Influence of Verbal Working Memory Depends on Vocabulary: Oral Reading Fluency in Adolescents With Dyslexia

Mind, Brain, and Education

Volumn 6, Issue 1, 2012, Pages 1-9

  Rose, L Todd ^a,b   Rouhani, Parisa ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84856985976     PISSN: 17512271     EISSN: 1751228X     Source Type: Journal    
DOI: 10.1111/j.1751-228X.2011.01135.x     Document Type: Article

References (55)

1. Ackerman, P. T., & Dykman, R. A. (1993). Phonological processes, confrontational naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
2. Ackerman, P. T., Dykman, R. A., & Gardner, M. Y. (1990). Counting rate, naming rate, phonological sensitivity, and memory span-Major factors in dyslexia. Journal of Learning Disabilities, 23, 325-327.
3. Aguiar, L., & Brady, S. (1991). Vocabulary acquisition and reading ability. Reading and Writing, 3, 413-425.
4. Biancarosa, G., & Snow, C. (2006). Reading next-A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
5. Breznitz, Z. (1997). Effects of accelerated reading rate on memory for text among dyslexic readers. Journal of Educational Psychology, 89, 289-297.
6. Burnham, K. P., & Andersen, D. R. (2002). Model selection and multimodel inference: A practical information-theoretic approach (2nd ed.). New York: Springer Science.
7. Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech Language and Hearing Research, 49, 278-293.
8. Catts, H. W., Gillispie, M., Leonard, L. B., Kail, R. V., & Miller, C. A. (2002). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35, 509-524.
9. Chall, J. S. (1990). Facts and fads in beginning reading-A cross-language perspective. Contemporary Psychology, 35, 1128-1129.
10. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
11. Cutting, L. E., Materek, A., Cole, C. A. S., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34-54.
12. Cutting, L. E., & Scarborough, H. S. (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.
13. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
14. Dunn, M., & Dunn, L. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Services.
15. Ferrer, E., McArdle, J. J., Shaywitz, B. A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2007). Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence. Developmental Psychology, 43, 1460-1473.
16. Fuchs, L., Fuchs, D., Hosp, M., & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
17. Gathercole, S. E., & Adams, A. M. (1994). Children's phonological working-memory-Contributions of long-term knowledge and rehearsal. Journal of Memory and Language, 33, 672-688.
18. Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1-16.
19. Ghelani, K., Sidhu, R., Jain, U., & Tannock, R. (2004). Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder. Dyslexia, 10, 364-384.
20. Gottardo, A., Stanovich, K. E., & Siegel, L. S. (1996). The relationships between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63, 563-582.
21. Gough, P. B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20.
22. Haenggi, D., & Perfetti, C. A. (1992). Individual differences in reprocessing of text. Journal of Educational Psychology, 84, 182-192.
23. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.
24. Kame'enui, E., & Simmons, D. C. (2001). The DNA of reading fluency. Scientific Studies of Reading, 5, 203-210.
25. Kamil, M. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.
26. Knight, C. C., & Fischer, K. W. (1992). Learning to read words: Individual differences in developmental sequences. Journal of Applied Developmental Psychology, 13, 377-404.
27. Laberge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
28. Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14.
29. Mendoza, J. L., & Mumford, M. (1987). Corrections for attenuation and range restriction on the predictor. Journal of Educational Statistics, 12, 282-293.
30. Murnane, R. J., Willett, J. B., Duhaldeborde, Y., & Tyler, J. H. (2000). How important are the cognitive skills of teenagers in predicting subsequent earnings? Journal of Policy Analysis and Management, 19, 547-568.
31. Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681.
32. National Reading Panel (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (No. 00-4754). Washington, DC: National Institute of Child Health and Human Development.
33. Perfetti, C. A. (1985). Some reasons to save the grapheme and the phoneme. Behavioral and Brain Sciences, 8, 721-722.
34. Perfetti, C. A. (1993). Reading and its development: Component skills approaches. Contemporary Psychology, 38, 136-137.
35. Perfetti, C. A., & Zhang, S. L. (1992). In reading Chinese, there is no semantics without phonology. Bulletin of the Psychonomic Society, 30, 471-471.
36. Potter, M. L., & Wamre, H. M. (1990). Curriculum-based measurement and developmental reading models: Opportunities for cross-validation. Exceptional Children, 57(1), 16-25.
37. Raju, N. S., Burke, M. J., Normand, J., & Langlois, G. M. (1991). A new meta-analytic approach. Journal of Applied Psychology, 76, 432-446.
38. Ransby, M. J., & Swanson, H. L. (2003). Reading comprehension skills of young adults with childhood diagnoses of dyslexia. Journal of Learning Disabilities, 36, 538-555.
39. Reiter, A., Tucha, O., & Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11, 116-131.
40. Rose, L. T., & Fischer, K. W. (2009). Dynamic systems theory. In R. Shweder, T. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp. 264-265). Chicago: University of Chicago Press.
41. Savage, R., Lavers, N., & Pillay, V. (2007). Working memory and reading difficulties: What we know and what we don't know about the relationship. Educational Psychology Review, 19(2), 185-221.
42. Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Schneider, A. E., Marchione, K. E., Stuebing, K. K., Francis, D. J., et al. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104, 1351-1359.
43. Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59, 451-475.
44. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
45. Stanovich, K. E. (1990). Concepts in developmental theories of reading skill-Cognitive resources, automaticity, and modularity. Developmental Review, 10(1), 72-100.
46. Stanovich, K. E. (1991). Cognitive science meets beginning reading. Psychological Science, 2(2), 70-81.
47. Stanovich, K. E. (1993). A model for studies of reading disability. Developmental Review, 13, 225-245.
48. Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Relation between early reading acquisition and word decoding with and without context-A longitudinal-study of 1st-grade children. Journal of Educational Psychology, 76, 668-677.
49. Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10, 381-398.
50. Torgesen, J., Rashotte, C., & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-357). Parkton, MD: York Press.
51. Torgesen, J., Wagner, R., & Rashotte, C. (1994). Longitudinal-studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
52. Wechsler, D. L. (1992). Wechsler Intelligence Scale for Children-III. San Antonio, TX: Psychological Corporation.
53. Wiederholt, J. L., & Bryant, B. R. (1992). Gray Oral Reading Tests (GORT). Austin, TX: PRO-ED.
54. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its interventions. Scientific Studies of Reading, 5, 211-239.
55. Woodcock, R. W. (1987). Woodcock reading mastery test-Revised. Circle Pines, MN: American Guidance Services.