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Processing Skills (processing + skill)
Selected AbstractsWhat is orthographic processing skill and how does it relate to word identification in reading?JOURNAL OF RESEARCH IN READING, Issue 4 2006Jennifer S. Burt The role of orthographic processing skill (OPS) in reading has aroused the interest of many developmental researchers. Despite observations by Vellutino that current measures of OPS primarily are indicators of reading (and spelling) achievement, OPS commonly is distinguished from both reading achievement and phonological skills. An analysis of the reading literature indicates that there is no theory in which OPS meaningfully plays a role as an independent skill or causal factor in reading acquisition. Rather, OPS indexes fluent word identification and spelling knowledge, and there is no evidence to refute the hypothesis that its development relies heavily on phonological processes. Results of correlational studies and reader group comparisons (a) cannot inform about on-line processes and (b) may be parsimoniously explained in terms of phonological skills, reading experience, unmeasured language abilities and methodological factors, without implying that OPS is an aetiologically separable skill. Future research would profit from the investigation in experimental studies of the nature and development of orthographic representations. [source] The first steps in word learning are easier when the shoes fit: comparing monolingual and bilingual infantsDEVELOPMENTAL SCIENCE, Issue 1 2010Karen Mattock English, French, and bilingual English-French 17-month-old infants were compared for their performance on a word learning task using the Switch task. Object names presented a /b/ vs. /g/ contrast that is phonemic in both English and French, and auditory strings comprised English and French pronunciations by an adult bilingual. Infants were habituated to two novel objects labeled ,bowce' or ,gowce' and were then presented with a switch trial where a familiar word and familiar object were paired in a novel combination, and a same trial with a familiar word,object pairing. Bilingual infants looked significantly longer to switch vs. same trials, but English and French monolinguals did not, suggesting that bilingual infants can learn word,object associations when the phonetic conditions favor their input. Monolingual infants likely failed because the bilingual mode of presentation increased phonetic variability and did not match their real-world input. Experiment 2 tested this hypothesis by presenting monolingual infants with nonce word tokens restricted to native language pronunciations. Monolinguals succeeded in this case. Experiment 3 revealed that the presence of unfamiliar pronunciations in Experiment 2, rather than a reduction in overall phonetic variability was the key factor to success, as French infants failed when tested with English pronunciations of the nonce words. Thus phonetic variability impacts how infants perform in the switch task in ways that contribute to differences in monolingual and bilingual performance. Moreover, both monolinguals and bilinguals are developing adaptive speech processing skills that are specific to the language(s) they are learning. [source] Infant information processing and family history of specific language impairment: converging evidence for RAP deficits from two paradigmsDEVELOPMENTAL SCIENCE, Issue 2 2007Naseem Choudhury An infant's ability to process auditory signals presented in rapid succession (i.e. rapid auditory processing abilities [RAP]) has been shown to predict differences in language outcomes in toddlers and preschool children. Early deficits in RAP abilities may serve as a behavioral marker for language-based learning disabilities. The purpose of this study is to determine if performance on infant information processing measures designed to tap RAP and global processing skills differ as a function of family history of specific language impairment (SLI) and/or the particular demand characteristics of the paradigm used. Seventeen 6- to 9-month-old infants from families with a history of specific language impairment (FH+) and 29 control infants (FH,) participated in this study. Infants' performance on two different RAP paradigms (head-turn procedure [HT] and auditory-visual habituation/recognition memory [AVH/RM]) and on a global processing task (visual habituation/recognition memory [VH/RM]) was assessed at 6 and 9 months. Toddler language and cognitive skills were evaluated at 12 and 16 months. A number of significant group differences were seen: FH+ infants showed significantly poorer discrimination of fast rate stimuli on both RAP tasks, took longer to habituate on both habituation/recognition memory measures, and had lower novelty preference scores on the visual habituation/recognition memory task. Infants' performance on the two RAP measures provided independent but converging contributions to outcome. Thus, different mechanisms appear to underlie performance on operantly conditioned tasks as compared to habituation/recognition memory paradigms. Further, infant RAP processing abilities predicted to 12- and 