Newborn and preschool predictors of second-grade reading scores: An evaluation of categorical and continuous scores

Journal of Learning Disabilities

Volumn 34, Issue 6, 2001, Pages 545-554

  Molfese, Victoria J ^a,b   Molfese, Dennis L ^a,c   Modgline, Arlene A ^d  

^a UNIVERSITY OF LOUISVILLE   (United States)

^b Center for Research in Early Childhood   (United States)

^c Department of Psychological and Brain Sciences ^*

^d SOUTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BRAIN CORTEX; CHILD; CHILD PARENT RELATION; DYSLEXIA; EVOKED AUDITORY RESPONSE; FEMALE; HUMAN; INFANT; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDY; MALE; NEWBORN; PATHOPHYSIOLOGY; PHONETICS; PHYSIOLOGY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; READING; RISK FACTOR; SHORT TERM MEMORY; SOCIOECONOMICS; SPEECH PERCEPTION;

CEREBRAL CORTEX; CHILD; CHILD, PRESCHOOL; DYSLEXIA; EVOKED POTENTIALS, AUDITORY; FEMALE; HUMANS; INFANT; INFANT, NEWBORN; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDIES; MALE; MEMORY, SHORT-TERM; PARENTING; PHONETICS; READING; RISK FACTORS; SOCIOECONOMIC FACTORS; SPEECH PERCEPTION;

EID: 0041907072     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221940103400607     Document Type: Review

References (57)

