Comparing cognitive performance in illiterate and literate children

International Review of Education

Volumn 58, Issue 1, 2012, Pages 109-127

  Matute, Esmeralda ^a   Montiel, Teresita ^a   Pinto, N ^b   Rosselli, Monica ^c   Ardila, Alfredo ^d   Zarabozo, Daniel ^a  

^a UNIVERSITY OF GUADALAJARA   (Mexico)

^b Universidad del Valle de Atemajac   (Mexico)

^c FLORIDA ATLANTIC UNIVERSITY   (United States)

^d FLORIDA INTERNATIONAL UNIVERSITY   (United States)

Author keywords

Child illiteracy; Child literacy; Mexico; Phonemic awareness

Indexed keywords

ACADEMIC PERFORMANCE; CHILD; COGNITION; COMPARATIVE STUDY; EDUCATION; LEARNING; LITERACY;

MEXICO [NORTH AMERICA];

EID: 84859007347     PISSN: 00208566     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11159-012-9273-9     Document Type: Article

References (47)

1. Abadzi, H. (2008). Efficient learning for the poor: New insights into literacy acquisition for children. International Review of Education, 54(5-6), 581-604.
2. Ardila, A., Bertolucci, P. H., Braga, L. W., Castro-Caldas, A., Judd, T., Kosmidis, M. H., et al. (2010). Illiteracy: Neuropsychology of cognition without reading. Archives of Clinical Neuropsychology, 25, 689-712.
3. Ardila, A., & Rosselli, M. (2003). Educational effects on the ROCF performance. In J. Knight & E. Kaplan (Eds.), Rey-Osterrieth complex figure handbook (pp. 659-667). New York: Psychological Assessment Resources.
4. Ardila, A., Rosselli, M., & Rosas, P. (1989). Neuropsychological assessment in illiterates: Visuospatial and memory abilities. Brain and Cognition, 11, 147-166.
5. Ayala Rubio, S. (2001). La deserción escolar: ¿Un callejón sin salida? [School desertion: A dead end?]. In E. Matute & M. Romo-Beltrán (Eds.), Los Retos en la Educación del Siglo XXI [Educational challenges in the 21st century] (pp. 77-102). Guadalajara, Mexico: University of Guadalajara.
6. Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonological awareness. Psychological Science, 2, 271-274.
7. Bizans, J., Sherman, J. L., Rasmussen, C., & Ho, E. (2005). Development of arithmetical skills and knowledge in pre-school children. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 143-162). New York: Psychology Press.
8. Cardona, G. R. (1994). Antropología de la Escritura [Anthropology of writing]. Barcelona: Editorial Gedisa.
9. Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1982). Na vida, dez; na escola, zero: Os contextos culturais da aprendizagem da matematica [In life, ten, at school, zero: The cultural contexts of learning mathematics]. Cadernos da Pesquisa do Sao Paulo, 42, 79-86.
10. Castro-Caldas, A., Petersson, K. M., Reis, A., Stone-Elander, S., & Ingvar, M. (1998). The illiterate brain. Learning to read and write during childhood influences the functional organization of the adult brain. Brain, 121, 1053-1064.
11. Crump, T. (1990). The anthropology of numbers. New York: Cambridge University Press.
12. De Clerk, M. (1976). Le séminaire opérationnel: Méthode Novatrice de Formation pour le Développement [The operational seminar: Innovative method for teaching to improve development]. Études et Documents d′Éducation, fascicle 20. Paris: UNESCO.
13. Deloche, G., Souza, L., Braga, L. W., & Dellatolas, G. (1999). A calculation and number processing battery for clinical application in illiterates and semi-literates. Cortex, 35, 503-521.
14. Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.
15. Gelman, R., & Meck, E. (1983). Preschoolers' counting: Principles before skill. Cognition, 13, 343-359.
16. Gonzalez da Silva, C., Petersson, K. M., Faisca, L., Ingvar, M., & Reis, A. (2004). The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency. Journal of Clinical and Experimental Neuropsychology, 26, 266-277.
17. INEGI (Instituto Nacional de Estadística, Geografía e Informática) (2001). XII Censo General de Población y Vivienda, 2000. Tabulados básicos y por entidad federativa [XII population and housing census, 2000. Basic general data and by state]. Aguascalientes, México: INEGI.
18. Karmiloff-Smith, A., Grant, J., Sims, K., Jones, M., & Cuckle, P. (1996). Rethinking metalinguistic awareness: Representing and accessing knowledge about what counts as a "word". Cognition, 58, 197-219.
19. Kolinsky, R., Morais, J., & Content, A. (1987). Finding parts within figures: A developmental study. Perception, 16, 399-407.
20. Korkman, M., Barron-Linnankoski, S., & Lahti-Nuuttila, P. (1999). Effects of age and duration of reading instruction on the development of phonological awareness, rapid naming, and verbal memory span. Developmental Neuropsychology, 16, 415-431.
21. Lecours, A. R., Mehler, J., Parente, M. A., Caldeira, A., Cary, L., Castro, M. J., et al. (1987). Illiteracy and brain damage-1. Aphasia testing in culturally contrasted populations (control subjects). Neuropsychologia, 25, 231-345.
22. Manly, J. J., Jacobs, D. M., Sano, M., Bell, K., Merchant, C. A., Small, S. A., et al. (1999). Effect of literacy on neuropsychological test performance in non-demented, education matched elders. Journal of the International Neuropsychological Society, 5, 191-202.
23. Martin, C. J. (1998). La educación primaria en tiempos de austeridad [Schooling in Mexico]. Guadalajara, México: Universidad de Guadalajara/British Council.
24. Matute, E. (1998). Neuropsicología del analfabetismo. Neuropsychologia Latina, 4, 38-47.
25. Matute, E., & Casas, A. (1999). Actividad metalingüística en el analfabeto: Evaluación de la noción de palabra en una población mexicana [Metalinguistic activity in illiterate people: Word awareness assessment in a Mexican sample]. Paper presented in September at the Instituto de Neurociencias, CUCBA, Universidad de Guadalajara, Guadalajara, Mexico.
26. Matute, E., Leal, F., Zarabozo, D., Robles, A., & Cedillo, C. (2000). Does literacy have an effect on stick construction tasks? Journal of the International Neuropsychological Society, 3, 668-672.
27. Matute, E., Rosselli, M., Ardila, A., & Ostrosky, F. (2007). Evaluación Neuropsicológica Infantil-ENI [Child neuropsychological assessment]. Guadalajara, Mexico: Editorial Manual Moderno, Universidad de Guadalajara/Universidad Nacional Autónoma de México.
28. Molfese, D. L., Molfese, V. J., Key, A. F., & Kelly, S. D. (2003). Influence of environment on speech-sound discrimination: Findings from a longitudinal study. Developmental Neuropsychology, 24, 541-558.
29. Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
30. Morrison, F., Smith, L., & Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31, 789-799.
31. Olson, D. R. (1995). La cultura escrita como actividad metalingüística [Written culture as a metalinguistic activity]. In D. R. Olson & N. Torrance (Eds.), Cultura Escrita y oralidad [Written culture and orality] (pp. 333-357). Barcelona: Gedisa.
32. Olson, D. R. (2002). What writing does to the mind. In E. Amsel & J. P. Byrnes (Eds.), Language, literacy, and cognitive development (p. 153 66). Mahwah, NJ: Lawrence Erlbaum.
33. Ostrosky, F., Ardila, A., Rosselli, M., López-Arango, G., & Uriel-Mendoza, V. (1998). Neuropsychological test performance in illiterates. Archives of Clinical Neuropsychology, 13, 345-660.
34. Ostrosky-Solis, F., Ardila, A., & Rosselli, M. (1999). Neurospsi: A brief neuropsychological test battery in Spanish with norms with age and educational level. Journal of the International Neuropsychological Society, 5, 413-433.
35. Petersson, K. M., Reis, A., & Ingvar, M. (2001). Cognitive processing in literate and illiterate subjects: A review of some recent behavioral and functional neuroimaging data. Scandinavian Journal of Psychology, 42, 251-267.
36. Ratcliff, G., Ganguli, M., Chandra, V., Sharma, S., Belle, S., Seaberg, E., et al. (1998). Effects of literacy and education on measures of word fluency. Brain and Language, 61, 15-122.
37. Reis, A., & Castro-Caldas, A. (1997). Illiteracy: A cause for biased cognitive development. Journal of the International Neuropsychological Society, 3, 444-450.
38. Reis, A., Guerreiro, M., & Castro-Caldas, A. (1994). Influence of educational level of non brain-damaged subjects on visual naming capacities. Journal of Clinical and Experimental Neuropsychology, 16, 939-942.
39. Reis, A., Petersson, K. M., Castro-Caldas, A., & Ingvar, M. (2001). Formal schooling influences two- but not three-dimensional naming skills. Brain and Cognition, 47, 397-411.
40. Rosselli, M., Ardila, A., & Rosas, P. (1990). Neuropsychological assessment in illiterates II: Language and praxic abilities. Brain and Cognition, 12, 281-296.
41. Rosselli-Cock, M., Matute-Villaseñor, E., Ardila-Ardila, A., Botero-Gómez, V. E., Tangarife-Salazar, G. A., Echeverría-Pulido, S. E., et al. (2004). Evaluación Neuropsicológica Infantil (ENI): una batería para la evaluación de niños entre 5 y 16 años de edad. Estudio normativo colombiano [Child neuropsychological assessment, Colombian normative study]. Revista de Neurología, 38, 720-731.
42. Schliemann, A. D., & Acioly, N. M. (1989). Mathematical knowledge developed at work: The contribution of practice versus the contribution of schooling. Cognition and Instruction, 6, 185-221.
43. Siegler, R. S., & Jenkins, E. (1989). How children discover New strategies. Hillsdale, NJ: Erlbaum.
44. UNESCO (2010) Reaching the marginalized. Education for All Global Monitoring Report 2010. Paris/Oxford: UNESCO/Oxford University Press.
45. UNICEF (2003). Estado Mundial de la Infancia 2003. New York: UNICEF.
46. Villa Lever, L. (1988). Los libros de texto gratuitos [Free textbooks]. Guadalajara, Mexico: Universidad de Guadalajara.
47. Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219-249.