Oct. 23rd ~ The Recap is getting a little attention! Plus: Interpretation of CBM graphs; The Double Deficit Hypothesis; Yale Study of Graduates with Dyslexia; Coherence Monitoring; SLI & Dyslexia
The Weekly Email Newsletter That Keeps You Informed of The Latest Reading Research!
Welcome to the Reading Research Recap, a weekly newsletter featuring the latest reading research published in peer-reviewed scientific journals. The goal of the Recap is to share recent scientific findings and foster an appreciation of science as a way to navigate the world. I try to make this one of the most informative emails you get each week. If you enjoy this issue, please share it. I am always interested in improving the newsletter and welcome feedback.
Welcome! This is Issue No. 24
“Put it before them briefly so they will read it, clearly so they will appreciate it, picturesquely so they will remember it, and above all, accurately so they will be guided by its light.”
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I like to get your feedback on how I’m doing with the Recap. (Pretty) please fill out this 4 question survey (it is completely anonymous unless you want a response then write your name or email in one of the fields). I will share the results next week!
The Recap is getting a little attention!
Check out my interview with Substack Stories here. It’s kinda cool that the Recap is getting some attention after being around for only a few months.
Welcome to all the new subscribers that joined because of it!!
📊📈📉Research👩🏫📚
Highlights
There was an unusually large number of relevant articles this week!
Working Memory & Inhibition: “The present study used multilevel modeling to examine whether EFs (i.e., working memory, cognitive flexibility, and inhibition) moderate the relation between various early reading skills in kindergarten and second grade reading achievement in a sample of 18,174 participants from the ECLS: K-2011 database…Both working memory and inhibition were important moderators for reading independently in kindergarten and are associated with later reading achievement in second grade.”
✏️CBMs for Writing: This study “…explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students’ writing fluency facilitated their writing quality and predicted 70% to 95% of the variance in writing achievement among students in middle school and 31% of the variance in Grade 3.”
🎓“We examined academic and social experiences in college and outcome in the workplace 5 or more years after graduation in Yale graduates with dyslexia compared with a matched group of Yale graduates who were typical readers. Dyslexic college graduates did not differ from typical graduates in college and the workplace. Parents of dyslexic children often ask about their child’s future. These findings should reassure those professionals (including pediatric neuropsychologists, school psychologists and pediatricians) that dyslexic students can be successful in school and go on to succeed and thrive at selective colleges.” (Open Access: The Yale Outcome Study: Outcomes for Graduates with and without Dyslexia)
The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics (Open Access): “Our findings indicate the most likely source of poor coherence monitoring is a failure to construct a coherent mental model when reading, rather than a failure to encode a break when detected. This is particularly evident for expository texts.”
🧠 “This could be interpreted as a failure in the integration of information between brain regions that facilitate reading. Our results show that children with literacy difficulties have an altered functional connectivity in their reading and attentional networks at the beginning of the literacy acquisition. Future studies should evaluate whether or not these alterations could indicate a risk of developing dyslexia.”
Parental Involvement & Reading Outcomes: “Parent involvement has a positive impact on children’s reading skills, but that impact can be contingent on what occurs within the classroom. This study underscores the need to consider both home and school influences on children’s reading skills.”
Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts: “The results suggest that exposure to letters as measured by letter frequency is a language-general mechanism in the learning of alphabet letters.”
Editorials
SLI vs. Dyslexia: “There is now a large body of research demonstrating that SLI and dyslexia are separate disorders: Children with SLI exhibit a range of word reading skills, and children with dyslexia exhibit a range of oral language abilities. However, the two disorders frequently co-occur.” (Open Access, review piece- but not a meta-analysis or systematic review)
The Role of Phonology and Language in Learning to Read (Open Access): An interesting read about the history of phonemic awareness and Haskins Laboratory. Note: this is also the introduction to the Perspectives on Language and Literacy issue, but none of the other articles (except the one below by Kilpatrick ) were caught in my open access “net.”
“We must thus “upgrade” our recommendations from letter-sound knowledge and phonemic awareness to letter-sound proficiency and phonemic proficiency.” How the Phonology of Speech Is Foundational for Instant Word Recognition (Open Access editorial, Perspectives on Language and Literacy)
Deeper Dive
Iowa, Pennsylvania, Virginia, Illinois, & Missouri topped the list of the states with with the most number of resources (20-60). Mississippi, Maine, California, Alaska, and Vermont were in the bottom 5 of states in terms of number of resources listed.
Most resources for parents were concerning complaints and dispute resolution (200+ resources). Next, was: IEPs, school services provided, transition planning, specific disability category, and parent rights. Few resources were found for: child developmental skills, specific skill based interventions, Americans with Disabilities Act, and child physical health.
Take-home message: “The primary finding is that SDEs vary considerably in terms of the quantity, content, organization, and delivery of special education resources to parents, which may lead to differences in parents’ success obtaining needed information about special education according to their state of residence.”
In-Depth
Reading Tutors’ Interpretation of Curriculum-Based Measurement Graphs
Group Stability and Reading Profiles of Students With Dyslexia: A Double-Deficit Perspective
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