1. Aylward, G. (1988). Infant and early childhood assessment. In M. Tramontana & S. Hooper (Eds.), Assessment issues in clinical neuropsychology (pp. 225-248). New York: Plenum.
2. Bonjean, C., Hill, R., & McLemore, S. (1967). Sociological measures: An inventory of scales and indices. San Francisco: Chandler.
3. Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.
4. Bradley, R. (1993). Children's home environments, health, behavior, and intervention efforts: A review using the HOME inventory as a marker measure. Genetic, Social, and General Psychology Monographs, 119, 439-490.
5. Brady, S. (1991). The role of working memory in reading disability. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 129-161). Hillsdale, NJ: Erlbaum.
6. Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-281.
7. Caldwell, B., & Bradley, R. (1978). Manual for the Home Observation for Measurement of the Environment. Little Rock: University of Arkansas.
8. Catts, H. (1989). Phonological processing deficits and reading disabilties. In A. Kamhi & H. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 101-132). Boston: Allyn & Bacon.
9. Catts. H. (1996). Defining dyslexia as a developmental language disorder: An expanded view. Topics in Language Disorders, 16(2), 14-29.
10. Catts, H., Fey, M., Zang, X., & Tomblin, J. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Study of Reading, 3, 331-361.
11. Catts, H., & Kamhi, A. (1998). Causes of reading disabilities. In H. Catts & A. Kamhi (Eds.), Language and reading disabilities (pp. 95-127). Needham Heights, MA: Allyn & Bacon.
12. Eilers, R. (1977). Context-sensitive perception of naturally produced stop and fricative consonants by infants. Journal of the Acoustical Society of America, 61, 1321-1336.
13. Eilers, R., Wilson, W., & Moore, J. (1977). Developmental changes in speech discrimination in infants. Journal of Speech and Hearing Research, 20, 766-780.
14. Eimas, P., Siqueland, E., Jusczyk, P., & Vigorito, J. (1971). Speech perception in infants. Science, 171, 303-306.
15. Fletcher, J. M., Foorman, B. R., Shaywitz, S. E., & Shaywitz, B. A. (1999). Conceptual and methodological issues in dyslexia research: A lesson for developmental disorders. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 271-305). Cambridge, MA: MIT Press.
16. Fowler, A. (1991). How early phonological development might set the state for phoneme awareness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy (pp. 97-117). Hillsdale, NJ: Erlbaum.
17. Gathercole, S. E., Willis, C., Emslie, H., & Baddeley, A. D. (1991). The influences of number of syllables and wordlikeness on children's repetition of nonwords. Applied Psycholinguistics, 12, 349-367
18. Jastak, S., & Wilkinson, G. (1984). The wide range achievement test-revised. Wilmington, DE: Jastak.
19. Kraus, N., McGee, T. J., Carrell, T. D., Zecker, S. G., Nicol, T. G., & Koch, D. B. (1996). Auditory neurophysiologic responses and discrimination deficits in children with learning problems. Science, 273, 971-973.
20. Liberman, A., Cooper, F., Shankweiler, D., & Sruddert-Kennedy, M. (1967). Perception of the speech code. Psychological Review, 74, 431-461.
21. Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22, 306-322.
22. Matheny, A. (1989). Assessment of infant mental development: Toward a broader perspective. Clinics in Perinatology, 16, 565-576.
23. McBride-Chang, C. (1995a). Phonological processing, speech perception, and reading disability: An integrative review. Educational Psychologist, 30, 109-121.
24. McBride-Chang, C. (1995b). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
25. McCarthy, D. (1972). Manual for the McCarthy Scales of Children's Abilities. New York: Psychological Corp.
26. Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-81.
27. Molfese, D. (1989). The use of auditory evoked responses recorded from newborns to predict later language skills. In N. Paul (Ed.), Research in infant assessment (Vol. 25, No. 6, pp. 68-81). White Plains, NY: March of Dimes.
28. Molfese, D. (2000). Predicting dyslexia at 8 years of age using neonatal brain responses. Brain and Language, 72, 238-245.
29. Molfese, D., & Hess, T. (1978). Speech perception in nursery school age children: Sex and hemisphere differences. Journal of Experimental Child Psychology, 26, 71-84.
30. Molfese, D., & Molfese, V. (1979a). Hemisphere and stimulus differences as reflected in the cortical responses of newborn infants to speech stimuli. Developmental Psychology, 15, 505-511.
31. Molfese, D., & Molfese, V. (1979b). Infant speech perception: Learned or innate? In H. Witaker & H. Witaker (Eds.), Advances in neurolinguistics (Vol. 4, pp. 229-240). New York: Academic Press.
32. Molfese, D., & Molfese, V. (1980). Cortical responses of preterm infants to phonetic and nonphonetic speech stimuli. Developmental Psychology, 16, 574-581.
33. Molfese, D., & Molfese, V. (1985). Electrophysiological indices of auditory discrimination in newborn infants: The bases for predicting later language development. Infant Behavior and Development, 8, 197-211.
34. Molfese, D., & Molfese, V. (1988). Right hemisphere responses from preschool children to temporal cues contained in speech and nonspeech materials: Electrophysiological correlates. Brain and Language, 33, 245-259.
35. Molfese, D., & Molfese, V. (1997). Discrimination of language skills at five years of age using event related potentials recorded at birth. Developmental Neuropsychology, 13, 135-156.
36. Molfese, V., Bunce, D. A., Carpenter, T. A., & Taylor, M. A. (1997, April). The role of home environment and socio-economic status measures in predicting intelligence and achievement in children. Paper presented at the Biennial Meeting of Society for Research in Child Development, Washington, DC.
37. Molfese, V., DiLalla, L., & Bunce, D. (1997). Prediction of the intelligence test scores of 3- to 8-year-old children by home environment, socioeconomic status, and biomedical risks. Merrill-Palmer Quarterly, 43, 219-234.
38. Molfese, V., Holcomb, L., & Helwig, S. (1994). Biomedical and social-environmental influences on cognitive and verbal abilities in children 1 to 3 years of age. International Journal of Behavioral Development, 17, 271-287.
39. Näslund, J., & Schneider, W. (1996). Kindergarten letter knowledge, phonological skills and memory processes: Relative effects on early literacy. Journal of Experimental Child Psychology, 62, 30-59.
40. Rutter, M. (1978). Prevalence and types of dyslexia. In A. Benton & D. Pearl (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press.
41. Rutter, M., & Yule, W. (1975). The concept of specific reading retardation. Journal of Child Psychology and Psychiatry, 16, 181-197.
42. Sawyer, D. (1992) Language abilities, reading acquisition, and developmental dyslexia: A discussion of hypothetical and observed relationships. Journal of Learning Disabilities, 25, 82-95.
43. Scarborough, H. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.
44. Scarborough, H., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech and Hearing Research, 33, 70-83.
45. Share, D., Jorm, A., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
46. Share, D., Jorm, A., Maclean, R., Matthews, R., & Waterman, B. (1983) Early reading achievement, oral language ability, and a child's home background. Australian Psychologist, 18, 75-87.
47. Shaywitz, S., Escobar, M., Shaywitz, B., Fletcher, J., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine, 326, 146-150.
48. Siegel, L. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-486.
49. Siegel, L. (1992). Dyslexia versus poor readers: Is there a difference? Journal of Learning Disabilities, 25, 618-629.
50. Silva, P., McGee, R., & Williams, S. (1983). Developmental language delay from three to seven years and its significance for low intelligence and reading difficulties at age seven. Developmental Medicine and Child Neurology, 25, 783-793.
51. Stanovich, K. (1988). The right and wrong places to look for the cognitive focus of reading disability. Annals of Dyslexia, 38, 175-190.
52. Stanovich, K. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray. Reading Research Quarterly, 26, 1-29.
53. Tallal, P., Miller, S., Bedi, G., Byma, G., Wang, X., Nagarajan, S., Schreiner, C., Jenkins, W, & Merzenich, M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271, 81-84.
54. Thorndike, R., Hagen, E., & Sattler, J. (1986). Guide for administering and scoring the Fourth Edition Stanford-Binet Intelligence Scale. Chicago: Riverside.
55. Vellutino, F., & Scanlon, D. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
56. Wagner, R., Torgesen, J., & Rashotte, C. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
57. Whitehurst, G. & Lonigan, C. (1998). Child development and emergent literacy. Child Development, 69, 848-872.