Phonemic Decoding Research Articles

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

ABSTRACT We examined how the thalamocortical connectivity structure reflects children’s reading performance. Diffusion-weighted MRI at 3 T and a series of reading measures were collected from 64 children (33 girls) ages 8–14 years with and without dyslexia. The topological properties of the left and right thalamus were computed based on the whole-brain white matter network and a hub-attached reading network and were correlated with scores on several tests of children’s reading and reading-related abilities. Significant correlations between topological metrics of the left thalamus and reading scores were observed only in the hub-attached reading network. Local efficiency was negatively correlated with rapid automatized naming. Transmission cost was positively correlated with phonemic decoding, and this correlation was independent of efficiency scores; follow-up analyses further demonstrated that this effect was specific to the pulvinar and mediodorsal nuclei of the left thalamus. We also sought to validate these results using an independent dataset and demonstrated that that the relationship between thalamic connectivity and phonemic decoding was specifically robust. Overall, the results highlight the role of the left thalamus and thalamocortical network in understanding the neurocognitive bases of skilled reading and dyslexia in children.

Language and reading in attention-deficit/hyperactivity disorder and comorbid attention-deficit/hyperactivity disorder+developmental language disorder.

The current study sought to examine whether psycholinguistic assessments could discriminate children and adolescents with developmental language disorder (DLD) from those with attention-deficit/hyperactivity disorder (ADHD; combined or inattentive subtype) and comorbid DLD+ADHD. The Clinical Evaluation of Language Fundamentals-Screening Test (CELFST; Wiig etal., 2013), the Comprehensive Test of Phonological Processing (nonword repetition subtest; Wagner etal., 2013), and the Test of Word Reading Efficiency (sight word and phonemic decoding subtests; Torgesen etal., 2012) were examined in 441 children and adolescents between 6 and 16years of age. The presence of a language disorder (with or without ADHD) predicted poor performance across tasks. Children and adolescents with ADHD (combined vs. inattentive) only significantly differed in sight word reading, in favor of those with combined type. Measures of reading efficiency could distinguish between the two types of ADHD, but not between other groups. Interestingly, scores on the standard language screener were no worse for children with ADHD+DLD than children with DLD only. The combination of comorbid ADHD+DLD did not appear to be associated with lower language abilities, sight word reading, or phonemic decoding relative to DLD alone. Reading efficiency was effective in discriminating between ADHD subtypes. These findings offer valuable insights into differential diagnosis and the identification of comorbidity.

Early Identification of Dyslexia: Benefits, Challenges, and the Importance of Parental Awareness

Adults and children can both develop dyslexia, a chronic condition that presents numerous challenges in their social and academic environments. Children with dyslexia often struggle in school, which can lead to feelings of frustration and low self-worth, potentially impacting their long-term well-being. It is crucial for parents to be aware of dyslexia and how it affects their children in order to ensure their sustainable growth. Keep in mind that there is no universal or single method for learning, as every individual is unique and learns, thinks, and behaves differently. This understanding can help dyslexic children lead better lives and overcome the stigma associated with dyslexia. It's common for both parents and children to be hesitant to seek assistance due to the stigma surrounding dyslexia, which can hinder the child's educational progress. This paper aims to provide an overview of the benefits and challenges of early dyslexia identification. Dyslexic children often struggle with developing reliable and efficient phonemic decoding abilities, which makes acquiring a lexicon of sight words a slower process than it is for the average reader. Several factors can impact a child's ability to read, which are discussed in this paper. However, early recognition and treatment of inadequate phonologic awareness are crucial in preventing reading problems in children who are at risk of dyslexia.

Effective Phoneme Decoding With Hyperbolic Neural Networks for High-Performance Speech BCIs.

