Reading performance is predicted by more than phonological processing
We compared three phonological processing components (phonological awareness, rapid automatized naming and phonological memory), verbal working memory, and attention control in terms of how well they predict the various aspects of reading: word recognition, pseudoword decoding, fluency and comprehen...
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| Format: | Online |
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Frontiers Media S.A.
2014
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| Online Access: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4168686/ |
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pubmed-41686862014-10-03 Reading performance is predicted by more than phonological processing Kibby, Michelle Y. Lee, Sylvia E. Dyer, Sarah M. Psychology We compared three phonological processing components (phonological awareness, rapid automatized naming and phonological memory), verbal working memory, and attention control in terms of how well they predict the various aspects of reading: word recognition, pseudoword decoding, fluency and comprehension, in a mixed sample of 182 children ages 8–12 years. Participants displayed a wide range of reading ability and attention control. Multiple regression was used to determine how well the phonological processing components, verbal working memory, and attention control predict reading performance. All equations were highly significant. Phonological memory predicted word identification and decoding. In addition, phonological awareness and rapid automatized naming predicted every aspect of reading assessed, supporting the notion that phonological processing is a core contributor to reading ability. Nonetheless, phonological processing was not the only predictor of reading performance. Verbal working memory predicted fluency, decoding and comprehension, and attention control predicted fluency. Based upon our results, when using Baddeley’s model of working memory it appears that the phonological loop contributes to basic reading ability, whereas the central executive contributes to fluency and comprehension, along with decoding. Attention control was of interest as some children with ADHD have poor reading ability even if it is not sufficiently impaired to warrant diagnosis. Our finding that attention control predicts reading fluency is consistent with prior research which showed sustained attention plays a role in fluency. Taken together, our results suggest that reading is a highly complex skill that entails more than phonological processing to perform well. Frontiers Media S.A. 2014-09-19 /pmc/articles/PMC4168686/ /pubmed/25285081 http://dx.doi.org/10.3389/fpsyg.2014.00960 Text en Copyright © 2014 Kibby, Lee and Dyer. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| repository_type |
Open Access Journal |
| institution_category |
Foreign Institution |
| institution |
US National Center for Biotechnology Information |
| building |
NCBI PubMed |
| collection |
Online Access |
| language |
English |
| format |
Online |
| author |
Kibby, Michelle Y. Lee, Sylvia E. Dyer, Sarah M. |
| spellingShingle |
Kibby, Michelle Y. Lee, Sylvia E. Dyer, Sarah M. Reading performance is predicted by more than phonological processing |
| author_facet |
Kibby, Michelle Y. Lee, Sylvia E. Dyer, Sarah M. |
| author_sort |
Kibby, Michelle Y. |
| title |
Reading performance is predicted by more than phonological processing |
| title_short |
Reading performance is predicted by more than phonological processing |
| title_full |
Reading performance is predicted by more than phonological processing |
| title_fullStr |
Reading performance is predicted by more than phonological processing |
| title_full_unstemmed |
Reading performance is predicted by more than phonological processing |
| title_sort |
reading performance is predicted by more than phonological processing |
| description |
We compared three phonological processing components (phonological awareness, rapid automatized naming and phonological memory), verbal working memory, and attention control in terms of how well they predict the various aspects of reading: word recognition, pseudoword decoding, fluency and comprehension, in a mixed sample of 182 children ages 8–12 years. Participants displayed a wide range of reading ability and attention control. Multiple regression was used to determine how well the phonological processing components, verbal working memory, and attention control predict reading performance. All equations were highly significant. Phonological memory predicted word identification and decoding. In addition, phonological awareness and rapid automatized naming predicted every aspect of reading assessed, supporting the notion that phonological processing is a core contributor to reading ability. Nonetheless, phonological processing was not the only predictor of reading performance. Verbal working memory predicted fluency, decoding and comprehension, and attention control predicted fluency. Based upon our results, when using Baddeley’s model of working memory it appears that the phonological loop contributes to basic reading ability, whereas the central executive contributes to fluency and comprehension, along with decoding. Attention control was of interest as some children with ADHD have poor reading ability even if it is not sufficiently impaired to warrant diagnosis. Our finding that attention control predicts reading fluency is consistent with prior research which showed sustained attention plays a role in fluency. Taken together, our results suggest that reading is a highly complex skill that entails more than phonological processing to perform well. |
| publisher |
Frontiers Media S.A. |
| publishDate |
2014 |
| url |
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4168686/ |
| _version_ |
1613135355335147520 |