Reading Skills In Children Research Articles

Impact of a cognitive training on reading of 6-year-old children

Numerous studies explore the effect of cognitive stimulation programmes on reading skills in children and adolescents, with mixed results. Although several studies support that the relationships established between executive functions and reading skills are more robust at early ages, when the process of formal reading acquisition is being consolidated, there are few studies that evaluate the impact of this type of interventions at the beginning of primary school. For this reason, the present pilot study investigates the possible effects of executive functions training on letter identification and decoding, as well as word and pseudoword reading. A cognitive training was carried out using the CogniFit platform in 12 typically developing 6-year-old children, comparing their performance with a control group of 28 children of the same age and similar socioeconomic status. This protocol took place over 8 weeks, with a mean of 19 minutes of training per week. The results obtained indicate that the experimental group showed a higher reading speed in letter recognition than the control group. However, no effect was found in the rest of the reading skills. These promising results indicate that additional research is needed to clarify the lack of convergence reported in the current scientific literature.

Patterns of the left thalamus embedding into the connectome associated with reading skills in children with reading disabilities

Abstract We examined how the connectivity structure of left thalamus, especially thalamo-cortical connections, are reflected in children’s reading performance. Diffusion-weighted MRI at 3T and a series of reading measures were collected from 64 children ages from 8 to 14 years, 33 girls and 31 boys. The topological properties of the left thalamus were computed based on the whole-brain white matter network and a hub-attached reading network, and correlated with reading scores. Significant correlations between topological metrics of the left thalamus and reading scores were observed only in the hub-attached reading network. Two efficiency measures were negatively correlated with rapid automatized naming. Transmission cost was positively correlated with phonemic decoding, and this correlation was independent of efficiency scores. A validation analysis using an independent dataset replicated most of the findings, except for the correlation between local efficiency of the thalamus and rapid automatized naming. Our result highlights the role of the left thalamus and thalamo-cortical network in understanding the neurocognitive bases of skilled reading and dyslexia in children.

Reading skills over time among children with Duchenne muscular dystrophy

ABSTRACT Duchenne muscular dystrophy (DMD) is an X-linked progressive neuromuscular disorder with a distinct cognitive profile including decreased verbal span. Children with DMD are also at risk for lower scores on academic achievement tests and increased behavioral problems. Longitudinal analyses generally reveal a stable intellectual profile, although attention and behavioral problems may negatively impact longitudinal IQ scores. To date, no study has reported on reading over time in DMD. Reading performance was assessed longitudinally in children with DMD, examining for potential contributions to the trajectory. Retrospective data analysis on assessments completed at baseline, year 2, and year 4 on 26 boys with DMD and 27 unaffected sibling controls (age at baseline: DMD 8 ± 1.4, controls 9 ± 2.6) indicated that children with DMD performed slightly, yet significantly, worse than controls on reading skills, but the longitudinal trajectory of reading skills for children with DMD and controls was not significantly different. Verbal span at time 1 was uniquely associated with later reading skills in children with DMD. Behavior was not associated with declines. The results confirm that children with DMD underperform on reading tasks and align with previous research suggesting that cognitive skills in DMD are stable over time.

Unique longitudinal contributions of sulcal interruptions to reading acquisition in children.

A growing body of literature indicates strong associations between indentations of the cerebral cortex (i.e., sulci) and individual differences in cognitive performance. Interruptions, or gaps, of sulci (historically known as pli de passage) are particularly intriguing as previous work suggests that these interruptions have a causal effect on cognitive development. Here, we tested how the presence and morphology of sulcal interruptions in the left posterior occipitotemporal sulcus (pOTS) longitudinally impact the development of a culturally-acquired skill: reading. Forty-three children were successfully followed from age 5 in kindergarten, at the onset of literacy instruction, to ages 7 and 8 with assessments of cognitive, pre-literacy, and literacy skills, as well as MRI anatomical scans at ages 5 and 8. Crucially, we demonstrate that the presence of a left pOTS gap at 5 years is a specific and robust longitudinal predictor of better future reading skills in children, with large observed benefits on reading behavior ranging from letter knowledge to reading comprehension. The effect of left pOTS interruptions on reading acquisition accumulated through time, and was larger than the impact of benchmark cognitive and familial predictors of reading ability and disability. Finally, we show that increased local U-fiber white matter connectivity associated with such sulcal interruptions possibly underlie these behavioral benefits, by providing a computational advantage. To our knowledge, this is the first quantitative evidence supporting a potential integrative gray-white matter mechanism underlying the cognitive benefits of macro-anatomical differences in sulcal morphology related to longitudinal improvements in a culturally-acquired skill.

