Probing the neurocognitive trajectories of children's reading skills

Research output: Contribution to journalArticle

Abstract

Emerging evidence of the high variability in the cognitive skills and deficits associated with reading achievement and dysfunction promotes both a more dimensional view of the risk factors involved, and the importance of discriminating between trajectories of impairment. Here we examined reading and component orthographic and phonological skills alongside measures of cognitive ability and auditory and visual sensory processing in a large group of primary school children between the ages of 7 and 12 years. We identified clusters of children with pseudoword or exception word reading scores at the 10th percentile or below relative to their age group, and a group with poor skills on both tasks. Compared to age-matched and reading-level controls, groups of children with more impaired exception word reading were best described by a trajectory of developmental delay, whereas readers with more impaired pseudoword reading or combined deficits corresponded more with a pattern of atypical development. Sensory processing deficits clustered within both of the groups with putative atypical development: auditory discrimination deficits with poor phonological awareness skills; impairments of visual motion processing in readers with broader and more severe patterns of reading and cognitive impairments. Sensory deficits have been variably associated with developmental impairments of literacy and language; these results suggest that such deficits are also likely to cluster in children with particular patterns of reading difficulty. © 2012 Elsevier Ltd.
LanguageEnglish
Pages472-481
Number of pages10
JournalNeuropsychologia
Volume51
Issue number3
Early online date20 Nov 2012
DOIs
Publication statusPublished - Feb 2013

Fingerprint

Reading
Aptitude
Reading Skills
Trajectory
Vision Disorders
Language
Age Groups
Control Groups
Impairment
Hearing
Pseudowords
Reader
Word Reading

Keywords

  • orthography
  • phonological awareness
  • cognitive
  • sensory
  • reading
  • development
  • literacy skills
  • dyslexia

Cite this

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Probing the neurocognitive trajectories of children's reading skills. / Talcott, Joel; Witton, Caroline; Stein, John.

In: Neuropsychologia, Vol. 51, No. 3, 02.2013, p. 472-481.

Research output: Contribution to journalArticle

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