Garden-variety Poor Readers Research Articles

Reading Comprehension Profile of Czech Garden Variety Poor Readers

Reading Comprehension Profile of Czech Garden Variety Poor Readers

Implicit Learning in Control, Dyslexic, and Garden‐Variety Poor Readers

Developmental dyslexia is diagnosed when children fail to acquire literacy skills despite adequate education and intellectual ability. There is evidence of impaired implicit learning in dyslexia, and it is possible that poor implicit learning in dyslexic children affects their acquisition of complex skills such as reading. To assess whether children with dyslexia show evidence of poor implicit motor learning, 45 dyslexic children completed a serial reaction time task (SRTT). Age-matched controls (n= 44) and nondyslexic poor readers ("garden-variety" poor readers, n= 20) were used as comparison groups. The inclusion of the garden-variety poor-reader group allows us to address the specificity of implicit learning deficits to dyslexics, as opposed to poor readers who do not have a discrepancy between their intellectual and literacy skills. There were no significant differences between the three groups in performance accuracy. However, whereas the controls and garden-variety poor readers showed good implicit learning (measured by a significant reduction in response times from a block of random to a block of sequenced trials), the dyslexic group did not. These data suggest that implicit motor learning deficits may underlie the laborious learning seen in developmental dyslexia. Because garden-variety poor readers were as able as control children to use the sequence cues to achieve better task performance, there may be differences in how garden-variety poor readers and dyslexic children acquire knowledge. This has important implications for remediation programs that are specific to children with dyslexia and for distinguishing among varieties of poor readers.

Self-teaching in normal and disabled readers

This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew – a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading (‘dyslexics’), IQ-nondiscrepant poor readers (non-dyslexic or ‘garden-variety’ poor readers), chronological-age matched normal readers, and a group of younger normal readers matched to the older garden-variety group on both reading and mental age. It was hypothesized that primary deficits in phonological recoding (decoding) would impair the identification of novel target words (fictitious names of fruits/towns/stars/coins, etc.) appearing in text, which, in turn, would lead to deficient orthographic memory for target spellings. Alternative predictions were derived with regard to the degree of orthographic deficiency. According to the ‘compensatory processing’ hypothesis, orthographic learning was expected to be relatively less impaired among disabled readers compared to normal readers. The alternative ‘dissociation’ hypothesis, on the other hand, predicts that disabled readers’ orthographic learning would be significantly more impaired than that of normal readers. Neither hypothesis was supported. Impaired orthographic learning, commensurate with levels of target decoding success, was evident in the post-test spelling and orthographic choices of both groups of poor readers. Indeed, a close link was observed between levels of target word decoding and the acquisition of orthographic information among all three older groups of children. No qualitative differences between dyslexics and garden-variety poor readers emerged in patterns of self-teaching. While the data from the three older groups supported a model of developmental delay rather than deviance, findings from the younger reading-age/mental-age controls revealed startling qualitative divergence in orthographic learning. No statistically reliable evidence was obtained for orthographic learning in these younger beginning readers who displayed an essentially ‘surface’ pattern of non-lexical reading. A hybrid ‘orthographic sensitivity’ hypothesis was proposed to account for these data, according to which an initially surface-style of word reading engendered by a highly regular orthography gives way to a highly specialized print-specific (orthographic) processing advantage that develops in the course of the second school year as an outgrowth of a critical volume of print experience.

Clock Drawing in Developmental Dyslexia

Although developmental dyslexia is often defined as a language-based reading impairment not attributable to low intelligence or educational or socioeconomic limitations, the behavioral manifestations of dyslexia are not restricted to the realm of language. Functional brain imaging studies have shed light on physiological differences associated with poor reading both inside and outside the classical language areas of the brain. Concurrently, clinically useful tests that elicit these nonlinguistic deficits are few. Specifically, the integrity of the dorsal visual pathway, which predominantly projects to the parietal cortex, remains underinvestigated, lacking easily administered tests. Here we present the Clock Drawing Test (CDT), used to test the visuoconstructive ability of children with and without dyslexia and garden-variety poor readers. Compared to typically reading children, many children with dyslexia and some garden-variety poor readers showed significant left neglect, as measured by the distribution of figures drawn on the left clock face. In the poor readers with dyslexia, we observed spatial construction deficits like those of patients with acquired right-hemisphere lesions. The results suggest that in some children with dyslexia, right-hemisphere dysfunction may compound the phonological processing deficits attributed to the left hemisphere. The CDT provides an easy opportunity to assess skills known to be associated with right-hemisphere parietal function. This test can be easily administered to children for both clinical and research purposes.

Investigating reading disabilities using the rauding diagnostic system.

Should a measure of intelligence be replaced by a measure of listening in discrepancy definitions of reading disability? This question was answered using a newly developed diagnostic system, which is based on "rauding" theory and a causal model of reading achievement. In Study 1, diagnostic results were analyzed from 122 students in Grades 3 through 7 who took, via computer, a battery of tests called the computer Assisted Reading Diagnosis (CARD). In Study 2, 44 university students were given the CARD. In Study 3, the CARD was administered to 128 students in reading improvement classes at a suburban community college. From the results, it was concluded that the rauding diagnostic system consistently diagnoses disabilities in listening, decoding, and naming speed when they are theoretically needed to explain accuracy and rate disabilities of children and adults who are poor readers. It was recommended that (a) general intelligence, fluid intelligence, or IQ not be used to measure potential or to diagnose reading disabilities; (b) listening not be used to measure potential; (c) verbal knowledge aptitude, pronunciation aptitude, and cognitive speed aptitude be used to measure potential; and (d) the new rauding diagnostic system replace the system of diagnosing dyslexics, hyperlexics, and garden-variety poor readers.

Dyslexia and the double deficit hypothesis

The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate.

Picture Naming Deficits in Developmental Dyslexia: The Phonological Representations Hypothesis

The picture and word naming performance of developmental dyslexics was compared to the picture and word naming performance of non-dyslexic (“garden variety”) poor readers, reading age, and chronological age-matched controls. The stimulus list used for both tasks was systematically manipulated for word length and word frequency. In order to examine picture naming errors in more depth, an object name recognition test assessed each subject's vocabulary knowledge of those names which they were unable to spontaneously label in the picture naming task. Findings indicated that the dyslexic and the garden variety poor readers exhibited a picture naming deficit relative to both chronological and reading age-matched controls. Findings also indicated that both groups of impaired readers obtained superior scores in the word naming task than in the picture naming task, while both groups of controls showed no difference in performance across tasks. The dyslexics' picture naming errors, but not those of the garden variety poor readers, were particularly marked on polysyllabic and/or low frequency words, indicating a possible phonological basis to the picture naming deficit of the dyslexic children. These children also recognized significantly more unnamed target words than all comparison groups, suggesting a particular difficulty inretrievingthe phonological codes of known picture names rather than a vocabulary deficit. Results are discussed in terms of dyslexics' difficulty in encoding full segmental phonological representations of names in long-term memory and/or in processing these representations in order to generate required names on demand.

Word Recognition and Spelling Processes in Specific Reading Disabled and Garden-variety Poor Readers

This study presents evidence relevant to the distinction between specific reading disability and non-specific or garden-variety reading difficulties. Within the context of a large scale longitudinal study of reading acquisition, regression techniques were used to define psychometrically extreme groups of specific and non-specific poor readers. Poor readers with IQs in the average to above average range and low IQ poor readers matched on age, sex and word recognition were administered a variety of word recognition and spelling measures. No significant differences were found on 25 out of 26 measures. The only statistically reliable difference emerged on the proportion of reading errors in which a real word was substituted for a regular high frequency word (MUST—‘most’). Overall, these data, together with the existing evidence, support the null hypothesis of no qualitative differences between specific and garden-variety poor readers.

Do dyslexic and other poor readers differ in reading-related cognitive skills?

The rationale for the study was that if dyslexic and garden-variety poor readers differ in reading-related cognitive skills, there is justification for believing dyslexia to be a distinct entity. Subjects were 110 children aged 6 to 10 years, divided into groups of dyslexic poor readers varying in verbal IQ, garden-variety poor readers, and good readers. Findings suggest that there are valid grounds for believing that dyslexia is a separate entity from garden-variety poor reading, and that it is found among children at all verbal IQ levels. Poor phonological awareness and nonword reading, in relation to normal readers, were shared by dyslexic and garden-variety poor readers. Deficits unique to dyslexic poor readers were problems in both automatic visual recognition and phonological recoding of graphic stimuli. The study supports the phonological-core variable-difference model of Stanovich (1988) in that both dyslexic and garden-variety poor readers showed phonological processing deficits, but they were more extensive in dyslexics.

An Examination of Phonemic Processing Abilities in Children During Their First-Grade Year

The present study examined the development of reading and phonological processing abilities of 209 first graders (118 males, 91 females; mean age = 86.7 months) assessed during the first and last quarters of their first-grade year. The children were arranged into three different groups based on their Time 2 reading and intelligence data (children with and without reading disabilities, and "garden-variety" poor readers). Analyses indicated that the children with reading disabilities and the garden-variety poor readers did not differ significantly on many of the tasks, but both performed differently than the children without reading disabilities. Developmental analyses indicated that all three groups increased their reading and phonological skills; however, the gap between the performance of the children without reading disabilities and the other two groups widened from Time 1 to Time 2. The most important finding of the present study concerned the classification results of the discriminant analysis, which correctly identified the group membership of 207 of the 209 children (99.04% correct).

Naming Speed and Reading: The Contribution of the Cognitive Neurosciences

THIS TWO-PART ESSAY discusses how research in the developmental cognitive neurosciences can contribute to an understanding of the complex relations between various aspects of naming and reading processes. The first section reviews findings from both neuropsychological and reading research on letter-naming and general naming speed, and analyzes the methodological differences between discrete-trial and continuous naming formats. The findings taken together suggest that the relations between subprocesses change both with development and as the cognitive requirements for naming and reading tasks become more differentiated. Findings from a number of studies also suggest the existence of a naming-rate deficit that differentiates dyslexic from average and garden-variety poor readers; this deficit appears to persist well into middle childhood. The second section speculates more broadly about whether the relations between naming and reading deficits are causal or associative, and also about associations between deficits in naming speed and deficits in motoric speed. These associations could be explained by the existence of a connector variable common to some processes in both language and motoric domains, such as a hypothesized precise timing mechanism that may inhibit the ability of some dyslexic readers to achieve rapid processing.

Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader

A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the type that have plagued the learning disabilities field. The model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution, thus avoiding the connotations of discreteness that have continually undermined our understanding of reading disability.