Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy
References
- Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children, 80(3), 287–306. DOI: 10.1177/0014402914522208
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Arlington, VA: American Psychiatric Association. DOI: 10.1176/appi.books.9780890425596
- Aust, F. (2016). citr: ‘RStudio’ Add-in to Insert Markdown Citations. Retrieved from
https://cran.r-project.org/package=citr - Aust, F., & Barth, M. (2020). papaja: Create APA manuscripts with R Markdown. Retrieved from
https://github.com/crsh/papaja - Barker, R. M., Sevcik, R. A., Morris, R. D., & Romski, M. (2014). A model of phonological processing, language, and reading for students with mild intellectual disability. American Journal of Developmental Disabilities, 118(5), 1–21. DOI: 10.1352/1944-7558-118.5.365
- Bishop, D. V. M. (2003). Test for Reception of Grammar version 2, TROG-2 Manual (Svensk ver). Stockholm: Pearson Assessment.
- Bishop, D. V. M. (2010). Which neurodevelopmental disorders get researched and why? PLoS ONE, 5(11). DOI: 10.1371/journal.pone.0015112
- Booth, J. N., Boyle, J. M. E., & Kelly, S. W. (2010). Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta-analysis. British Journal of Developmental Psychology, 28, 133–176. DOI: 10.1348/026151009X485432
- Champely, S. (2017). pwr: Basic Functions for Power Analysis. Retrieved from
https://cran.r-project.org/package=pwr - Channell, M. M., Loveall, S. J., & Conners, F. A. (2013). Strengths and weaknesses in reading skills of youth with intellectual disabilities. Research in Developmental Disabilities, 34(2), 776–787. DOI: 10.1016/j.ridd.2012.10.010
- Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- Cohen, M. J., Morgan, A. M., Vaughn, M., Riccio, C. A., & Hall, J. (1999). Verbal fluency in children developmental issues and differential validity in distinguishing children with attention-deficit hyperactivity disorder and two subtypes of dyslexia. Archives of Clinical Neuropsychology, 14(5), 433–443. DOI: 10.1016/S0887-6177(98)00038-9
- Conners, F. A., Atwell, J. A., Rosenquist, C. J., & Sligh, A. C. (2001). Abilities underlying decoding differences in children with intellectual disability. Journal of Intellectual Disability Research, 45(4), 292–299. DOI: 10.1046/j.1365-2788.2001.00319.x
- Danielsson, H., Henry, L. A., Messer, D., & Rönnberg, J. (2012). Strengths and weaknesses in executive functioning in children with intellectual disability. Research in Developmental Disabilities, 33(2), 600–607. DOI: 10.1016/j.ridd.2011.11.004
- Danielsson, H., Henry, L. A., Rönnberg, J., & Nilsson, L.-G. (2010). Executive functions in individuals with intellectual disability. Research in Developmental Disabilities, 31(6), 1299–1304. DOI: 10.1016/j.ridd.2010.07.012
- Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). Delis-Kaplan Executive Function System (D-KEFS). London: Psychological Corporation. DOI: 10.1037/t15082-000
- Dunn, L. M., & Dunn, L. M. (1997). PPVT-III: Peabody Picture Vocabulary Test. Circle Pines, MN: American Guidance Service. DOI: 10.1037/t15145-000
- Ehri, L. C. (2005).
Development of sight word reading: phases and findings . In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 135–154). Oxford: Blackwell Publishing Ltd. DOI: 10.1002/9780470757642.ch8 - Elwér, Å., Fridolfsson, I., Samuelsson, S., & Wiklund, C. (2016). Läst- test i läsförståelse, läsning och stavning för årskurs 1–6. Stockholm: Hogrefe.
- Friedman, J., Hastie, T., & Tibshirani, R. (2010). Regularization paths for generalized linear models via coordinate descent. Journal Of Statistical Software, 33(1). DOI: 10.18637/jss.v033.i01
- Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. Dyslexia, 16, 119–142. DOI: 10.1002/dys.401
- Gardner, M. F. (1996). Test of Visual Perceptual Skills (non-motor) Revised, TVPS-R Manual. Novato, CA: Academic Therapy Publications.