Correlation of Phonological Skills and Reading Skills in Children at Risk of Reading Difficulty

This study aims to determine the correlation between phonological ability and reading ability in children at risk of reading difficulties, utilizing quantitative methods with a correlation research design to obtain accurate data on the relationship between these two variables. The results indicated a strong and positive relationship between phonological ability (Variable 1) and reading ability (Variable 2), with a Kendall tau correlation coefficient of 0.527 and a significance value of 0.002. The findings emphasize that enhancing phonological skills in children at risk of reading difficulties can significantly improve their reading ability. Consequently, it is recommended to implement early phonological skill development training and to conduct further research with larger samples and more diverse methodologies to reinforce these findings. This study aligns with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and promotes lifelong learning opportunities for all.

Feasibility of Material and Media Aspects in the Development of Read Rangers Application as Reading Teaching Media for Deaf Children

This research aims to develop a game-based learning application called Read Rangers, specifically to test the feasibility of the media and material aspects of the application. This application is implemented in helping deaf children's reading skills in class 5 of the Deaf Department of SLBN 1 Bantul, Yogyakarta. This study used a research and development approach adapted from Borg & Gall. The research stages began with (1) an initial study to explore the existing conditions of reading learning and the relevance of using technology in the context of inclusive education. (2) Application development based on the findings from the initial study, including the integration of Javanese traditional games and augmented reality technology to facilitate interactive learning. (3) Field testing of the app, involving evaluation by material experts, media experts, as well as individual testing by deaf children. (4) Revision of the app based on feedback from the field test to improve the quality and effectiveness of learning. The results showed that the Read Rangers app obtained valiation with a decent category and very good predicate from material and media experts, as well as positive responses from field testing. This application is considered very feasible and valid to be used to improve the reading skills of deaf children in accordance with the curriculum and learning outcomes set. The implication of this research is the potential of similar applications in supporting the education of deaf children.

Pengaruh Permainan Mobil Kata Terhadap Keterampilan Membaca Permulaan Anak Di Taman Kanak-Kanak Qatrinnada Kota Padang

This study aims to determine the effect of word car games on children's early reading skills at Qatrinnada Kindergarten, Padang City. This research is a type of quantitative research with experimental methods. The samples were B2 and B3 grade children, which served as experimental and control classes with each class totaling 15 children. The results of data analysis showed that the average score of the experimental class pre-test was 24.60 and the post-test was 26.26. While the average score of the control class pre-test was 22.46 and the post-test was 23.53. Based on the results of the hypothesis test, it shows that the sig value (2-tailed) is 0.003 <0.05, so it can be concluded that the word car game has an effect on children's reading skills at Qatrinnada Kindergarten, Padang City.

Upaya Meningkatkan Kemampuan Membaca Permulaan Anak Kelompok B1 melalui Metode Bercerita Gambar Berseri di TK ABA Brosot II Kulon Progo

Beginning reading is a skill and cognitive process. The storytelling method is a learning strategy that can provide learning experiences to kindergarten students. A series of images is a series of images that form a story. The formulation of the problem in this research is how to improve the beginning reading skills of group B1 children through the serial picture storytelling method at the ABA Brosot II Kulon Progo Kindergarten? The aim is to find out how to improve the beginning reading skills of group B1 children through the serial picture storytelling method at the ABA Brosot II Kulon Progo Kindergarten. The type of research is Classroom Action Research (PTK). The instrument used was an observation sheet, the sample size was 13 children and the data was analyzed using a percentage formula. The results of the study showed an increase in children's initial reading abilities, from pre-cycle 35%, cycle I to 46%, and cycle II to 81%. Based on these data, it can be concluded that the serial picture storytelling method can improve the beginning reading skills of children in group B1 at ABA Brosot II Kindergarten, Kulon Progo.

Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach

AbstractWe examined the relation between home literacy environment (HLE), parents' reading skills, and children's emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children (Mage = 74.26 months) followed from kindergarten to Grade 1. Results of structural equation modeling showed that code‐related HLE activities and access to literacy resources continued to predict children's emergent literacy skills after controlling for the effects of family's socioeconomic status and both parents' reading skills. Parents' reading skills also exerted a direct effect on children's reading comprehension. These findings suggest that HLE exerts a true environmental effect on children's reading skills that is not due to a genetic confound.

The use of decodable texts in the teaching of reading in children without reading disabilities: a meta‐analysis

AbstractThe purpose of this meta‐analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search. The search resulted in 16 articles that met the inclusion criteria and were included in the meta‐analyses. The results of the risk of bias assessment revealed that the majority of the studies had a moderate to serious bias. The average standardised mean difference for word reading was small g = 0.20 and moderate g = 0.30 for pseudoword decoding. This finding highlights how using decodable texts can facilitate word reading and decoding to some degree, but they need to be used in combination with other reading instructional materials.

Greater utilization of executive functions networks when listening to stories with visual stimulation is related to lower reading abilities in children

Narrative comprehension relies on basic sensory processing abilities, such as visual and auditory processing, with recent evidence for utilizing executive functions (EF), which are also engaged during reading. EF was previously related to the “supporter” of engaging the auditory and visual modalities in different cognitive tasks, with evidence of lower efficiency in this process among those with reading difficulties in the absence of a visual stimulus (i.e. while listening to stories). The current study aims to fill out the gap related to the level of reliance on these neural circuits while visual aids (pictures) are involved during story listening in relation to reading skills. Functional MRI data were collected from 44 Hebrew-speaking children aged 8–12 years while listening to stories with vs without visual stimuli (i.e., pictures). Functional connectivity of networks supporting reading was defined in each condition and compared between the conditions against behavioral reading measures. Lower reading skills were related to greater functional connectivity values between EF networks (default mode and memory networks), and between the auditory and memory networks for the stories with vs without the visual stimulation. A greater difference in functional connectivity between the conditions was related to lower reading scores. We conclude that lower reading skills in children may be related to a need for greater scaffolding, i.e., visual stimulation such as pictures describing the narratives when listening to stories, which may guide future intervention approaches.

Scoping Review of Music Interventions Aimed at Improving Reading Skills in Children with Specific Learning Disorders in Reading.

An emerging body of research utilizes music in the treatment of children with specific learning disorders in reading. However, greater understanding of music interventions is necessary for efficient application of music to address children's specific reading needs. Therefore, this scoping review aimed to identify the key musical concepts used to improve reading skills. Intervention studies were identified through online searches of databases and hand searching of primary journals in music therapy, and 12 studies met the inclusion criteria. For the 12 studies, auditory processing, phonological processing, and temporal processing were the underlying mechanisms identified in the interventions. Most of the interventions presented rhythmic activities for the purpose of improving reading accuracy. The results of this study highlight the lack of specific descriptions for the musical elements used within music interventions targeting reading skills. In addition, due to the diversity of the terms used to describe the music interventions, it was difficult to compare the effectiveness of these interventions on reading accuracy, comprehension skills, and fluency. Therefore, future studies are needed to articulate clear rationales for how musical elements can be used in music interventions to treat specific reading disabilities in children.

The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder.

Impaired basic academic skills (e.g., word recognition) are common in children with Attention Deficit Hyperactivity Disorder (ADHD). The underlying neuropsychological and neural correlates of impaired Chinese reading skills in children with ADHD have not been substantially explored. Three hundred and two children with ADHD (all medication-naïve) and 105 healthy controls underwent the Chinese language skill assessment, and 175 also underwent fMRI scans (84 ADHD and 91 controls). Between-group and mediation analyses were applied to explore the interrelationships of the diagnosis of ADHD, cognitive dysfunction, and impaired reading skills. Five ADHD-related brain functional networks, including the default mode network (DMN) and the dorsal attention network (DAN), were built using predefined regions of interest. Voxel-based group-wise comparisons were performed. The ADHD group performed worse than the control group in word-level reading ability tests, with lower scores in Chinese character recognition (CR) and word chains (WS) (all P < 0.05). With full-scale IQ and sustained attention in the mediation model, the direct effect of ADHD status on the CR score became insignificant (P = 0.066). The underlying neural correlates for the orthographic knowledge (OT) and CR differed between the ADHD and the control group. The ADHD group tended to recruit more DMN regions to maintain their reading performance, while the control group seemed to utilize more DAN regions. Children with ADHD generally presented impaired word-level reading skills, which might be caused by impaired sustained attention and lower IQ. According to the brain functional results, we infer that ADHD children might utilize a different strategy to maintain their orthographic knowledge and character recognition performance.

