Early first-language reading and spelling skills predict later second-language reading and spelling skills.

This prospective study examined early first-language (L1) predictors of later second-language (L2) reading (word decoding, comprehension) and spelling skills by conducting a series of multiple regressions. Measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension administered in the 1st through 5th grades were used as predictors of L2 reading (word decoding, comprehension) and spelling skills in high school. The best predictor of L2 decoding skill was a measure of L1 decoding, and the best predictors of L2 spelling were L1 spelling and L1 phonological awareness. The best predictor of L2 reading comprehension was a measure of L1 reading comprehension. When L2 word decoding skill replaced L1 word decoding as a predictor variable for L2 reading comprehension, results showed that L2 word decoding was an important predictor of L2 reading comprehension. The findings suggest that even several years after students learn to read and spell their L1, word decoding, spelling, and reading comprehension skills transfer from L1 to L2. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identification of words and letters during reading: A sentence inferiority effect for letter detection.

Examined the behavior of searching rapid serial visual presentations (RSVP) of normal sentences that involves identification of words as units and the focus on word meaning and syntax. As a result of RSVP, individual letters are difficult to identify. In 2 experiments Ss searched for targets in RSVP displays of normal sentences and of scrambled sentences. Ss more accurately detected word targets when searching normal as compared with scrambled sentences. The opposite result, a sentence inferiority effect, was obtained when Ss searched for single-letter targets. It is concluded that the predisposition to attend to higher level information in sentences interferes with the ability to detect individual letters. (French abstract) (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Speech perception, vocabulary, and the development of reading skills in english among Korean- and English-speaking children.

This study examined the roles of speech perception and phonological processing in reading and spelling acquisition for native and nonnative speakers of English in the 1st grade. The performance of 50 children (23 native English speakers and 27 native Korean speakers) was examined on tasks assessing reading and spelling, phonological processing, speech perception, and receptive vocabulary at the start and end of the school year. Korean-speaking children outperformed native English speakers on each of the literacy measures at the start and end of 1st grade, despite differences in their initial phonological representations and processing skills. Furthermore, speech perception and phonological processing were important contributors to early literacy skills, independent of oral language skills, for children from both language groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stress, family environment, and multiple substance use among seventh graders.

Evaluated the Guttman-scaled nicotine, alcohol, cannabis (marihuana), and multiple substance use in relation to measures of major life stressors, daily hassles, family cohesion, conflict and expressiveness, coping, and anxiety among 425 7th graders. Instruments included the State-Trait Anxiety Inventory. Major life stressors, family cohesion, and the subjective distress of daily hassles contributed significantly in stepwise regression analyses for nicotine, cannabis, and multiple substance use. For alcohol use, major life stressors and family conflict were significant. In the case of cannabis and multiple substance use, a moderating interaction of family cohesion and life stress was obtained. Identified as multiple substance users reported high rates of occurrence of a number of life stressors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prediction of basic reading skills among young children with diverse linguistic backgrounds.

This study was conducted to assess the relative predictive validity of phonological processing, listening comprehension, general cognitive ability, and visual-motor coordination against early reading skills within a sample of children from diverse linguistic backgrounds. 65 children were tested in kindergarten with measures from each of the aforementioned areas, and in Grade 1 with measures of letter and word recognition. Among all predictor variables, phonological processing was the only significant predictor of Grade 1 reading. Language(s) spoken in the home added to the prediction of letter recognition. Results suggest that phonological processing may contribute to the acquisition of basic reading skills for children with varied language experiences in the same way as it does for monolingual children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations among reading ability, reading mode, and recognition memory.

Based on the Profiles Reading Test, 32 2nd graders were identified as poor and 32 as good readers. Ss were then tested individually for sentence memory. Results indicate that (a) the highest percentage of recognition errors occurred for true inference sentences, (b) good readers showed superior performance on false inference and false premise sentences, and (c) silent readers made more errors than oral readers. (French summary) (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship of depth of processing to free recall in second and fourth graders.

2nd and 4th graders studied a 40-word list under various task conditions designed to induce differential depth of encoding of the individual items. In a subsequent free-recall task, the depth of encoding manipulation affected the 4th graders' performance more than the 2nd graders'. Results support levels-of-processing theory of memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specificity of pattern-analyzing skills in reading.

12 right-dominant male undergraduates in 2 groups named letters or read text as training for naming letters or reading text. The main findings are as follows: Naming letters was good practice for further letter-naming and also quickened speed of reading text, but not as much as reading itself did. Reading text was good practice for further reading, did not quicken naming letters, but did increase accuracy. The results show why neither the analytical nor the whole word approach to visual pattern training in literacy is dominant; the 2 methods teach different skills whose components are only partially correlated. The transfer of training method seems to be useful in studying some of the component skills of reading. (French summary) (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parafoveal preview during reading: Effects of sentence position.

Two experiments examined parafoveal preview for words located in the middle of sentences and at sentence boundaries. Parafoveal processing was shown to occur for words at sentence-initial, mid-sentence, and sentence-final positions. Both Experiments 1 and 2 showed reduced effects of preview on regressions out for sentence-initial words. In addition, Experiment 2 showed reduced preview effects on first-pass reading times for sentence-initial words. These effects of sentence position on preview could result from either reduced parafoveal processing for sentence-initial words or other processes specific to word reading at sentence boundaries. In addition to the effects of preview, the experiments also demonstrate variability in the effects of sentence wrap-up on different reading measures, indicating that the presence and time course of wrap-up effects may be modulated by text-specific factors. We also report simulations of Experiment 2 using version 10 of E-Z Reader (Reichle, Warren, & McConnell, 2009), designed to explore the possible mechanisms underlying parafoveal preview at sentence boundaries. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Lexical and message-level sentence context effects on fixation times in reading.

Readers' eye movements were recorded as they read an unambiguous noun in a sentence context. In Exp 1, fixation durations on a target noun were shorter when it was embedded in context containing a subject noun and a verb that were weakly related to the target than when either content word was replaced with a more neutral word. These results were not affected by changes in the syntactic relations between the content words. In Exp 2, the semantic relations between the message-level representation of the sentence and the target word were altered whereas the lexical content was held constant. Fixation time on the target word was shorter when the context was semantically related to the target word than when it was unrelated. Intralexical priming effects between the subject noun and the verb were also observed. Results suggest that both lexical and message-level representations can influence the access of an individual lexical item in a sentence context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of language and task on children's patterns of sentence verification and denial.

Japanese-speaking and English-speaking children differ in performance on sentence-verification and denial tasks (M. M. Akiyama, see PA, Vol 71:14618 and PA, Vol 72:16907). Although the Japanese and Korean languages are similar, Korean-speaking children performed like English speakers on such tasks. In Experiment 1, 32 monolingual Korean and 24 English speakers with a mean age of 4 years, 5 months were asked to respond "right" or "wrong" on a sentence–picture or a sentence–knowledge verification task. Both language groups found true negatives the hardest sentences to verify in both tasks. In Experiment 2, 16 Korean speakers aged 4–7 years were asked to deny statements. Like English speakers, they produced more affirmative denials than negative ones. The common performances of Korean-speaking and English speaking children were accounted for by considering differences in pragmatics and the types of negative constructions found in the 3 languages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures.

The ability to decode letters into language sounds is essential for reading success, and accurate identification of children at high risk for decoding impairment is critical for reducing the frequency and severity of reading impairment. We examined the utility of behavioral (standardized tests), and functional and structural neuroimaging measures taken with children at the beginning of a school year for predicting their decoding ability at the end of that school year. Specific patterns of brain activation during phonological processing and morphology, as revealed by voxel-based morphometry (VBM) of gray and white matter densities, predicted later decoding ability. Further, a model combining behavioral and neuroimaging measures predicted decoding outcome significantly better than either behavioral or neuroimaging models alone. Results were validated using cross-validation methods. These findings suggest that neuroimaging methods may be useful in enhancing the early identification of children at risk for poor decoding and reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of sentence complexity on the reading comprehension of syntactic structures.

Studied the effects of sentence complexity on reading comprehension of the Minimal Distance Principle (MDP), a general psycholinguistic principle, in 102 3rd, 4th, and 5th graders. Ss were asked to identify subordinate clause subjects of sentences in a 2 * 2 factorial study with 2 levels of MDP (conforming and violating) and complexity (following and interrupting statements). Significant main effects were found for MDP (conforming sentences were easier) and complexity (following statements were easier). The MDP and complexity variables formed a significant interaction. The MDP-violating sentences produced performance characteristic of short-term memory tasks, making complex sentences, which separate subject and subordinate clause by several words, difficult to process. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of purposeful reading skills in elementary-age students.

