Search results for "Naming"

Early Cognitive Profiles Predicting Reading and Arithmetic Skills in Grades 1 and 7

2020

The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified in an unselected sample of 1,710 children aged 5–6 years: (1) high linguistic and high counting skills (39.2%), (2) low linguistic and low counting skills (25.4%), (3) high counting skills in relation to linguistic skills (15.3%), and (4) low counting skills in relation to linguistic skills (20.1%). …

Lukivaikeuksien tunnistaminen ja kuntouttaminen alkuopetusvaiheessa

2014

A meta-analysis of the relation between RAN and mathematics.

2017

Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this meta-analysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN–mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r…

Influencia de los métodos de enseñanza en el aprendizaje y desarrollo de la lectura

2019

Esta comunicación se encuentra disponible en la siguiente URL: http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1467/1275 Este número está dedicado a la "Psicología de la Educación y Saberes Originarios". En el aprendizaje de la lectura están implicadas habilidades como la conciencia fonológica, la conciencia alfabética o la velocidad de nombramiento. Los distintos métodos de enseñanza influyen de modo diferencial en su adquisición. Este estudio analiza 1) el efecto diferencial de los métodos analíticos y fonológico-sintéticos en la adquisición de estas habilidades básicas, 2) si las diferencias encontradas en función del método siguen el mismo patrón en los 4 primeros cu…

Covariation between reading and arithmetic skills from grade 1 to grade 7

2017

This study examined the extent to which reading and arithmetic skills show covariation at Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and to what extent different antecedents will predict these time-invariant and time-specific portions of the covariation. The reading and arithmetic skills of a total of 1335 Finnish children were assessed at the end of Grade 1 and then again at the end of Grade 7. Phonological awareness, letter knowledge, rapid automatized naming (RAN), counting, and parental education levels were measured in kindergarten; working memory at Grade 1 and nonverbal reasoning at Grade 3. The results showed that reading and arithmet…

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

2012

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3½ years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the ba…

The role of achievement strategies on literacy acquisition across languages

2011

Abstract We examined the importance of children’s achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children’s use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its e…

Ipsilesional and contralesional regions participate in the improvement of poststroke aphasia: a transcranial direct current stimulation study

2015

In the past few years, noninvasive cerebral stimulations have been used to modulate language task performance in healthy and aphasic patients. In this study, a dual transcranial direct current stimulation (tDCS) on anterior and posterior language areas was applied for 2 weeks to a patient with a possible crossed aphasia following a right hemisphere stroke. Inhibitory cathodal stimulation of the right Brodmann areas (BA) 44/45 and simultaneous anodal stimulation of the left BA 44/45 improved the patient’s performance in picture naming. Conversely, the same bilateral montage on BA 39/40 did not produce any significant improvement; finally, electrode polarity inversion over BA 39/40 yielded a fu…

2021

School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associat…

The relationship between electrophysiological and hemodynamic measures of neural activity varies across picture naming tasks: A multimodal magnetoenc…

2022

Funding Information: This work was financially supported by the Academy of Finland (Finnish Center of Excellence in Computational Inference Research COIN and grants #292334, #294238 to SK; #255349, #315553 to RS; #257576 to JK; #286405 funding for TM), the Sigrid Jusélius Foundation (grant to RS), the Finnish Cultural Foundation (grant to ML), the Swedish Cultural Foundation in Finland (grant to ML), the Maud Kuistila Memorial Foundation (grant to ML), and Aalto Brain Center. Publisher Copyright: Copyright © 2022 Mononen, Kujala, Liljeström, Leppäaho, Kaski and Salmelin. Different neuroimaging methods can yield different views of task-dependent neural engagement. Studies examining the relat…