Speech brain-computer interfaces (speech BCIs), which convert brain signals into spoken words or sentences, have demonstrated great potential for high-performance BCI communication. Phonemes are the basic pronunciation units. For monosyllabic languages such as Chinese Mandarin, where a word usually contains less than three phonemes, accurate decoding of phonemes plays a vital role. We found that in the neural representation space, phonemes with similar pronunciations are often inseparable, leading to confusion in phoneme classification. We mapped the neural signals of phoneme pronunciation into a hyperbolic space for a more distinct phoneme representation. Critically, we proposed a hyperbolic hierarchical clustering approach to specifically learn a phoneme-level structure to guide the representation. We found such representation facilitated greater distance between similar phonemes, effectively reducing confusion. In the phoneme decoding task, our approach demonstrated an average accuracy of 75.21% for 21 phonemes and outperformed existing methods across different experimental days. Our approach showed high accuracy in phoneme classification. By learning the phoneme-level neural structure, the representations of neural signals were more discriminative and interpretable. Our approach can potentially facilitate high-performance speech BCIs for Chinese and other monosyllabic languages.

Learning to read ancient Greek at school: where ancient language learning meets contemporary behaviourism

In this paper, an existing behavioral intervention designed to facilitate the acquisition of, among others, reading skills, known as Technology of Teaching (Berens, 2020) is introduced and applied to the acquisition of phonemic decoding of ancient Greek graphemes in the context of the early phases of ancient Greek learning during the first year of Liceo classico (the Italian high school were both Greek and Latin are studied). The Technology of Teaching is mainly based on Precision Teaching and, as such, on the use of the Standard Celeration Chart, whose application to Greek learning will be detailed in these pages.

Decoding intervention for young students with mild intellectual disabilities: A single-subject design study

Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.

The shifting role of fluid reasoning in reading among children evaluated for ADHD

Children with attentional difficulties are more likely than their peers to experience challenges in basic reading skills, including phonemic decoding and word recognition. Such challenges may require reliance on higher-order cognitive functions such as fluid reasoning (Gf) to attain reading proficiency. The present study sought to clarify the role of Gf in phonemic decoding and word recognition among children—in grades 1–7 (n = 156)—being evaluated for attention-deficit/hyperactivity disorder (ADHD). Effects of Gf were examined in relation to crystallized knowledge (Gc). Results indicated that Gf exerted a direct effect onto phonemic decoding in early grades (grades 1–2) but not in later grades (grades 3–7). Gf also exerted an indirect effect onto phonemic decoding—through Gc—in later grades (grades 3–7) but not in early grades (grades 1–2). Finally, Gf exerted an indirect effect onto word recognition through phonemic decoding in grades 1–4 but not in grades 5–7. Altogether, findings show that Gf plays a direct role in younger children’s phonemic decoding and an indirect role in word recognition (through Gc) in later grades, suggesting a shift in Gf’s role across grade levels. Although findings need replication in longitudinal research, current results have implications for both typical and atypical reading development.

Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding

ABSTRACTIn this experiment, we examined whether beginning readers benefit more from grapheme–phoneme decoding (GPD) than from whole‐syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese‐speaking first graders (M age = 6 years 1 month) who knew letter names but could not read or write words were randomly assigned to one of three conditions. The GPD group was taught to decode 40 consonant–vowel (CV) syllables by sounding out and blending grapheme–phoneme constituents (combinations of 10 consonants and five vowels). The WSD group was taught to decode the same CV syllables as whole graphosyllabic units. The individual grapheme–phoneme (IGP) group was taught the same 15 grapheme–phonemes as single units but no decoding. Groups were taught to a mastery criterion. Results showed that GPD instruction was much more effective than WSD and IGP instruction in enabling beginners to read CV syllables, multisyllabic words, and pseudowords; to learn to read words from memory; to write words; and to segment and blend spoken words phonemically. Also, GPD instruction facilitated phonological memory for spoken pseudowords. Despite receiving much practice in reading whole CV syllables, the WSD group learned few, if any, grapheme–phoneme subunits. Results support theories that reading instruction is most effective when it begins by teaching students to decode with small grapheme–phoneme units rather than with larger syllabic units, even when syllables are salient spoken and written units in the writing system.

Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities

The present work considers how connectome-wide differences in brain organization might distinguish good and poor readers. The connectome comprises a ‘rich-club’ organization in which a small number of hub regions play a focal role in assisting global communication across the whole brain. Prior work indicates that this rich-club structure is associated with typical and impaired cognitive function although no work so far has examined how this relates to skilled reading or its disorders. Here we investigated the rich-club structure of brain’s white matter connectome and its relationship to reading subskills in 64 children with and without reading disabilities. Among three types of white matter connections, the strength of feeder connections that connect hub and non-hub nodes was significantly correlated with word reading efficiency and phonemic decoding. Phonemic decoding was also positively correlated with connectivity between connectome-wide hubs and nodes within the left-hemisphere reading network, as well as the local efficiency of the reading network. Exploratory analyses also identified sex differences indicating these effects were stronger in girls. This work highlights the independent roles of connectome-wide structure and the more narrowly-defined reading network in understanding the neural bases of skilled and impaired reading in children.

Measuring Lexical Quality: The Role of Spelling Ability.

The construct of 'lexical quality' (Perfetti Scientific Studies of Reading 11, 357-383, 2007) is widely invoked in literature on word recognition and reading to refer to a systematic dimension of individual differences that predicts performance in a range of word identification and reading tasks in both developing readers and skilled adult populations. Many different approaches have been used to assess lexical quality, but few have captured the orthographic precision that is central to the construct. This paper describes, evaluates, and disseminates spelling dictation and spelling recognition tests that were developed to provide sensitive measures of the precision component of lexical quality in skilled college student readers - the population that has provided most of the benchmark data for models of word recognition and reading. Analyses are reported for 785 students who completed the spelling tests in conjunction with standardized measures of reading comprehension, vocabulary, and reading speed, of whom 107 also completed author recognition and phonemic decoding tests. Internal consistency analyses showed that both spelling tests were relatively unidimensional and displayed good internal consistency, although the recognition test contained too many easy items. Item-level analyses are included to provide the basis for further refinement of these instruments. The spelling tests were moderately correlated with the other measures of written language proficiency, but factor analyses revealed that they consistently defined a separate component, demonstrating that they tap a dimension of variability that is partially independent of variance in reading comprehension, speed, and vocabulary. These components appear to align with the precision and coherence dimensions of lexical quality.

A longitudinal analysis of the alignment between children\u2019s early word-level reading trajectories, teachers\u2019 reported concerns and supports provided

In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through Grades 1, 2 and 3. Results show a significant decline in composite scores relative to age norms over time, with children achieving significantly lower in phonemic decoding than word recognition at the subtest level. Five group trajectories were identified: children who achieved average or above average scores across all 3 years (n = 64), children who consistently bordered on average (n = 11), children who achieved below average in Grade 1 but who then achieved average or above in Grade 2 or Grade 3 (n = 7), children who achieved average or above in Grade 1 but then declined to below average in Grade 2 or Grade 3 (n = 10), and children who achieved below average across all 3 years (n = 26). Appropriately, teachers’ concerns were highest for students in the groups that improved, declined or remained persistently below average. However, analysis of the focus of teachers’ concerns and the supports they said were provided to the children in these three groups suggests that teachers are not always accurate in their interpretation of children’s presenting characteristics, resulting in the misalignment of support provision.

The relationship of domain-general serial order memory and reading ability in school children with and without dyslexia

Recent evidence suggests that reading development when learning alphabetic languages is related to the underlying cognitive ability to maintain the serial order of information in short-term memory (STM). However, it remains unclear at which time point in reading development serial order STM is most important. Here, we established a crucial link between the reading development of primary school children and their serial order STM performance for both verbal and nonverbal materials. In a large cohort study of 113 Italian-speaking elementary school children in Grades 1–4, we investigated this relationship by implementing a novel double-probe design. In Experiment 1, we found that serial order STM performance was related to children’s reading abilities, especially in Grades 2 and 3, corresponding to the training phase of grapheme–phoneme decoding skills. In Experiment 2, we assessed children with developmental dyslexia (DD) and found that their serial order STM performance was significantly lower than that of chronological age-matched controls (CA). It also differed from that of reading age-matched controls when accounting for individual reading performance. Furthermore, the CA group displayed an implicit serial order facilitation for item memory, whereas this implicit recruitment of serial order abilities was completely absent in children with DD. Our results suggest that the domain-general cognitive ability to maintain the serial order of information interacts with the development of reading competency, especially during a middle training phase of word reading, and this particular relationship is markedly impaired in children with DD.

