Phonological awareness and rapid naming differentiate inadequate responders with word reading deficits from those without¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Inadequate responders with comprehension and word reading deficits (IR-CW) scored significantly lower than inadequate responders with comprehension-only deficits (IR-C) on phonological awareness and rapid naming. → Cho Eunsoo 2015

Evidence¶

Cho Eunsoo 2015¶

Cho Eunsoo, Roberts Garrett J., Capin Philip, Roberts Greg, Miciak Jeremy, Vaughn Sharon. (2015). Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4793275/

q3 · i3 · associational · r2

Planned pairwise contrast from the MANOVA profile analysis comparing the two inadequate responder subgroups. The contrast on "phonological awareness, t (96) = 4.42, corrected p < .001 and rapid naming, t (96) = 2.93, corrected p = .04" separated IR-CW from IR-C. Table 3 reports Hedges' g = .90 for phonological awareness and g = .62 for rapid naming on this contrast.

"Inadequate responders with word reading problems (IR-CW) differed from inadequate responders without word reading difficulties (IR-C) on the phonological processing measures - phonological awareness, t (96) = 4.42, corrected p < .001 and rapid naming, t (96) = 2.93, corrected p = .04."

Discussion¶

Related Claims¶

• Inadequate responders to fourth-grade reading intervention show lower verbal knowledge and listening comprehension than adequate responders and typical readers — related
• The multivariate omnibus test shows significant cognitive profile differences across the four reader groups — a broader claim this one bears on
• Adequate responders differ from typical readers on verbal knowledge, listening comprehension, working memory, and phonological awareness — related
• A meta-analysis attributes the strongest predictors of nonresponsiveness to rapid naming and problem behavior — related
• Both inadequate responder groups show more teacher-rated attention problems and lower self-reported self-efficacy than typical readers — related
• Phonological awareness and phonological memory are the skills that contributed most to initial reading and writing performance in third-grade students — related
• Inadequate responders were more likely to have identified disabilities and limited English proficiency than adequate responders or typical readers — related