View in EDS

Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing 'Responsiveness'

Saved in:
Bibliographic Details
Title: Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing 'Responsiveness'
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: PDF
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ883449
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing 'Responsiveness'
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lemons%2C+Christopher+J%2E%22">Lemons, Christopher J.</searchLink><br /><searchLink fieldCode="AR" term="%22Key%2C+Alexandra+P%2E+F%2E%22">Key, Alexandra P. F.</searchLink><br /><searchLink fieldCode="AR" term="%22Fuchs%2C+Douglas%22">Fuchs, Douglas</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+and+Individual+Differences%22"><i>Learning and Individual Differences</i></searchLink>. Jun 2010 20(3):158-166.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2010
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Brain%22">Brain</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Research%22">Scientific Research</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1016/j.lindif.2009.11.006
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1041-6080
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2010
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ883449
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ883449
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.lindif.2009.11.006
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 158
    Subjects:
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Phoneme Grapheme Correspondence
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Brain
        Type: general
      – SubjectFull: Scientific Research
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Models
        Type: general
    Titles:
      – TitleFull: Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing 'Responsiveness'
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lemons, Christopher J.
      – PersonEntity:
          Name:
            NameFull: Key, Alexandra P. F.
      – PersonEntity:
          Name:
            NameFull: Fuchs, Douglas
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2010
          Identifiers:
            – Type: issn-print
              Value: 1041-6080
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Learning and Individual Differences
              Type: main
ResultId 1