster analysis suggested a five-class solution: reading disability, below, average, above, and high reading performance. For individual or collective use, TELCS can quickly screen the sentence reading ability, useful to identify those who might need additional support.O teste chamado ‘Teste de Leitura: Compreensão de Sentenças (TELCS)’ foi validado e normatizado. Participantes (N = 1289, 2º ao 5º ano, 7 a 11 anos) foram estratificados em quinze escolas estaduais. O TELCS demonstrou fidedignidade e validade para classificar o desempenho de leitura por ano escolar e idade cronológica. Houve alta correlação com o parâmetro composto de leitura geral, e as taxas de acurácia leitora de Palavras e de Pseudopalavras. Análise de clusters sugeriu cinco classes: transtorno, abaixo, média, acima, alta. De uso individual ou coletivo, o TELCS é um instrumento de rápido rastreio da habilidade de leitura de sentenças, útil para identificar aqueles que precisam de apoio adicional

Development and evaluation of computer-based techniques for assessing children in educational settings

This thesis reports and discusses an integrated programme of research on computerised assessment in education, focussing on two themes. The aim of the first study was to develop and evaluate a computerised baseline assessment system for four to five year olds (CoPS Baseline). The aim of the second study was to develop and evaluate a computerised dyslexia screening system for the secondary school age group (LASS Secondary).CoPS Baseline was shown to be a reliable and valid assessment of pupils' skills in literacy, mathematics, communication and personal and social development on entry to school at age four or five. It was also found to be predictive of children's later reading, spelling, writing and mathematics ability up to three years after the initial testing.LASS Secondary was shown to be a reliable and valid assessment of students' reading, spelling, reasoning, auditory memory, visual memory, phonological processing and phonic skills from the ages of 11 to 15. It was also seen to be a good indicator of dyslexia, with significant differences between the scores of dyslexic students and non-SEN students on the sentence reading, spelling, auditory memory, non-word reading and syllable segmentation tests.CoPS Baseline and LASS Secondary were also found to be more objective than conventional assessment administered by a person, time-saving in their test administration and scoring, and more enjoyable and motivating for children, particularly children who have specific difficulties.Computer-based techniques have been shown to be beneficial in the assessment of children in educational settings. However, further research is proposed in the areas of: gender and ethnic differences in computerised versus conventional assessment; the addition of reading comprehension, verbal intelligence, mathematics and motor skills tests to the LASS Secondary system; follow-up tests of students assessed on LASS Secondary to provide information about teaching outcomes; and the development of tests suitable for use with deaf / hearing-impaired individuals in order to assess literacy skills and identify dyslexia

Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language

In Italian, developing readers exhibit lexicality and frequency effects, and are sensitive to the distributional properties of the language. But how do bilingual children with different ages of first L2 (Italian) exposure and L2 vocabulary sizes read L2 words and pseudowords? Two reading aloud experiments investigated lexicality, frequency and stress assignment effects in fourth- and fifth-grade bilinguals and monolinguals. Naming latencies and pronunciation accuracy were analyzed. In Experiment 1, effects of lexicality and frequency and between-group differences emerged. In Experiment 2, the word frequency effect was confirmed. Late bilinguals, characterized by a smaller L2 vocabulary size, were less accurate than early bilinguals and monolinguals in assigning non-dominant stress. As with monolinguals, lexical information seems to be employed when reading Italian as a second language. Furthermore, bilingual readers are sensitive to the distributional properties of the language. Stress assignment is affected by the L2 lexicon size of second-language learners

Evaluation of Central Auditory Processing of Azeri-Persian Bilinguals Using Dichotic

 Objectives: Sometimes there is no hearing impairment, but it is possible to have an auditory disorder. This is known as a central auditory processing disorder (CAPD). Verbal dichotic tasks are useful tools to evaluate CAPD, but there is almost no tool to assess this for Azeri people in their native language. The aim of this study is to evaluate central auditory processing of Azeri participants by Azeri dichotic digit test (ADDT).Materials & Methods: Participants were 52 normal Iranian Azeri students (mean age 23.27± 4.71 ; 26 female, 26 male).They were chosen by convenient sampling. ADDT was constructed and administered in free recall format along with a Persian dichotic digit test (PDDT). After two to four weeks, reliability was performed. Results: The mean of the right ear score of PDDT and ADDT were 98.90 and 99.09 percent, respectively. ADDT was reliable in almost all scores. There was no significant difference in performance between men and women in any score of both tests (p>0.05). The results showed a significant difference between both ears’ scores in PDDT (p<0.02) as well as in ADDT (p=0.00). The right ear advantage were seen in both tests. Conclusions: All participants performed significantly better on numbers presented in the right ear than the left ear in both tests. Central auditory processing of Azeri participants for Azeri is similar to that for Persian.

Reading acquisition: from digital screening to neurocognitive bases in a transparent orthography

155 p.El aprendizaje de la lectura es un área activa de investigación en la psicología y la neurociencia cognitiva. En las últimas décadas se ha avanzado enormemente en la comprensión de los procesos neurocognitivos subyacentes al aprendizaje de la lectura y a sus dificultades. Sin embargo, existen al menos dos dimensiones en las que es necesario seguir trabajando arduamente. Por un lado, el conocimiento actual sobre el aprendizaje de la lectura no ha impactado en las prácticas educativas. Por otro lado, la diversidad de las características del aprendizaje de la lectura en distintas ortografías no se comprende cabalmente. La presente tesis se enfoca en el estudio del aprendizaje de la lectura combinando estrategias de identificación oportuna de niños en riesgo lector en el contexto escolar, y estudios de laboratorio enfocados en comprender las bases neurocognitivas del aprendizaje de la lectura en una ortografía transparente como el español. Estos objetivos se lograron a través de un diseño longitudinal comenzando desde la educación inicial, siguiendo a un mismo grupo de aproximadamente 600 niños hasta segundo año de escuela. Los resultados muestran, por una parte, que es factible identificar a niños en riesgo lector incluso antes de la educación primaria, y, por otra parte, que el aprendizaje de la lectura en una ortografía transparente como el español tiene características comunes y características distintivas respecto a ortografías opacas. Estos resultados ponen en evidencia la factibilidad de la identificación oportuna de riesgo lector, y remarcan la importancia de considerar las características de la ortografía durante el aprendizaje de la lectura

Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?

Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during childhood and their matched skilled adult control readers were assessed through a battery of reading and cognitive tests. A cluster analysis of data obtained from participants with dyslexia identified two profile groups. While Cluster 1 grouped participants with clear phonological deficits and concomitant reading difficulties, Cluster 2 showed better performance on most of the core skills associated with reading and also better general cognitive abilities, suggesting that these dyslexic readers have partially resolved their phonological constraints along the development, probably due to the systematic exposure to reading and writing. As Cluster 2 matched typical readers in general cognitive abilities, it might also be the case that cognitive strengths associated with general intelligence worked as protective factors, helping students to strategically compensate for their reading difficulties. Overall, these results suggest that both mechanisms-partial remediation of the core phonological deficit and adoption of compensatory strategies supported by general cognitive skills-might contribute together to improving the reading performance of highly literate adults with dyslexia.2021.03462.CEECIND; LA/P/0053/2020 RISEinfo:eu-repo/semantics/publishedVersio