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Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task
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Compton, Donald L.; Gilbert, Jennifer K.; Kearns, Devin M.; Olson, Richard K. – Annals of Dyslexia, 2020
The orthographic choice (OC) task--requiring individuals to choose the correct spelling between a word and a pseudohomophone foil (e.g., "goat" vs. "gote")--has been used as an outcome measure of orthographic learning and as a predictor of individual differences in word reading development. Some consider the OC task a measure…
Descriptors: Orthographic Symbols, Spelling, Reading Skills, Word Recognition
In Search of Cognitive Promotive and Protective Factors for Word Reading
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Slomowitz, Rebecca F.; Narayan, Angela J.; Pennington, Bruce F.; Olson, Richard K.; DeFries, John C.; Willcutt, Erik G.; McGrath, Lauren M. – Scientific Studies of Reading, 2021
This study examined whether strong cognitive skills (i.e. vocabulary, rapid naming, verbal working memory [VWM], and processing speed [PS]) contributed to resilience in single-word reading skills in children at risk for reading difficulties because of low phonological awareness scores (PA). Promotive factors were identified by main effects and…
Descriptors: Thinking Skills, Reading Skills, Reading Difficulties, Phonological Awareness
Literacy Acquisition Influences Children's Rapid Automatized Naming
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Peterson, Robin L.; Arnett, Anne B.; Pennington, Bruce F.; Byrne, Brian; Samuelsson, Stefan; Olson, Richard K. – Developmental Science, 2018
Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy…
Descriptors: Naming, Phonemic Awareness, Twins, Models
Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences
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Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F. – Journal of Learning Disabilities, 2017
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…
Descriptors: Twins, Children, Adolescents, Predictor Variables