Co-occurrence and cognitive basis of low language and low reading skills in children speaking a transparent language

AbstractWe investigated the comorbidity of low language and reading skills in 6- to 8-year-old monolingual Polish-speaking children (N = 962) using three different approaches: norming data to determine the prevalence of co-morbid difficulties, group comparisons of profiles on key cognitive-linguistic measures, and a case series analysis examining the frequency of single versus multiple deficits. We identified four groups of children based on their oral language and reading skills: children with low oral language skills alone, low reading skills alone, comorbid low language/reading skills, and typically developing chronological-age controls. We characterized the four groups (n = 38 per group) in terms of oral language and reading skills measured with normed test batteries, and in terms of the cognitive-linguistic profiles measured by the phonological awareness test (PA), rapid automatized naming test (RAN), and nonword repetition tests (NWR). We found that 24–31% of children with one type of difficulty had comorbid difficulties in the other domain. All groups differed significantly in cognitive-linguistic profiles. For each measure, the comorbid group had the lowest results. The group of children with isolated low language skills had better results than the comorbid group in (1) Sentence repetition (sub-test in an oral language test), (2) discrimination-based, blending-based, and elision-based PA sub-tests, (3) RAN (both digits and letters). The group with isolated low reading skills had better results than the comorbid group in: (1) discrimination-based PA sub-test, (2) NWR tests. The results indicate differences in cognitive-linguistic profiles between the groups with low language and/or low reading skills. They highlight the need to control for both types of difficulties in researching low language and/or reading skills, and to screen for comorbid issues while diagnosing children.

The Effectiveness of the Glenn Doman Method in Improving a Student with Mild Intellectual Disability’s Reading Skills

Low cognitive function or intellectual ability in mentally disabled children causes them to have difficulty accepting and mastering the lessons given by teachers at school. Lessons mastery is inseparable from reading skills. Therefore, in their learning, mentally disabled children need special educational services that can be adapted to their development, one of which is the Glenn Doman method with flashcard media. This study aims to describe: (1) reading skills of mild mentally disabled children at SLB C YKB Garut before and after using the Glenn Doman method; (2) the effectiveness of the Glenn Doman method in improving reading skills in children with mild mental disability at SLB C YKB Garut. This study uses a quantitative approach with a single subject design A-B-A. The participant of this study is one mentally disabled child in the school. Interviews, tests, and observations are employed as the data collecting techniques. The results show that the Glenn Doman method can improve reading skills in children with mental retardation at SLB C YKB Garut. This is indicated by an increase in each phase from baseline A-1, intervention B, to baseline A-2. In the baseline phase A-1, the scores are in the range of 44-71 with a stability percentage of 71%. In the intervention phase B, there is an increase in the range, 62-96, with a stability percentage of 84%. Meanwhile, in the baseline phase A-2, the scores are in the maximum range, 81 – 100, with a stability percentage of 100%. Based on the results the Glenn Doman method can be used in the implementation of learning in schools. The reading skills of mentally disabled children can improve if the children are continuously trained to read using the Glenn Doman method.

PSIKOEDUKASI MINAT BACA DALAM MENINGKATKAN KEMAMPUAN KOGNITIF PADA ANAK DI SENTRA WIRAJAYA MAKASSAR DENGAN PENERAPAN MEDIA PUZZLE BERBASIS PENDEKATAN BEHAVIORISTIK

Education is very important for children. One of the factors that children must have is cognitive ability in reading. This activity focuses on Children Against the Law (ABH) at Sentra Wirajaya Makassar, who have not and still lack reading skills totaling 3 people. This activity aims to provide psychoeducation and also improve children's reading skills using puzzle media. This activity was carried out in two steps, namely psychoeducation activities, and experiments using puzzle media as the treatment given to children. The experimental implementation method used was pre-experimental with a one-group pre-posttest design. Participants in this activity amounted to 5 children. Based on the results obtained from this activity, it shows that the application of puzzle media is proven to be able to improve cognitive abilities in terms of reading.