16-month language scores above and beyond family history of SLI. The results of this study provide additional support for the validity of infant RAP abilities as a behavioral marker for later language outcome. Finally, this is the first study to use a battery of infant tasks to demonstrate multi-modal processing deficits in infants at risk for SLI. [source] Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini childrenDYSLEXIA, Issue 4 2005Haya al Mannai Abstract This paper reports a study of the reading and spelling skills of grades 1,3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal ability. These tests were included to identify the best predictors of literacy skills amongst Arabic young readers. The results were consistent with the literature based on tests of English-speaking children in that measures of phonological skills (decoding and awareness) were the best predictors of variability in reading and spelling among the Bahraini children. The results are discussed in terms of the literacy experiences of the children and the use of short vowels in Arabic writing. Copyright © 2005 John Wiley & Sons, Ltd. [source] Auditory and speech processing and reading development in Chinese school children: behavioural and ERP evidenceDYSLEXIA, Issue 4 2005Xiangzhi Meng Abstract By measuring behavioural performance and event-related potentials (ERPs) this study investigated the extent to which Chinese school children's reading development is influenced by their skills in auditory, speech, and temporal processing. In Experiment 1, 102 normal school children's performance in pure tone temporal order judgment, tone frequency discrimination, temporal interval discrimination and composite tone pattern discrimination was measured. Results showed that children's auditory processing skills correlated significantly with their reading fluency, phonological awareness, word naming latency, and the number of Chinese characters learned. Regression analyses found that tone temporal order judgment, temporal interval discrimination and composite tone pattern discrimination could account for 32% of variance in phonological awareness. Controlling for the effect of phonological awareness, auditory processing measures still contributed significantly to variance in reading fluency and character naming. In Experiment 2, mismatch negativities (MMN) in event-related brain potentials were recorded from dyslexic children and the matched normal children, while these children listened passively to Chinese syllables and auditory stimuli composed of pure tones. The two groups of children did not differ in MMN to stimuli deviated in pure tone frequency and Chinese lexical tones. But dyslexic children showed smaller MMN to stimuli deviated in initial consonants or vowels of Chinese syllables and to stimuli deviated in temporal information of composite tone patterns. These results suggested that Chinese dyslexic children have deficits in auditory temporal processing as well as in linguistic processing and that auditory and temporal processing is possibly as important to reading development of children in a logographic writing system as in an alphabetic system. Copyright © 2005 John Wiley & Sons, Ltd. [source] Suppressing Inner Speech in ESL Reading: Implications for Developmental Changes in Second Language Word Recognition ProcessesMODERN LANGUAGE JOURNAL, Issue 4 2009SHIGEO KATO The effect of articulatory suppression on second language (L2) visual sentence comprehension and its relation to L2 reading proficiency and lower level processing efficiency were investigated in a series of experiments using 64 college-level Japanese English as a second language learners as participants. The results supported the hypothesis that increased reading proficiency requires developmental changes in lower level skills; namely a greater degree of L2 reading proficiency requires greater orthographic processing skills. This is especially pronounced for the groups comprising proficient and less proficient readers. With regard to proficient readers, there were significant intercorrelations among sentence processing performance under suppression, reading comprehension score, and orthographic skills; however, none of these relationships were significant with less proficient readers. In contrast, phonological processing continued to make a significant contribution with proficient readers under suppression. This confounding outcome implies that a simple choice between phonological and direct-visual coding strategies does not fully explain the L2 reading process under articulatory suppression. [source] Research Review: Williams syndrome: a critical review of the cognitive, behavioral, and neuroanatomical phenotypeTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 6 2008Marilee A. Martens This review critically examines the research findings which characterize the cognitive, behavioral, and neuroanatomical features of Williams syndrome (WS). This article analyzes 178 published studies in the WS literature covering the following areas: 1) General intelligence, 2) Language skills, 3) Visuospatial and face processing skills, 4) Behavior patterns and hypersociability, 