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Direct linkShuting Huo; Jason Chor Ming Lo; Kelvin Fai Hong Lui; Urs Maurer; Catherine Mcbride – Child Development, 2025
Neural specialization for print can be indexed by the left-lateralized N1 response as a tuning gradient to visual words, indicated by sensitivity (character vs. visual control) and selectivity (character vs. character-like stimuli). Forty-five Chinese children (20 boys) were recorded with EEG twice with a 2-year interval during a character…
Descriptors: Foreign Countries, Children, Brain, Specialization
Ren, Xiaoyu; Li, Jie; Liu, Jinqiu; Liu, Duo; Zhao, Jing – Annals of Dyslexia, 2023
Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…
Descriptors: Foreign Countries, Visual Perception, Attention Span, Dyslexia
Theodore P. Zanto; Anastasia Giannakopoulou; Courtney L. Gallen; Avery E. Ostrand; Jessica W. Younger; Roger Anguera-Singla; Joaquin A. Anguera; Adam Gazzaley – Developmental Science, 2024
Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more…
Descriptors: Electronic Learning, Musical Instruments, Music, Language Rhythm
Download full textSabatini, John; O'Reilly, Tenaha; Dreier, Kelsey; Wang, Zuowei – Grantee Submission, 2019
In this chapter, we examine adult- and child-focused models of reading with respect to cognitive processing deficits associated with low literacy. We examine influential integrative models of reading and reading comprehension. We then review the empirical literature on components of reading ability, subdivided into three categories: language…
Descriptors: Cognitive Processes, Adult Literacy, Reading Skills, Reading Comprehension
Dunn, Kristy; Georgiou, George K.; Das, J. P. – High Ability Studies, 2018
Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we…
Descriptors: Cognitive Processes, Reading Processes, Reading Achievement, High Achievement
Horowitz-Kraus, Tzipi; Holland, Scott K. – Annals of Dyslexia, 2015
The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a…
Descriptors: Reading Programs, Acceleration (Education), Reading Difficulties, Reading Improvement
Koponen, Tuire; Salmi, Paula; Eklund, Kenneth; Aro, Tuija – Journal of Educational Psychology, 2013
This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and…
Descriptors: Arithmetic, Computation, Reading Fluency, Phonological Awareness
Georgiou, George K.; Das, J. P. – Journal of Learning Disabilities, 2015
The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…
Descriptors: Reading Comprehension, College Students, Reading Difficulties, Short Term Memory
Wang, Xiaochen; Georgiou, George K.; Das, J. P. – Learning and Individual Differences, 2012
The purpose of this study was to examine the contribution of PASS (Planning, Attention, Simultaneous, and Successive) processes to Chinese reading accuracy and fluency. One-hundred-forty Grade 3 to 5 Mandarin-speaking children were assessed on measures of PASS processes, phonological awareness, and orthographic knowledge. A year later they were…
Descriptors: Phonological Awareness, Grade 3, Cognitive Processes, Mandarin Chinese
Lipka, Orly; Siegel, Linda S. – Reading and Writing: An Interdisciplinary Journal, 2012
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic…
Descriptors: Reading Comprehension, Reading Skills, Children, English Language Learners
Christo, Catherine; Davis, Jack – California School Psychologist, 2008
This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth…
Descriptors: Reading Comprehension, Reading Difficulties, Learning Problems, Spelling
Marzocchi, Gian Marco; Oosterlaan, Jaap; Zuddas, Alessandro; Cavolina, Pina; Geurts, Hilde; Redigolo, Debora; Vio, Claudio; Sergeant, Joseph A. – Journal of Child Psychology and Psychiatry, 2008
Background: The object of this study was to analyze the executive functioning of children with attention deficit hyperactivity disorder (ADHD) or reading disability (RD) independent of their non-executive deficits. Methods: Three carefully diagnosed groups of children, aged between 7 and 12 years (35 ADHD, 22 RD and 30 typically developing…
Descriptors: Phonetics, Attention Deficit Hyperactivity Disorder, Short Term Memory, Cognitive Processes
Wolf, Lorraine E., Ed.; Schreiber, Hope E., Ed.; Wasserstein, Jeanette, Ed. – Psychology Press, Taylor & Francis Group, 2008
Recent advances in neuroimaging and genetics technologies have enhanced our understanding of neurodevelopmental disorders in adults. The authors in this volume not only discuss such advances as they apply to adults with learning disorders, but also address their translation into clinical practice. One cluster of chapters addresses developmental…
Descriptors: Reading Fluency, Learning Disabilities, Dyslexia, Nonverbal Learning
