Predictors of reading comprehension in children with cerebral palsy and typically developing children

Child Neuropsychology

Volumn 16, Issue 4, 2010, Pages 313-325

  Asbell, Shana ^a   Donders, Jacobus ^a   Van Tubbergen, Marie ^b   Warschausky, Seth ^b  

^a MARY FREE BED REHABILITATION HOSPITAL   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Cerebral palsy; Children; Neuropsychology; Psychological assessment; Reading

Indexed keywords

ARTICLE; AWARENESS; CEREBRAL PALSY; CHILD; CHILD DEVELOPMENT; COMPREHENSION; FEMALE; HUMAN; LANGUAGE; LANGUAGE TEST; LINGUISTICS; MALE; PATHOPHYSIOLOGY; PHYSIOLOGY; READING; REGRESSION ANALYSIS;

AWARENESS; CEREBRAL PALSY; CHILD; CHILD DEVELOPMENT; COMPREHENSION; FEMALE; HUMANS; LANGUAGE; LANGUAGE TESTS; MALE; READING; REGRESSION ANALYSIS; VOCABULARY;

EID: 77954448647     PISSN: 09297049     EISSN: 17444136     Source Type: Journal    
DOI: 10.1080/09297041003733588     Document Type: Article

References (39)

1. Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96, 43.
2. Blauw-Hospers, C. H., & Hadders-Algra, M. (2005). A systematic review of the effects of early intervention on motor development. Developmental Medicine and Child Neurology, 47, 421-432.
3. Blischak, D. M., Shah, S. D., Lombardino, L. J., & Chiarella, K. (2004). Effects of phonemic awareness instruction on the encoding skills of children with severe speech impairment. Disability and Rehabilitation, 26, 1295-1304.
4. Blondis, T. A. (2004). Neurodevelopmental motor disorders: Cerebral palsy and neuromuscular diseases. In D. Dewey & D. E. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 113-136). New York: Guilford.
5. Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31-42.
6. Card, R., & Dodd, B. (2006). The phonological awareness abilities of children with cerebral palsy who do not speak. Augmentative and Alternative Communication, 22, 149-159.
7. Church, J., Coalson, R., Lugar, H., Petersen, S., & Schlaggar, B. (2008). A developmental fMRI study of reading and repetition reveals changes in phonological and visual mechanisms over age. Cerebral Cortex, 18, 2054-2065.
8. Crowley, K., Mayer, P., & Stuart-Hamilton, I. (2009). Changes in reliance on reading and spelling subskills across the lifespan. Educational Gerontology, 35, 503-522.
9. Cutting, L., & Scarborough, H. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277-299.
10. Dorman, C. (1987). Verbal, perceptual and intellectual factors associated with reading achievement in adolescents with cerebral palsy. Perceptual and Motor Skills, 64, 671.
11. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test, Third Edition. Circle Pines, MN: American Guidance Service.
12. Eliasson, A., Krumlinde-Sundholm, L., Rösblad, B., Beckung, E., Arner, M., Öhrvall, A., et al. (2006). The Manual Ability Classification System (MACS) for children with cerebral palsy: Scale development and evidence of validity and reliability. Developmental Medicine & Child Neurology, 48, 549-554.
13. Fennell, E. B., & Dikel, T. N. (2001). Cognitive and neuropsychological functioning in children with cerebral palsy. Journal of Child Neurology, 16, 58-63.
14. Kibby, M. Y. (2009). There are multiple contributions to the verbal short-term memory deficit in children with developmental reading disabilities. Child Neuropsychology, 15, 485-506.
15. Larsson, M., & Dahlgren Sandberg, A. (2008). Phonological awareness in Swedish-speaking children with complex communication needs. Journal of Intellectual and Developmental Disability, 33, 22-35.
16. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596.
17. Markwardt, F. C. (1998). Peabody Individual Achievement Test-Revised/Normative Update. Circle Pines, MN: American Guidance Service.
18. nd ed.). Mahwah, NJ: Lawrence Erlbaum.
19. National Center for Educational Statistics (NCES). (2009). U.S. Department of Education, National Center for Educational Statistics, Institute of Education Sciences National Assessment of Educational Progress Data Explorer. Retrieved May 1, 2009, from http://nces.ed.gov/nationsreportcard/naepdata/
20. NLTS-2. (2002). National Longitudinal Transition Study - 2. Retrieved July 23, 2009, from http://www.nlts2.org/
21. Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554.
22. Palisano, R., Rosenbaum, P., Walter, S., Russell, D., Wood, E., & Galluppi, B. (1997). Development and reliability of a system to classify gross motor function in children with cerebral palsy. Developmental Medicine & Child Neurology, 39, 214-223.
23. Peeters, M., Verhoeven, L., de Moor, J., & van Balkom, H. (2009). Importance of speech production for phonological awareness and word decoding: The case of children with cerebral palsy. Research in Developmental Disabilities, 30, 712-726.
24. Peeters, M., Verhoeven, L., van Balkom, H., & de Moor, J. (2008). Foundations of phonological awareness in pre-school children with cerebral palsy: The impact of intellectual disability. Journal of Intellectual Disability Research, 52, 68.
25. Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
26. Phillips, L. M., Norris, S. P., Osmond, W. C., & Maynard, A. M. (2002). Relative reading achievement: A longitudinal study of 187 children from first through sixth grades. Journal of Educational Psychology, 94, 3.
27. Raven, J., Raven, J. C., & Court, J. (1998). Coloured progressive matrices. San Antonio, TX: Harcourt Assessment.
28. Roman, A., Kirby, J., Parrila, R., Wade-Woolley, L., & Deacon, S. (2009). Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96-113.
29. Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95, 259.
30. Sandberg, A. (2006). Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: A longitudinal study. Developmental Medicine and Child Neurology, 48, 629-634.
31. Sandberg, A. D., & Hjelmquist, E. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9, 107-133.
32. Scarborough, H., Ehri, L., Olson, R., & Fowler, A. (1998). The fate of phonemic awareness beyond the elementary school years. Scientific Studies of Reading, 2, 115-142.
33. Schenker, R., Coster, W. J., & Parush, S. (2005). Neuroimpairments, activity performance, and participation in children with cerebral palsy mainstreamed in elementary schools. Developmental Medicine and Child Neurology, 47, 808-814.
34. Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232-246.
35. Smith, M. (2005). Literacy and augmentative and alternative communication (Vol. 2). Burlington, MA: Elsevier Academic Press.
36. Strauss, E., Sherman, E., & Spreen, O. (2006). A compendium of neuropsychological tests, administration, norms, and commentary (3rd ed.). New York: Oxford.
37. Verhoeven, L., & Van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407.
38. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
39. Warschausky, S., Van Tubbergen, M., Asbell, S., Kaufman, J., Donders, J., & Ayyangar, R. (2009). Modified test administration using assistive technology: Preliminary psychometric findings. Manuscript submitted for publication.