Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing 'Responsiveness'
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| Title: | Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing 'Responsiveness' |
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| Language: | English |
| Authors: | Lemons, Christopher J., Key, Alexandra P. F., Fuchs, Douglas |
| Source: | Learning and Individual Differences. Jun 2010 20(3):158-166. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 9 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 1 |
| Descriptors: | Reading Strategies, Diagnostic Tests, Reading Skills, Task Analysis, Word Recognition, Reading Fluency, Prediction, Grade 1, Phoneme Grapheme Correspondence, Correlation, Skill Development, Brain, Scientific Research, Intervention, Models |
| DOI: | 10.1016/j.lindif.2009.11.006 |
| ISSN: | 1041-6080 |
| Abstract: | The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed. (Contains 3 tables and 2 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2010 |
| Accession Number: | EJ883449 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed. (Contains 3 tables and 2 figures.) |
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| ISSN: | 1041-6080 |
| DOI: | 10.1016/j.lindif.2009.11.006 |
