Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities

被引：37

作者：

Frijters, Jan C. ^{[1
,2
]}

Lovett, Maureen W. ^{[3
,4
]}

Steinbach, Karen A. ^{[3
,4
]}

Wolf, Maryanne ^{[5
]}

Sevcik, Rose A. ^{[6
]}

Morris, Robin D. ^{[6
]}

机构：

[1] Brock Univ, Dept Child & Youth Studies, St Catharines, ON L2S 3A1, Canada

[2] Brock Univ, Dept Psychol, St Catharines, ON L2S 3A1, Canada

[3] Hosp Sick Children, Neurosci & Mental Hlth Program, Dept Pediat Med Sci, Toronto, ON M5G 1X8, Canada

[4] Hosp Sick Children, Dept Human Dev & Appl Psychol, Toronto, ON M5G 1X8, Canada

[5] Tufts Univ, Eliot Pearson Dept Child Dev, Boston, MA 02111 USA

[6] Georgia State Univ, Dept Psychol, Atlanta, GA 30303 USA

来源：

JOURNAL OF LEARNING DISABILITIES | 2011年 / 44卷 / 02期

关键词：

treatment; dyslexia; response to intervention; reading; neuropsychological assessment; REMEDIATED POOR READERS; DIFFICULT-TO-REMEDIATE; WORKING-MEMORY; PHONOLOGICAL AWARENESS; DISCREPANCY DEFINITION; NONWORD REPETITION; NAMING-SPEED; SHORT-TERM; RAVE-O; INTERVENTION;

D O I：

10.1177/0022219410391185

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.

引用

页码：150 / 166

页数：17

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