Franklin R. Manis

Naming speed, phonological awareness, and orthographic knowledge in second graders

Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolfs (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability.

Cognitive functioning, neurologic status and brain imaging in classical galactosemia

A historical group of 45 children (4–18 years) and adults (18–39 years) with classical galactosemia had deficits of cognitive function that were variable and not related to the age at diagnosis or to severity of illness at presentation. There was a trend for patients to score highest on visual processing tasks. The standardized tests of speech and memory skills fell within the same range as the Broad Cognitive Ability score, indicating that the speech and language deficits may be part of a more global set of cognitive impairments. Scores on the Beery Visual Motor Integration and Block Design Tests fell in approximately the same range as other cognitive abilities. In addition, there was a high incidence of abnormality detected on MRI and 12 patients had neurologic symptoms that included ataxia, tremor and dysmetria. These abnormalities did not correlate with the age at diagnosis, severity of illness at presentation or scores on cognitive testing. The pathophysiology of neurologic and neuropsychologic impairments remains unknown. Since these appear to be unrelated to the duration of galactose exposure, other factors impacting on outcome need to be understood so that strategies can be developed to improve what appears to be a global impairment of cognitive function.

Developmental differences in the allocation of processing capacity

Abstract Recently psychologists have formulated a comprehensive view of attention involving allocation of processing capacity. Although developmental changes in processing capacity have been proposed as one source of age differences in certain cognitive skills, there has been little systematic investigation of this hypothesis. In the present study, second and sixth graders and adults (8, 12, and 20 years of age, respectively) performed a letter-matching task (primary task) concurrently with an auditory detection task (secondary task). Changes in reaction time in the secondary task as a function of manipulations of the primary task were used to estimate capacity allocation to the primary task. Primary task variables included stage of processing (alerting, encoding, rehearsing, responding) and matching condition (physical-identity vs name-identity matching). Age differences in secondary task performance were found to be related to stage of processing but not to matching condition. Earlier stages of the letter match task (alerting, encoding) required somewhat more capacity allocation in younger subjects. Later stages (rehearsing, responding) made substantially higher demands on capacity in children. Capacity allocation may be an important cognitive variable mediating developmental differences in basic information processing skills, and may underlie age trends found in performance of certain complex cognitive tasks.

Correlation of cognitive, neurologic, and ovarian outcome with the Q188R mutation of the galactose-1-phosphate uridyltransferase gene

This study was conducted to determine whether there is a genotype/phenotype correlation between aspects of cognitive, neurologic, and ovarian outcome in patients with galactosemia and the Q188R mutation of the galactose-1-phosphate uridyltransferase gene. The results showed that the Q188R mutation was found in 72% of alleles: 38 patients were homozygous and 21 were heterozygous for Q188R; eight patients did not have the mutation. The mean Broad Cognitive score for the group homozygous for Q188R was 75 (SD = 16), which was not statistically different from the outcome for the heterozygous group (mean score, 67; SD = 25) or the negative group (mean score, 88; SD = 21). Tremor, ataxia, and dysmetria were found in 12 subjects, and there was no association with Q188R status. Similarly, there was no association of this mutation with the development of primary amenorrhea (8 subjects) versus secondary amenorrhea (found in 14 women). Our findings suggests that the variability of outcome for patients with classic galactosemia cannot be explained by Q188R status alone, at least with regard to cognitive functioning, presence of neurologic symptoms, and timing of the onset of ovarian failure.

Cognitive Processes and Reading Disability: A Critique and Proposal

The search for the underlying nature and cause (s) of specific reading disability has proceeded for almost a century. At different times reading-disabled children have been described as suffering from a variety of specific cognitive deficits, from perceptual to attentional to memory problems. However, the explanation of this puzzling disorder has eluded investigators to the point where some are claiming that no satisfactory unitary set of principles can be found to explain the problems of all reading-disabled children (e.g., Applebee, 1971). Implicit in such claims is an admission of the inadequacy of current conceptualizations of the disorder.

