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Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language [<Journal>]
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DNB Subject Category Language
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Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?
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In: Front Hum Neurosci (2021)
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Abstract:
There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading and arithmetic. In this study, we examine this hypothesis in a sample traced longitudinally from preschool to first grade (N = 259). The results show that phonological awareness does not explain development in arithmetic, but that there is an indirect effect between phoneme awareness in preschool and arithmetic in first grade via phoneme awareness in first grade. This effect is, however, weak and restricted to verbal arithmetic and not arithmetic fluency. This finding is only partly in line with other studies, and a reason could be that this study more strongly controls for confounders and previous skills than other studies.
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Keyword:
Human Neuroscience
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7817538/ https://doi.org/10.3389/fnhum.2020.577304
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A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Preschool morphological training produces long-term improvements in reading comprehension
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The Foundations of Literacy Development in Children at Familial Risk of Dyslexia
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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