A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old

The scientific evidence regarding the possibility of transferring benefits derived from cognitive training focused on working memory and inhibitory control to reading skills in children aged 6 to 12 is inconclusive. This study carries out a systematic review of recent published studies on this topic with the aim of analysing the specific role of various cognitive stimulation programs in the growth of executive functions and reading performance in children from ages 6 to 12. Here, we present the main results reported in the most recent literature, where the impact of intervention programs on working memory and inhibitory control in children with typical development are analysed. Even though the effectiveness of executive function training programs in terms of close transfer is conspicuous, there is still a lack of convergence in recently published articles, especially regarding the effects of far transfer in reading comprehension after cognitive stimulation programs are applied.

Learning by parenting: How do mothers respond to their children's developmental declines?

Children's developmental processes are not always linear. During the childhood period, children usually experience ups and downs in their skills, and how parents respond to these changes can crucially condition the subsequent process of child development. This paper examines (1) how children's developmental declines impact the level of cognitive stimulation implemented by the mothers, and (2) whether these effects vary by socioeconomic groups. Using longitudinal NLSY79-CYA data from the US, I implement a series of two-way fixed effects and fixed effects counterfactual models. Findings show that mothers respond negatively to the declines in their children's mathematical skills by decreasing their levels of cognitive stimulation, although the effects are relatively small, approximately one-tenth of a standard deviation. This effect is concentrated among mothers with low levels of education or those at the bottom part of the income distribution. Additionally, it's observed that mothers in the sample do not modify their behaviours in response to declines in their children's reading skills. All in all, this evidence suggests that mothers might be reinforcing existing disadvantages by decreasing their cognitive stimulation when their children show developmental declines and that this mechanism could be responsible for broadening the developmental gap between children from low- and high-socioeconomic backgrounds.

Reading skills in children with Irlen Syndrome

Visual perceptual distortions and physical discomfort that cause difficulties in reading are some of the characteristics of Irlen syndrome. This study examined if students with Irlen syndrome, assessed with different reading tasks, present differences in reading skills when compared to those without the condition. Participants were 110 fourth and fifth graders (mean age = 8.6 years), 55 with Irlen syndrome (ISG group) and 55 without the syndrome (control group). Researchers applied the Irlen Reading Perceptual Scale to evaluate the Irlen Syndrome and the PROLEC-R Test to assess reading processes. The results showed significant group differences in Word Reading, Pseudoword Reading, Punctuation Marks, Sentence, and Text Comprehension. Oral comprehension in the auditory modality was not significantly different, which would support the idea that Irlen syndrome seems to be related to visual sensory processes. In conclusion, participants with Irlen syndrome presented impaired reading processes that might affect overall visual comprehension but not oral reading comprehension.

Cognitive-Motor Training Improves Reading-Related Executive Functions: A Randomized Clinical Trial Study in Dyslexia.

Children with developmental dyslexia (DD) often struggle with executive function difficulties which can continue into adulthood if not addressed. This double-blinded randomized clinical trial study evaluated the short-term effects of the Verbal Working Memory-Balance (VWM-B) program on reading-related executive functions, reading skills, and reading comprehension in Persian children with DD. The active control group [12 children with DD with a mean age of 9 years (SD = 0.90)] received training using the single-task VWM program, while the experiment group [15 children with DD with a mean age of 8 years (SD = 0.74)] received training with the dual-task VWM-B program. Both groups received fifteen training sessions, and assessments were conducted before and after the intervention. The groups were homogenized for possible confounders of age, gender, IQ level, and attention level. The study employed separate mixed ANOVA analyses to estimate the impact of training programs on various measured functions. Significant improvements were observed in the outcome measures of backward digit span, text comprehension, verbal fluency, Stroop color-word test and interference, and the reading subtests. Additionally, significant correlations were found between reading skills and backward digit span, text comprehension, verbal fluency, and Stroop variables. In conclusion, the dual-task VWM-B program was found to be more effective than the single-task VWM program in improving selective attention, cognitive inhibition, verbal working memory capacity, information processing speed, naming ability, and lexical access speed. These enhanced executive functions were associated with improved reading skills in children with DD.