A comparison of word recognition processes in dyslexic and normal readers at two reading-age levels

This study addressed the question of whether dyslexic children use qualitatively different word identification processes as compared to normal readers at the same stage of reading acquisition. Fifty-two dyslexic children and reading-age matched normal readers were required to pronounce words and pseudowords designed to tap several word recognition and decoding processes. Performance profiles were compared for the two reading groups at two reading ages. Although an invariant acquisition sequence was observed across reading groups, differences in level of performance between dyslexics and reading-age controls varied as a function of reading age. The performance of the more advanced dyslexics was virtually indistinguishable from normal readers on all measures. In contrast, the younger reading age dyslexics differed from normal readers on several measures of spelling-sound correspondences. However, no reading group differences were observed on measures of word recognition. The results indicated that dyslexics and normal readers at the same reading age use essentially the same processes to recognize words, but may differ in knowledge of correspondence rules.

Backward masking, IQ, SAT and reaction time: Interrelationships and theory

Abstract Backward-masking recognition accuracy, IQ, Scholastic Aptitude Test (SAT) scores, and reaction time (RT) on masking trials were obtained from 81 Ss. Of primary concern was the correlation between the first two variables. In 11 previous studies the correlation between the inverse of recognition accuracy, recognition threshold, and IQ has ranged from -0.20 to -0.92. This variation is negatively related to sample size, r = -0.69. An N of 81 predicts a recognition-accuracy correlation of +0.11. The obtained correlation is +0.44, substantially higher than predicted. The median correlation from the other 11 studies is in good agreement with this value, median r = -0.54 (recognition threshold). Other findings are that backward-masking threshold was not significantly related to SAT scores, but IQ and SAT (Total) scores were significantly related, r = 0.44. Masking RT, both direct and derived measures, did not correlate with any other variable. It is suggested that masking threshold may reflect fluid intelligence (IQ) more than crystallized intelligence (SAT).

Reading Disability: A Deficit in Rule Learning?

In recent years interest has grown among experimental, educational, and developmental psychologists in the mechanisms underlying individual differences in reading fluency (e.g., Carr, 1981; Perfetti & Lesgold, 1978; Stanovich, 1982a,b; Vellutino, 1979). One of the more puzzling questions under study is the source of reading problems among children with specific reading disability, or developmental dyslexia.

Paired associate learning in reading-disabled children: Evidence for a rule-learning deficiency

Two experiments examined whether normal and disabled readers differed in the utilization of rules in a paired associate learning task. Experiment 1 required children to learn symbol-word associates. Children were assigned to one of three conditions: nonrule, consistent rule, or inconsistent rule. When present, the rule was based on semantic opposites. Subjects benefited from having the rule, but disabled readers showed less improvement across four test blocks than both chronological age (CA) controls and reading age (RA) controls, particularly in the inconsistent condition. Experiment 2 required subjects to learn symbol-symbol associations in one of three conditions: nonrule, consistent rule, or inconsistent rule. When present, the rule specified the locations of a subsidiary figure in each symbol according to the pattern top-right, bottom-left. Disabled and normal readers did not differ in the nonrule condition where reliance on visual memory would be an effective strategy. Normal readers were superior to disabled readers in both rule conditions. In addition, disabled readers in the inconsistent rule condition were less able than normal readers to apply the rule in a generalization task where memory demands were reduced. Results supported the hypothesis that disabled readers have greater difficulty than normal readers inducing and/or using rules, particularly when they are inconsistent. It is suggested that difficulties in acquiring or using complex and inconsistent rules may be one important source of problems learning spelling-sound correspondence rules, which in English are complex and inconsistent.

A developmental perspective on dyslexic subtypes.

In this paper we apply a developmental model of reading to the question of dyslexic subtypes. Groups of normal readers (n=40) and dyslexic children (n=50), matched on reading level and IQ, were given a comprehensive test battery measuring level of development of visual, phonological, and orthographic skills. As a group, dyslexics deviated from normal readers of equivalent reading achievement primarily in phonological skills (spelling-to-sound translation and phonemic analysis), although limited differences in knowledge of word-specific spellings were also observed. Dyslexics were superior to the younger normal readers in visual processing of print. Analysis of individual data by reference to the reading level control group revealed three major subgroups: a group with a specific deficit in phonological processing of print (52 percent), a group with deficits in processing both the phonological and orthographic features of printed words (24 percent), and a group with phonological deficits in language (8 percent). The remainder of the sample (16 percent) had specific deficits in visual or orthographic processing of print, in spelling, or did not differ from the control group. The data support the view that most developmental dyslexics have a specific language disorder involving some aspect of phonological processing. However, small subgroups with very different configurations of reading and nonreading difficulties may exist as well.