The role of fluid reasoning in word recognition

BackgroundMultiple perspectives on cognitive development, including Cattell's Investment Theory (1963, 1987), suggest that fluid reasoning (Gf) is foundational to the development of academic knowledge and skills. Yet little is known of the role that Gf may play in reading achievement, particularly in comparison with a larger literature demonstrating an influential role of crystallised intelligence (Gc) in word recognition. Given the novelty of word recognition for early readers, it is likely that Gf plays an influential role in literacy acquisition.MethodUsing regression‐based mediation analysis, the present study examined performance of preschool children (n = 154) and college‐aged adults (n = 114) on measures of Gf, Gc, phonemic decoding and word recognition.ResultsResults show that Gf has a significant direct effect on word recognition among preschoolers but not among adults. Moreover, among preschoolers, Gf exerted an effect indirectly on word recognition through phonemic decoding (i.e., Gf → phonemic decoding →word recognition), as well as through a serial and joint mechanism of Gc and phonemic decoding (i.e., Gf →Gc →phonemic decoding →word recognition). However, among adults, Gf exerted an effect onto word recognition only through this joint and serial mechanism and not singularly through phonemic decoding.ConclusionsPresent findings link theories of cognitive development with models of reading development, suggesting that while Gf may both directly and indirectly invest in word recognition during early literacy acquisition, this investment may shift in adulthood such that Gf exerts only indirect effects through crystallised knowledge and skills (i.e., Gc and phonemic decoding).

The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English

AbstractThe authors examined the complexity of the simple view of reading, focusing on morphological decoding fluency in fourth‐grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language (EL) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the dominant home language (Chinese EL1); the other two groups were ethnic Chinese and Malay students whose dominant home language was not English but Chinese (Chinese EL2) and Malay (Malay EL2), respectively. The measures included pseudoword decoding (phonemic decoding), timed decoding of derivational words (morphological decoding fluency), oral vocabulary, and passage comprehension. Path analysis showed that oral vocabulary significantly predicted reading comprehension across all three groups, yet a significant effect of morphological decoding fluency surfaced in the Chinese EL1 and Malay EL2 groups but not the Chinese EL2 group. Multigroup path analysis and commonality analysis further confirmed that morphological decoding played a larger role in the Chinese EL1 and Malay EL2 groups. These findings are discussed in light of the joint influence of target‐language experience and cross‐linguistic influence on second‐language or bilingual reading development.

The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial

ABSTRACTMany students with reading difficulties and disabilities (RD) also have Attention Deficit/Hyperactivity Disorder (ADHD). This randomized clinical trial compared the effects of ADHD treatment alone (medication, parent training), intensive reading intervention alone, and their combination on the reading fluency and comprehension of students with both disorders. Students with ADHD and RD were randomly assigned to receive (a) Reading Intervention only (n = 74), (b) ADHD Treatment only (n = 78), or (c) simultaneous Combined ADHD and RD Treatment (n = 70). For phonemic decoding fluency, the Reading Intervention group and the Combined Treatment group both had significantly better outcomes than the ADHD Treatment group, but did not differ from one another. For passage comprehension, the ADHD Treatment group had significantly better outcomes than the Reading Intervention group, while the other groups did not differ from one another. ADHD treatment may support passage comprehension in this population, while fluent decoding is best supported through intensive reading intervention.

Genetic Structure of IQ, Phonemic Decoding Skill, and Academic Achievement.

The aim of this study was to examine whether phonemic decoding skill (deficits of which characterize dyslexia) shares genetic and/or environmental covariance with scholastic abilities independent of general intelligence. Non-word reading ability, verbal and non-verbal IQ, and standardized academic achievement (Queensland Core Skills Test; QCST) were measured in Australian twins (up to 876 twin pairs and 80 singleton twins). Multivariate genetic analysis showed the presence of a general genetic factor, likely reflecting crystallized ability, which accounted for 45–76% of phenotypic variance in QCST scores, 62% of variance in Verbal IQ, 23% of variance in Performance IQ, and 19% of variance in phonological reading ability. The phonemic decoding genetic factor (explaining 48% of variance in phonemic decoding) was negatively associated with mathematical achievement scores (0.4%). Shared effects of common environment did not explain the relationship between reading ability and academic achievement beyond those also influencing IQ. The unique environmental reading factor (accounting for 26% of variance) influenced academic abilities related to written expression. Future research will need to address whether these reading-specific genetic and unique environment relationships arise from causal effects of reading on scholastic abilities, or whether both share a common influence, such as pleiotropic genes/environmental factors.