- Henry, L. A. (2001). How does the severity of a learning disability affect working memory performance? Memory, 9(4–6), 233–247. DOI: 10.1080/09658210042000085
- Henry, L. A., & Winfield, J. (2010). Working memory and educational achievement in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(4), 354–365. DOI: 10.1111/j.1365-2788.2010.01264.x
- Hulme, C., & Snowling, M. J. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1–5. DOI: 10.1111/cdep.12005
- Hyvärinen, L., Näsänen, R., & Laurinen, P. (1980). New visual acuity test for pre-school children. Acta Ophthalmologica, 58(4), 507–511. DOI: 10.1111/j.1755-3768.1980.tb08291.x
- Jolliffe, I. T. (2002). Principal component analysis (2nd ed). New York, NY: Springer.
- Kibby, M. Y., Dyer, S. M., Vadnais, S. A., Jagger, A. C., Casher, G. A., & Stacy, M. (2015). Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability. Frontiers in Psychology, 6, 1–11. DOI: 10.3389/fpsyg.2015.01635
- Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. DOI: 10.1037/0022-0663.100.1.150
- Lemons, C. J., Zigmond, N., Kloo, A. M., Hill, D. R., Mrachko, A. A., Paterra, M. F., … & Davis, S. M. (2013). Performance of students with significant cognitive disabilities on early-grade curriculum-based measures of word and passage reading fluency. Exceptional Children, 79(4), 408–426. Retrieved from
http://cec.metapress.com/index/00V502788N74J517.pdf . DOI: 10.1177/001440291307900402 - Menghini, D., Carlesimo, G. A., Marotta, L., Finzi, A., & Vicari, S. (2010). Developmental dyslexia and explicit long-term memory. Dyslexia, 16, 258–282. DOI: 10.1002/dys.410
- Menghini, D., Finzi, A., Carlesimo, G. A., & Vicari, S. (2011). Working memory impairment in children with developmental dyslexia: is it just a phonological deficity? Developmental Neuropsychology, 36(2), 199–213. DOI: 10.1080/87565641.2010.549868
- Nilsson, K., Danielsson, H., Elwér, Å., Messer, D., Henry, L. A., & Samuelsson, S. (2021). Investigating reading comprehension in adolescents with intellectual disabilities: Evaluating the Simple View of Reading. Journal of Cognition, 4(1), 1–20. DOI: 10.5334/joc.188
- Noble, K. G., Farah, M. J., & McCandliss, B. D. (2006). Socioeconomic background modulates cognition-achievement relationships in reading. Cognitive Development, 21(3), 349–368. DOI: 10.1016/j.cogdev.2006.01.007
- Olson, R. K., Forsberg, H., Wise, B., & Rack, J. (1994).
Measurement of word recognition, orthographic, and phonological skills . In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 243–277). Baltimore: Paul H Brookes Publishing. - Patel, T. K., Snowling, M. J., & de Jong, P. F. (2004). A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96(4), 785–797. DOI: 10.1037/0022-0663.96.4.785
- R Core Team. (2017). R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from
https://www.r-project.org/ - Ratz, C., & Lenhard, W. (2013). Reading skills among students with intellectual disabilities. Research in Developmental Disabilities, 34(5), 1740–1748. DOI: 10.1016/j.ridd.2013.01.021
- Reiter, A., Tucha, O., & Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131. DOI: 10.1002/dys.289
- Saunders, K. J., & DeFulio, A. (2007). Phonological awareness and rapid naming predict word attack and word identification in adults with mild mental retardation. American Journal on Mental Retardation, 112(3), 155–166. DOI: 10.1352/0895-8017(2007)112[155:PAARNP]2.0.CO;2
- Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115–136. DOI: 10.1007/s11881-998-0006-5
- Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265–282. DOI: 10.1037/0022-0663.96.2.265
- Segers, E., Damhuis, C. M. P., van de Sande, E., & Verhoeven, L. (2016). Role of executive functioning and home environment in early reading development. Learning and Individual Differences, 49, 251–259. DOI: 10.1016/j.lindif.2016.07.004
