A5025049168- Reading and Literacy Development
- Language Development and Disorders
- Cognitive and developmental aspects of mathematical skills
- Genetics and Neurodevelopmental Disorders
- Writing and Handwriting Education
- Child Development and Digital Technology
- Neurobiology of Language and Bilingualism
- Attention Deficit Hyperactivity Disorder
- Early Childhood Education and Development
- Hearing Impairment and Communication
- Educational and Psychological Assessments
- Educational Methods and Media Use
- Congenital heart defects research
- Text Readability and Simplification
- Education Systems and Policy
- Autism Spectrum Disorder Research
- Digital Accessibility for Disabilities
- Genetic Associations and Epidemiology
- Hemispheric Asymmetry in Neuroscience
- Children's Physical and Motor Development
- Child and Adolescent Psychosocial and Emotional Development
- Media, Communication, and Education
- Disability Education and Employment
- Global Educational Reforms and Inequalities
- Education Methods and Practices
SickKids Foundation
2009-2024
Hospital for Sick Children
2014-2024
University of Toronto
2012-2024
Dalhousie University
2023
Great Ormond Street Hospital
1986-2019
University College London
1986-2019
Google (United States)
2007-2010
University of Guelph
1994
University of New Mexico
1986
Across multiple schools in three sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria reading disabilities. A multiple-component intervention with demonstrated efficacy offered to small groups 1
Abstract Reading and writing are crucial life skills but roughly one in ten children affected by dyslexia, which can persist into adulthood. Family studies of dyslexia suggest heritability up to 70%, yet few convincing genetic markers have been found. Here we performed a genome-wide association study 51,800 adults self-reporting diagnosis 1,087,070 controls identified 42 independent significant loci: 15 genes linked cognitive ability/educational attainment, 27 new potentially more specific...
The use of spoken and written language is a fundamental human capacity. Individual differences in reading- language-related skills are influenced by genetic variation, with twin-based heritability estimates 30 to 80% depending on the trait. architecture complex, heterogeneous, multifactorial, but investigations contributions single-nucleotide polymorphisms (SNPs) were thus far underpowered. We present multicohort genome-wide association study (GWAS) five traits assessed individually using...
This study investigated issues related to commonly used socioeconomic status (SES) measures in 140 participants from three cities (Atlanta, Boston, and Toronto) two countries (United States Canada). Measures of SES were the United (four-factor Hollingshead scale, Nakao Treas scale) one Canada (Blishen, Carroll, Moore scale). Reliability was examined both within (interrater agreement) across (intermeasure measures. Interrater reliability classification agreement high for total sample (range r...
Some researchers (F. R. Vellutino, F. M. Scanlon, & S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner at developmental periods. The purpose of this study was to examine proposed causal relationships among linguistic subsystems measures achievement group children with disabilities.Participants were 279 students 2nd 3rd grade who met research criteria for disability....
The double-deficit hypothesis (Wolf, 1997; Wolf & Bowers, 1999, this issue) contends that deficits in phonological awareness and visual naming speed represent two independent causal impediments to reading acquisition for children with developmental disabilities (RD). One hundred sixty-six severe RD from 7 13 years of age were classified into three deficit subgroups according a framework. A total 140 RD, 84% the sample, classified; 54% demonstrated double (DD), 22% only (PHON), 24%...
Individuals with dyslexia have difficulty generalizing from word identification training. This study compared 2 firls of to promote transfer learning by children dyslexia. Sixty-two were randomly assigned one the training programs or a skills control program. One program trained phonological analysis and blending provided direct instruction letter-sound correspondences; other acquisition, use, monitoring 4 metacognitive decoding strategies
The constructs of accuracy and speed were adopted as performance criteria against which to define 2 clinical samples disabled readers. Accuracy-disabled subjects had failed achieve reliable age-appropriate word recognition skills. Rate-disabled readers in but deficient reading speed. These compared fluent normal children selected be at the same level rate-disabled a significantly faster rate. All aspects accuracy-disabled subjects' systems proved deficient, these less able learn new...
Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to program according 2 × factorial design (IQ, socioeconomic status [SES], and race). The effectiveness two multiple-component intervention programs for children with disabilities (PHAB + RAVE-O; PHAB WIST) was evaluated against alternate (CSS, MATH) phonological control programs. Interventions taught an hour daily 70 days on 1:4 ratio at three different...
One hundred and twenty-two severely reading disabled children were randomly assigned to one of two word identification training programs or a study skills control program. program remediated deficient phonological analysis blending provided direct instruction letter-sound mappings. The other taught how acquire, use, monitor four metacognitive decoding strategies. effectiveness the remedial was evaluated for in grades 2/3, 4, 5/6 determine whether differentially effective at different grade...
Fifty-four disabled readers were randomly assigned to one of two word recognition and spelling training programs or a problem solving study skills program. One word-training program taught orthographically regular words by whole methods alone; the other trained constituent grapheme-phoneme correspondences
This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using revised normative update (Woodcock, 1998) editions Woodcock Reading Mastery Test which actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed inverse Flynn effect,...
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment one of three reading interventions or a special education control program, and reading-related outcomes 166 were assessed before, during, following 105 intervention hours. Struggling met criteria for disability, below average oral verbal skills, varied English as first (EFL) versus English-language learner (ELL)...
The majority of work on the double-deficit hypothesis (DDH) dyslexia has been done at letter and word levels reading. Key research questions addressed in this study are (a) do readers with different subtypes display differences fluency particular reading (e.g., letter, word, connected text)? (b) children identified by either low-achievement or ability—achievement discrepancy criteria show similar when classified DDH? To address these questions, authors assessed a sample 158 severe...
Purpose The purpose of this study was to examine whether different measures oral reading fluency relate differentially comprehension performance in two samples second-grade students: (a) students who evidenced difficulties with nonsense-word fluency, real-word and connected text (ORFD), (b) only (CTD). Method Participants (ORFD, n = 146 CTD, 949) were recruited for participation intervention studies. Data analyzed from text, that collected at the pre-intervention time point. Results...
Preliminary efficacy data are reported for a research-based reading intervention designed struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) comprehension strategies. In quasi-experimental design, 268 83 waiting list control students meeting criteria disability were assessed before after their semester. After 60 to 70 hours instruction, demonstrated significant gains on standardized tests attack, reading,...
Reading disabilities (RD) are the most common neurocognitive disorder, affecting 5% to 17% of children in North America. These often have comorbid neurodevelopmental/psychiatric disorders, such as attention deficit/hyperactivity disorder (ADHD). The genetics RD and their overlap with other disorders is incompletely understood. To contribute this, we performed a genome-wide association study (GWAS) for word reading. Then, using summary statistics from computed polygenic risk scores (PRS) used...