The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes.

This study shows that home literacy activities contribute to kindergarten children’s higher-level comprehension processes, namely knowledge integration and knowledge access. Kindergarten children completed measures assessing literacy and language skills and then their performances on these measures were correlated with home literacy activities, which were assessed via a parental questionnaire. Consistent with previous research, the results revealed that informal home literacy activities were positively related to language comprehension and vocabulary but not to letter-word decoding and phonemic decoding skills. The results also revealed that home literacy activities were positively related to knowledge integration and knowledge access, two strong predictors of language and reading comprehension. Finally, the present results suggest that the contributions that home literacy activities make to language comprehension are the same contributions that home literacy activities make to higher-level comprehension processes. In other words, the contributions that home literacy activities make to language comprehension are not independent of the contributions that home literacy activities make to higher-level comprehension processes.

Fluid reasoning and reading difficulties among children with ADHD

Background: Children with attention-deficit/hyperactivity disorder (ADHD) commonly experience difficulties in reading and in fluid reasoning (Gf). According to Cattell’s Investment Theory (1987), Gf is a causal factor in the development of crystallized knowledge (Gc) and academic skills; therefore, the co-occurrence of reading and Gf difficulties within ADHD may not be coincidental.Methods: In the present study with children with both ADHD and reading difficulties (n = 187; 61% male; Mage = 9.2), we utilized mediation analyses to test direct and indirect (through Gc, phonemic awareness, and rapid automatized naming [RAN]) effects of Gf on four basic reading skills: untimed word recognition, untimed phonemic decoding, word reading efficiency, and phonemic decoding efficiency.Results: The direct effect of Gf on all reading skills was nonsignificant; however, significant indirect effects were observed. Specifically, Gf exerted an effect indirectly onto all reading skills through a serial and joint mechanism comprised of Gc and phonemic awareness (i.e., Gf → Gc → phonemic awareness → reading achievement). Gf also exerted an effect indirectly onto untimed word recognition and phonemic decoding through phonemic awareness (i.e., Gf → phonemic awareness → untimed word recognition/untimed phonemic decoding).Conclusion: Results build upon Cattell’s Investment Theory by linking Gf with reading difficulties among children with ADHD, suggesting that such difficulties may arise from weaknesses in Gf and insufficient investment of Gf into reading through Gc and phonemic awareness.

Hemispheric asymmetries in rapid temporal processing at age 7 predict subsequent phonemic decoding 2 years later: A longitudinal event-related potential (ERP) study

The asymmetric sampling in time hypothesis (AST) suggests that the left and right secondary auditory areas process auditory stimuli according to different sampling rates (Poeppel, 2003). We investigated whether asymmetries consistent with the AST are observable in children at age 7 and whether they become more pronounced at age 9. Data were collected from 50 children who attended a 2-day research program at age 7 and were followed up 2 years later. At both time points, children were presented with tone-pairs, each composed of two 50 ms, 1000 Hz, sinusoidal tones separated by inter-stimulus intervals (ISIs) of 25, 50, 100, or 200 ms. Stimuli were presented binaurally whilst the EEG was recorded. The Ta and Tb, which are components of the auditory event-related potential (ERP), were used as electrophysiological indices of auditory processing. There was no significant effect of age on Ta or Tb responses. Tb responses to the second tone of tone-pairs indicated a left-hemisphere preference for rapidly presented stimuli (50 ms ISI) and a right hemisphere preference for more slowly presented stimuli (100 and 200 ms ISI). The results provide evidence that auditory areas of the left hemisphere preferentially respond to fast temporal rates, and those of the right hemisphere preferentially respond to slow temporal rates in children at age 7 and 9. In 7-year-old children, leftward lateralisation of responses to rapidly presented tones predicted better phonemic decoding ability 2 years later, which suggests that hemispheric specialisation may be a precursor for subsequent phonemic decoding skills.

Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography

<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>