In a computer-controlled reading task, more and less able fourth-grade readers identified text segments containing question-relevant information and then attempted to answer assigned questions. Better readers were found to be more adept at locating critical information and at answering the questions. Whereas the better readers responded to assigned questions with a higher degree of accuracy when they were aware of the location of text relevant to the question, less able readers seemed unable to benefit in situations in which they were able to locate the relevant information. Although the ability to locate goal-relevant information was found to be important, readers also had to be able to process the important ideas as demanded by the goals to be accomplished. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Writing quality, reading skills, and domain knowledge as factors in text comprehension.

103 undergraduates listened to and recalled 3 passages and were given a general reading comprehension test. The passages were presented such that Ss could use general knowledge to understand them or such that no specific world knowledge seemed applicable. The passages were written in 2 different versions, preserving their content but varying their style. All 3 factors (domain knowledge, writing style, and skill) significantly affected reproductive recall, and there were no interactions between these factors. However, while good writing was sufficient to improve the reproduction of the texts, an analysis of the recall elaborations Ss made revealed that the correctness of their elaborations depended strongly on the availability of appropriate domain knowledge. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Solving arithmetic word problems: Role of reading and computational skills.

Investigated how children cope with some of the demands imposed on them by arithmetic word problems by administering problems modeled after those used by the National Assessment of Educational Progress to 200 6th-graders. A computational demand was imposed on the Ss by adding extraneous information to the problems, whereas a reading demand was imposed on them by increasing the syntactic complexity of the problems. Multiple regression analyses indicated that the Ss' computational ability and reading ability together accounted for 54% of the variance in solution accuracy: Eight and 14%, respectively, of this variance was unique, whereas 32% was common to the abilities. In addition, the analyses indicated that the presence of extraneous information in the problems reduced the accuracy of Ss' solutions. The use of complex syntax had no significant effect on accuracy. The findings suggest that reading ability and computational ability both play important roles in children's successful solution of word problems. The findings also suggest that the presence of extraneous information in word problems can impose a formidable demand on children's limited processing capacities. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and schooling effects on emergent literacy and early reading skills.

This study examined the effects of age and schooling on emergent literacy and early reading skills of 337 children from low-income backgrounds. Children were followed longitudinally from the end of Head Start to the end of 1st grade. A subset of the sample (n?=?183) was followed through the end of 2nd grade. The oldest children in preschool and kindergarten had significantly stronger emergent literacy skills than classmates who were younger by 10 months. These differences did not translate to differences in reading skill at the end of 1st or 2nd grade. Children who began school a year earlier than same-age peers outperformed these peers on measures of both emergent literacy skills and early reading skills. The impact of a year of schooling on emergent literacy skills was 1.7 times greater than the impact of other processes associated with age. The impact of a year of schooling on early reading was 4.3 times stronger than the effect of age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of cognitive component processing skills that support skilled reading.

The purpose of the present study was to examine the differences in component processing skills of students of different ages and the developmental changes that occurred over 1 yr. The Ss in Exp 1 were 112 students in Grades 2–5 from a school district in western Massachusetts. They were administered a computer battery of tasks designed to measure speed and accuracy of processing on a number of component reading skills. The component skills measured were letter processing, word naming, pseudoword naming, concept activation, and syntactic and semantic processing. Of the original 112 students, 59 were located 1 yr later and were given parental permission to participate in a follow-up experiment. The 2 experiments trace the development of component processing skills and discuss the implications for a theory of development of component skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Finger recognition skills and reading achievement: A developmental neuropsychological analysis.

Administered to 678 White kindergarten boys 4 finger recognition tasks (FRTs) and a battery of other tests, including the Embedded Figures Test, the Peabody Picture Vocabulary Test, and the Wechsler Preschool and Primary Scale of Intelligence, as part of a 6-yr longitudinal project. In their 3rd yr in school, the 80 Ss having the most significant difficulties in learning to read were identified and compared with 80 Ss who had acquired adequate reading skills. These 2 groups received the same FRTs in both their 3rd and 6th school years. FRTs (a) were differentially associated with other developmental variables in kindergarten, (b) were mastered at different ages, (c) demonstrated differential age-dependent relationships with reading status, and (d) were not related to neurological indices of brain integrity. Findings show that FRTs do not provide unitary measures of brain integrity in learning-disabled boys and do not have specific relationships with reading achievement. The significance of FRTs for reading achievement accrued primarily from their sensitivity to other developmental processes underlying reading acquisition. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)