Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate (familiar words), word-list reading fluency (increasingly difficult words), and sentence reading fluency. Word-level processes were individual word recognition speed (discrete word reading) and sequential processing efficiency (serial digit naming). Text-level processes were receptive vocabulary and syntactic skills. The results showed that word- and text-level processes combined accounted for a comparable amount of variance in all fluency outcomes. Both word-level processes were moderate predictors of all fluency outcomes. However, vocabulary only moderately predicted sentence reading fluency, and syntactic skills merely contributed to sentence reading fluency indirectly through vocabulary. The findings indicate that sequential processing efficiency has a crucial role in reading fluency across various measures besides individual word recognition speed. Additionally, text-level processes come into play when complexity and context availability of fluency measures increases, but the exact timing requires further study. Findings are discussed in terms of future directions and their possible value for diagnostic assessment and intervention of reading difficulties

Between-Word Processing and Text-Level Skills Contributing to Fluent Reading of (Non)Word Lists and Text

This study investigated (1) sequential (between-word) processing efficiency at various points during development, (2) its importance within a range of measures typically used to assess reading fluency, and 3) how subskills typically associated with word-level and text-level processes may interact and uniquely contribute to various reading fluency outcomes. The sample included 139 intermediate-level (Grade 3, n = 78) and more advanced (Grade 5, n = 61) readers of Dutch. Word-level subskills covered within-word processes and sequential between-word processing efficiency. Subskills associated with text-level processing were vocabulary and syntactic skills. Fluency measures included simple and complex lists of words and nonwords, and a text. Data were analyzed through hierarchical regressions and commonality analyses. The findings extend the importance of sequential (between-word) processing efficiency for fluent reading of simple word lists and texts, after controlling for within-word processes, to complex word lists and texts as well as lists of nonwords. The findings hold for both intermediate-level and more advanced readers and, as expected, the contribution of between-word processing increased with reading-skill level. Effects of vocabulary were generally absent, aside from a small effect on text reading fluency in Grade 3. Effects of syntactic skills were not found, not even in more advanced readers. The results support the idea that once efficient individual word recognition is in place, further fluency development is driven by more efficient between-word processing. They also confirm that vocabulary may be less prominent in processing mechanisms underlying fluent word identification in transparent languages, across reading levels. Keywords: Fluency, language skills, serial naming, text reading, word reading, word recognition

Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study

Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality effects on orthographic learning in beginning and relatively advanced readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored during an orthographic learning task. Children read sentences containing pseudowords or low-frequency real words that varied in number of exposures. We examined both offline learning outcomes (i.e., orthographic choice and spelling dictation) of target items and online gaze durations on target words. The results showed general effects of exposure, lexicality, and reading-skill level. Also, a two-way interaction was found between the number of exposures and lexicality when detailed orthographic representations were required, consistent with a larger overall effect of exposure on learning the spellings of pseudowords. Moreover, lexicality and reading-skill level were found to affect the learning rate across exposures based on a decrease in gaze durations, indicating a larger learning effect for pseudowords in Grade 5 children. Yet, further interactions between exposure and reading-skill level were not present, indicating largely similar learning curves for beginning and advanced readers. We concluded that the reading system of more advanced readers may cope somewhat better with words varying in lexicality, but is not more efficient than that of beginning readers in building up orthographic knowledge of specific words across repeated exposures

Pathways Into Literacy:The Role of Early Oral Language Abilities and Family Risk for Dyslexia

The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on seven occasions when children were between 4 and 12 years old. The relationship between early oral language ability and reading comprehension at the age of 12 years was mediated by preliteracy skills and word-decoding ability for the first pathway and by later language abilities for the second pathway. Family risk influenced literacy development through its subsequent relations with preliteracy skills, word decoding, and reading comprehension. Although performance on language measures was often lower for the family-risk group than for the no-family-risk group, family risk did not have a specific relation with either early or later oral language abilities

Прогностическое значение аспиринорезистентности при ишемической болезни сердца

Рассмотрены данные литературы о значении аспиринорезистентности при ИБС. Предложен разработанный авторами новый экспресс−метод определения чувствительности к аспирину. Показана роль аспиринорезистентности в развитии сердечно−сосудистых событий у больных.The literature data about the role of aspirin resistance in coronary artery disease are discussed. The original new express method of determining sensitivity to aspirin is suggested. The role of aspirin resistance in development of cardiovascular events in the patients is shown

NWO Rubicon grant project

The ability to read fluently and comprehend texts is essential in our literate society. However, how fluent word reading is involved in reading for meaning and vice versa is still unclear. In this project we investigate reading fluency of sentences and texts to assess what happens when lower-level word reading and higher-level comprehension processes meet. In several papers, we examine the contributions of lower- and higher-level skills to see how word reading fluency and comprehension processes are represented at the sentence and text level. Our aim is to gain more insight in underlying mechanisms of reading and find new measures for the mapping of reading subskills to aid diagnosis and intervention in education and clinical practice

Dyslexie en Hoogbegaafdheid

Over de combinatie tussen hoogbegaafdheid en dyslexie is nog weinig bekend. Een overzicht van vier jaar wetenschappelijk onderzoek naar dyslexie bij hoogbegaafde kinderen in het primair en voortgezet onderwijs beschrijft de belangrijkste bevindingen op dit gebied, in een poging onderwijs en diagnostiek stapje voor stapje vooruit te helpen

The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia

This study investigated the triple-deficit hypothesis in Arabic, a Semitic transparent orthography, among 258 native Arabic children from Grade 3, divided into a typical readers group (n = 204) and a dyslexia group (n = 54). Children were tested on word- and pseudoword-reading accuracy, word-reading fluency, phonological awareness (PA), naming speed (NS), orthographic processing (OP), and nonverbal reasoning ability. The results indicated that all children with dyslexia had either double or triple deficits, and none of them had a single deficit. Children with triple deficits showed lower performance than children with single and no deficits on all the reading measures. They have also lower performance to children with double deficits on word-reading accuracy but comparable scores in word- and pseudoword-reading fluency. In addition, OP was confirmed as an additional independent predictor of word-level reading skills besides PA and NS, while controlling for age and nonverbal intelligence. The classification findings showed that the presence of a triple deficit maximizes the risk of reading failure. These findings support the additive nature of combined deficits in PA, NS, and OP. Moreover, they establish the benefit of including OP as a third deficit, in addition to PA and NS, underlying dyslexia in Arabic