Word reading task measures of O-P and imageability reliance predict intervention gains beyond vocabulary, phonological awareness, rapid naming, and auditory attention¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The word reading aloud task measures predicted larger unique portions of variance than general pre-intervention factors in all measures of word and pseudoword reading. → Siegelman 2022

Evidence¶

Siegelman 2022¶

Siegelman, N., Rueckl, J. G., van den Bunt, M., Frijters, J. C., Zevin, J. D., Lovett, M. W., Seidenberg, M. S., Pugh, K. R., & Morris, R. D. (2022). How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities. Journal of Educational Psychology, 114(4). https://doi.org/10.1037/edu0000672

q2 · i? · associational · r2

Supplementary regression models added WASI-II vocabulary, NEPSY-II auditory attention, RAN colors, and CTOPP-II phonological awareness; "all significant effects remaining significant", with e.g. Letter-word Identification ΔR2 = 21.3% vs. 1.4%.

"we found that the measures from the word reading aloud task predicted larger unique portions of the variance than the general pre-intervention factors in all measures of word and pseudoword reading"

Discussion¶

Learner Variables¶

• Decoding — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Greater reduction in reliance on imageability over the intervention is associated with greater residualized gains in Passage Comprehension — a narrower finding that bears on this claim
• Greater pre-intervention reliance on imageability predicts smaller residualized gains in word reading (Letter-Word Identification and Sight Word Efficiency) — a narrower finding that bears on this claim
• The phonologically-weighted intervention increased children's mean reliance on O-P regularities from pre- to post-intervention, with no significant mean change in imageability reliance — related
• Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — related
• Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia — related
• Greater pre-intervention reliance on O-P regularities, and larger increases in O-P reliance over the intervention, predict greater residualized gains in pseudoword reading among children with reading disabilities — a narrower finding that bears on this claim