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Cited by 56Reading and Literacy DevelopmentDevelopmental and Educational NeuropsychologyCognitive and developmental aspects of mathematical skills

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Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities

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Frijters, Jan C., Lovett, Maureen W., Steinbach, Karen A., Wolf, Maryanne, Sevcik, Rose A., Morris, Robin D.·2011·Journal of Learning Disabilities
DOI 10.1177/0022219410391185PMC PMC11456326
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Abstract

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.

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  • The cut-off score criteria used in this study (WISC-III FSIQ >= 90 and both reading fluency and accuracy measures <= 15th percentile) are similar to (and in some cases stricter than) the inclusion criteria used by several other authors.

    “These cut-off score criteria (WISC-III FSIQ ³ 90 and both reading fluency and accuracy measures £ 15 th percentile) are similar to (and in some cases stricter than) the inclusion criteria used by several other authors (e.g., Ackerman et al., 2001; Frijters et al., 2011; Reiter et al., 2005; Siegel, 1992; Siegel & Ryan, 1989; Stanovich & Siegel, 1994; Swanson, 1999, 2011).”

    From WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility (2019) · cites this paper as Frijters et al., 2011

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Metadata

Authors
Frijters, J. C., Lovett, M. W., Steinbach, K. A., Wolf, M., Sevcik, R. A., & Morris, R. D.
Affiliations
  • Brock University (CA)
  • Hospital for Sick Children (CA)
  • Tufts University (US)
  • Georgia State University (US)
Corresponding author
Frijters, Jan C.
ORCID
Venue
Journal of Learning Disabilities
Publisher
SAGE Publications
Published
2011-03
Volume
44
Issue
2
Pages
150-166
ISSN
  • 0022-2194 (ISSN-L)
  • 1538-4780
DOI
10.1177/0022219410391185
PMC
PMC11456326
OpenAlex
W2169015329
Cited by
56
References
2
Citations by year
2024: 2 · 2023: 1 · 2022: 1 · 2021: 7 · 2020: 3 · 2019: 3 · 2018: 1 · 2017: 6 · 2016: 6 · 2015: 2 · 2014: 5 · 2013: 6 · 2012: 8
FWCI
14.45
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Journal of Learning Disabilities (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • Digital Archive @ GSU (submittedVersion)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD30970, R55HD030970, R01HD030970)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Keywords
reading disorders, neurocognitive predictors, reading outcomes, children, phonological awareness, rapid automatized naming, memory, visual processing, cognitive function, intervention response, reading intervention
MeSH terms
Child, Cognition, Dyslexia, Female, Humans, Intelligence Tests, Male, Memory, Neuropsychological Tests, Phonetics, Psychomotor Performance, Reading, Remedial Teaching, Treatment Outcome

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