5) Musical abilities, and 6) Brain structure and function. We identify methodological issues relating to small sample size, use and type of control groups, and multiple measures of task performance. Previously described ,peaks' within the cognitive profile are closely examined to assess their veracity. This review highlights the need for methodologically sound studies that utilize multiple comparison groups, developmental trajectories, and longitudinal analyses to examine the WS phenotype, as well as those that link brain structure and function to the cognitive and behavioral phenotype of WS individuals. [source] Divergence of Fine and Gross Motor Skills in Prelingually Deaf Children: Implications for Cochlear Implantation,THE LARYNGOSCOPE, Issue 8 2006David L. Horn MD Abstract Objective: The objective of this study was to assess relations between fine and gross motor development and spoken language processing skills in pediatric cochlear implant users. Study Design: The authors conducted a retrospective analysis of longitudinal data. Methods: Prelingually deaf children who received a cochlear implant before age 5 and had no known developmental delay or cognitive impairment were included in the study. Fine and gross motor development were assessed before implantation using the Vineland Adaptive Behavioral Scales, a standardized parental report of adaptive behavior. Fine and gross motor scores reflected a given child's motor functioning with respect to a normative sample of typically developing, normal-hearing children. Relations between these preimplant scores and postimplant spoken language outcomes were assessed. Results: In general, gross motor scores were found to be positively related to chronologic age, whereas the opposite trend was observed for fine motor scores. Fine motor scores were more strongly correlated with postimplant expressive and receptive language scores than gross motor scores. Conclusions: Our findings suggest a disassociation between fine and gross motor development in prelingually deaf children: fine motor skills, in contrast to gross motor skills, tend to be delayed as the prelingually deaf children get older. These findings provide new knowledge about the links between motor and spoken language development and suggest that auditory deprivation may lead to atypical development of certain motor and language skills that share common cortical processing resources. [source] Use of the Perceive, Recall, Plan and Perform System of Task Analysis for persons with schizophrenia: A preliminary studyAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 3 2009Ginette Aubin Background/aim:,Task analysis that targets information processing skills is an essential tool to understanding difficulties encountered by people with schizophrenia in their daily activities. The purpose of this preliminary study was to explore the use of the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis for this clientele. The specific objectives were to describe information processing difficulties as measured by the PRPP and to examine preliminary evidence of construct validity and interrater reliability. Methods:,In the first part of this study, 10 participants with schizophrenia living in the community were assessed using the PRPP during both a simple and a complex meal preparation task. Community functioning was measured using the Independent Living Skills Survey. In the second part, interrater reliability was appraised using three trained raters, who scored 15 participants preparing the complex meal preparation task. Results:,Analysis of performance demonstrates that people with schizophrenia have difficulties especially in the Perceive and Plan quadrants of the PRPP and are more challenged in the complex task. The PRPP total score for the complex task is strongly related to the community functioning score. Results indicate good interrater reliability for the PRPP total score and moderate interrater reliability for the quadrant scores. Conclusion:,Despite the small sample size, results from this preliminary study support the use of the PRPP System of Task Analysis to further explore the impact cognitive deficits have on daily task performance and thus on community functioning in people with schizophrenia. [source] Bootstrapping persistence risk indicators for juveniles who sexually offendBEHAVIORAL SCIENCES & THE LAW, Issue 6 2009Raymond A. Knight Ph.D. This research was supported by research grants MH54263-01 from the National Institute of Mental Health and 94-IJ-CX-0049 from the National Institute of Justice. The authors wish to express their deep appreciation to the staff in the numerous institutions at which we have tested for their considerable commitment of time and energy to our research program. We also thank all the offenders who participated in our research. Special thanks are due to David Cerce and Alison Martino for coordinating the coding of files and organizing all of our data, to Nick Fadden and Karen Fadden for help in coordinating and collecting the Minnesota data, and to Karen Locke for her programming and data processing skills. Copyright © 2009 John Wiley & Sons, Ltd. [source] | |||||||||||||