- Sermier Dessemontet, R., & de Chambrier, A.-F. (2015). The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities. Research in Developmental Disabilities, 41–42, 1–12. DOI: 10.1016/j.ridd.2015.04.001
- Silverstein, A. B. (1983). Full scale IQ equivalents for a two-subtest short form of the Wechsler Preschool and Primary Scale of Intelligence and The Wechsler Intelligence Scale for Children-Revised. Psychological Reports, 53, 16–18. DOI: 10.2466/pr0.1983.53.1.16
- Skolverket. (2018). Läroplan för grundsärskolan 2011: Reviderad 2018 (4 uppl.). Retrieved from
https://www.skolverket.se/undervisning/grundsarskolan/laroplan-och-kursplaner-for-grundsarskolan/laroplan-for-grundsarskolan - Smith-Spark, J. H., Henry, L. A., Messer, D., & Ziecik, A. P. (2017). Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems? Dyslexia, 44, 1–37. DOI: 10.1002/dys.1558
- Soltani, A., & Roslan, S. (2013). Contributions of phonological awareness, phonological short-term memory, and rapid automated naming, toward decoding ability in students with mild intellectual disability. Research in Developmental Disabilities, 34(3), 1090–1099. DOI: 10.1016/j.ridd.2012.12.005
- Stanovich, K. E. (2005). The future of a mistake: Will discrepancy measurement continue to make the learning disabilities field a pseudoscience? Learning Disability Quarterly, 28(2), 103–106. DOI: 10.2307/1593604
- Tibshirani, R. (1996). Regression shrinkage and selection via the lasso. Journal of the Royal Statistical Society, 58(1), 267–288. DOI: 10.1111/j.2517-6161.1996.tb02080.x
- Tiu, R. D., Thompson, L. A., & Lewis, B. A. (2003). The role of IQ in a component model of reading. Journal of Learning Disabilities, 36(5), 424–436. DOI: 10.1177/00222194030360050401
- van Buuren, S., & Groothuis-Oudshoorn, K. (2011). Multivariate imputation by chained equations. Journal Of Statistical Software, 45(3), 1–67. DOI: 10.1177/0962280206074463
- van der Molen, M. J., Henry, L. A., & van Luit, J. E. H. (2014). Working memory development in children with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 58(7), 637–650. DOI: 10.1111/jir.12061
- van Tilborg, A., Segers, E., van Balkom, H., & Verhoeven, L. (2014). Predictors of early literacy skills in children with intellectual disabilities: A clinical perspective. Research in Developmental Disabilities, 35, 1674–1685. DOI: 10.1016/j.ridd.2014.03.025
- van Wingerden, E., Segers, E., van Balkom, H., & Verhoeven, L. (2017). Foundations of reading comprehension in children with intellectual disabilities. Research in Developmental Disabilities, 60, 211–222. DOI: 10.1016/j.ridd.2016.10.015
- Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40. DOI: 10.1046/j.0021-9630.2003.00305.x
- Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33(3), 223–238. DOI: 10.1177/002221940003300302
- Verucci, L., Menghini, D., & Vicari, S. (2006). Reading skills and phonological awareness acquisition in Down syndrome. Journal of Intellectual Disability Research, 50(7), 477–491. DOI: 10.1111/j.1365-2788.2006.00793.x
- Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). The Comprehensive Test of Phonological Processes (CTOPP). Austin, TX: PRO-ED.
- Wechsler, D. (2014). Wechsler Intelligence Scale for Children – Fifth Edition. Stockholm: Pearson Assessment.
- Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89–106. DOI: 10.1177/001440291107800106
- Wickham, H. (2017). tidyverse: Easily Install and Load the ‘Tidyverse’. Retrieved from
https://cran.r-project.org/package=tidyverse
DOI: https://doi.org/10.5334/joc.191 | Journal eISSN: 2514-4820
Language: English
Submitted on: Nov 23, 2017
Accepted on: Sep 21, 2021
Published on: Oct 1, 2021
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
© 2021 Karin Nilsson, Henrik Danielsson, Åsa Elwér, David Messer, Lucy Henry, Stefan Samuelsson, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.