Developmental trajectories for children with dyslexia and low IQ poor readers
Bibliographic Data
| ID | 9796228 |
|---|---|
| Authors | Sarah E A Kuppen, Sarah Kuppen (0000-0001-8284-7202, Anglia Ruskin University, corresponding author), Upasana Goswami (0000-0001-7858-2336, Anglia Ruskin University), Usha Goswami |
| Year | 2016 |
| Volume | 52 |
| Issue | 5 |
| Pages | 717-734 |
| Publication date | 2016-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0040207 |
| PMID | 27110928 |
| OpenAlex | W2342724813 |
| Language | EN |
| Citations received | 6 |
| References cited | 16 |
Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories. (PsycINFO Database Record
Cognition · Cognitive development · Cognitive psychology · Developmental dyslexia · Developmental psychology · Dyslexia · Intelligence quotient · Learning to read · Linguistics · Literacy · Phonological awareness · PsycINFO · Rapid automatized naming · Reading (process · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Psychology · Reading and Literacy Development
Reduced perceptual processing speed and atypical attentional weight at the cores of visual simultaneous processing deficits in Chinese children with developmental dyslexia
Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia
The effects of orthography, phonology, semantics, and working memory on the reading comprehension of children with and without reading dyslexia
Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades
Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography
Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader
Categorizing sounds and learning to read—a causal connection
Difficulties in auditory organisation as a possible cause of reading backwardness
Sensory theories of developmental dyslexia
Working memory in children with reading disabilities
Cortical oscillations and speech processing
A temporal sampling framework for developmental dyslexia
The role of sensorimotor impairments in dyslexia
Strengths and weaknesses of the reading level design
Phonological skills and their role in learning to read
Comparison of the Effects of IQ Control Methods on Memory and Naming Speed Predictors of Reading Disability
Persistence of dyslexics' phonological awareness deficits
Validity of IQ-Discrepancy Classifications of Reading Disabilities
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
The nature of phonological processing and its causal role in the acquisition of reading skills
Developmental Dyslexia and Specific Language Impairment
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |