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The role of speech processes and memory in reading disability
1Developmental Disabilities Centre, University of Alberta, Edmonton, Canada.
The Journal of General Psychology
|April 1, 1994
Summary
Naming time and speech rate effectively measure phonological coding skills, outperforming other tasks in predicting word decoding abilities in young readers. Poor readers exhibit significant delays in these cognitive tasks.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Reading acquisition relies on foundational cognitive skills.
- Identifying reliable predictors of reading difficulties is crucial for early intervention.
- Phonological coding skills are integral to proficient word decoding.
Purpose of the Study:
- To examine the relationship between cognitive tasks and reading performance in third- and fourth-grade students.
- To determine the efficacy of naming time, speech rate, word recall, and phonemic segmentation as predictors of word decoding.
- To analyze in-depth the naming time performance of poor and average readers.
Main Methods:
- Cognitive assessments including naming time, speech rate, word series recall, and phonemic segmentation.
- Analysis of audiotaped protocols for naming time using specialized software.
- Comparative analysis of performance between poor and average readers.
Main Results:
- Naming time and speech rate demonstrated strong reliability as measures of phonological coding skills.
- These measures were superior predictors of word decoding compared to phonemic segmentation and word recall.
- Poor readers exhibited slower performance and longer pauses during the naming time task.
Conclusions:
- Naming time and speech rate are critical indicators of phonological coding proficiency.
- Early identification of deficits in these cognitive skills can aid in addressing reading difficulties.
- Further research into the developmental trajectory of these cognitive skills alongside word decoding is warranted.