The Detection of Early Reading Performance and Its Relationship with Biopsychosocial Risk Factors in the Study of Learning Difficulties

  1. Cristina Quiroga Bernardos 1
  2. Santiago López Gómez 1
  3. Patricia María Iglesias Souto 1
  4. Rosa María Rivas Torres 1
  5. Eva María Taboada Ares 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Ano de publicación: 2022

Volume: 12

Número: 8

Páxinas: 1205-1219

Tipo: Artigo

DOI: 10.3390/EJIHPE12080084 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Obxectivos de Desenvolvemento Sustentable

Resumo

The study of the multiple processes involved in learning how to read can contribute towards the early detection of good and bad readers. However, it is necessary to take into consideration different biopsychosocial risk factors (pre- and perigestational, neonatal, medical, developmental and family-related) that may have a significant impact on neurodevelopment, producing atypical cognitive development that could lead to the presence of reading difficulties. The objective of this study was to identify the main psycholinguistic abilities involved in the early reading performance and analyse their relationship to biopsychosocial risk factors. A total of 110 subjects between the ages of 4 and 7 years old and enrolled in state-run schools in Spain participated in the study. Significant correlations were found between different psycholinguistic abilities and certain biopsychosocial risk factors (having had hyperbilirubinemia, having obtained a score lower than 9 on the Apgar test, having had language problems or a sibling with dyslexia). This relationship should be taken into account in the study of learning difficulties as a potential indicator to predict later reading development and even the presence of developmental dyslexia.

Referencias bibliográficas

  • American Psychiatric Association (APA). Diagnostic and Statistical Manual of Mental Disorders, 5th ed.; American Psychiatric Publishing: Washington, DC, USA, 2013; ISBN 978-089-042-554-1.
  • Peterson, R.L.; Pennington, B.F. Developmental dyslexia. Annu. Rev. Clin. Psychol. 2015, 11, 283–307.
  • Pennington, B.F. From single to multiple deficit models of developmental disorders. Cognition 2006, 101, 385–413.
  • Battaglia, M. Challenges in the appraisal and application of gene? Environment interdependence. Eur. J. Dev. Psychol. 2012, 9, 419–425.
  • Rutter, M. Gene-environment interdependence. Dev. Sci. 2007, 9, 391–412.
  • Cuetos, F. Dislexias evolutivas: Un puzzle por resolver. Rev. Logop. Foniatr. Audiol. 2009, 29, 78–84.
  • Poulakanaho, A.; Ahonen, T.; Aro, M.; Eklund, K.; Leppänen, P.H.; Poikkeus, A.M.; Tolvanen, A.; Torppa, M.; Lyytinen, H. Very early phonological and language skills: Estimating individual risk of reading disability. J. Child Psychol. Psychiatry 2007, 48, 923–931.
  • Thompson, P.A.; Hulme, C.; Nash, H.M.; Gooch, D.; Hayiou-Thomas, E.; Snowling, M.J. Developmental dyslexia: Predicting individual risk. J. Child Psychol. Psychiatry 2015, 56, 976–987.
  • Torppa, M.; Lyytinen, P.; Erskine, J.; Eklund, K.; Lyytinen, H. Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. J. Learn. Disabil. 2010, 43, 308–321.
  • Ozernov-Palchik, O.; Yu, X.; Wang, Y.; Gaab, N. Lessons to be learned: How a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr. Opin. Behav. Sci. 2016, 10, 45–58.
  • Snowling, M.J.; Melby-Lervåg, M. Oral language deficits in familial dyslexia: A meta-analysis and review. Psychol. Bull. 2016, 142, 498.
  • Furnes, B.; Samuelsson, S. Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learn. Individ. Differ. 2011, 21, 85–95.
  • Macdonald, H.H.; Sullivan, A.L.;Watkins, M.W. Multivariate screening model for later word reading achievement: Predictive utility of prereading skills and cognitive ability. J. Appl. Sch. Psychol. 2013, 29, 52–71.
  • Ozernov-Palchik, O.; Norton, E.S.; Sideridis, G.; Beach, S.D.;Wolf, M.; Gabrieli, J.D.; Gaab, N. Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Dev. Sci. 2017, 20, e12471.
  • Papadimitriou, A.M.; Vlachos, F.M. Which specific skills developing during preschool years predict the reading performance in the first and second grade of primary school? Early Child Dev. Care 2014, 184, 1706–1722.
  • Melby-Lervåg, M.; Lyster, S.A.H.; Hulme, C. Phonological skills and their role in learning to read: A meta-analytic review. Psychol. Bull. 2012, 138, 322.
  • Lipka, O. Reading fluency from grade 2–6: A longitudinal examination. Read. Writ. 2017, 30, 1361–1375.
  • Cuetos, F.; Suárez-Coalla, P.; Molina, M.I.; Llenderrozas, M.C. Test para la detección temprana de las dificultades en el aprendizaje de la lectura y escritura. Pediatr. Aten. Prim. 2015, 17, e99–e107.
  • González Seijas, R.M.; López Larrosa, S.; Vilar Fernández, J.; Rodríguez López-Vázquez, A. Estudio de los predictores de la lectura. Rev. Investig. Educ. 2013, 11, 98–110.
  • Caravolas, M.; Lervåg, A.; Defior, S.; Seidlová Málková, G.; Hulme, C. Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychol. Sci. 2013, 24, 1398–1407.
  • Landerl, K.; Ramus, F.; Moll, K.; Lyytinen, H.; Leppänen, P.H.; Lohvansuu, K.; O’Donovan, M.; William, J.; Bartling, J.; Bruen, J.; et al. Predictors of developmental dyslexia in European orthographies with varying complexity. J. Child Psychol. Psychiatry 2013, 54, 686–694.
  • Defior, S.; Serrano, F. Procesos fonológicos explícitos e implícitos. Lectura y Dislexia. Rev. Neuropsicol. Neuropsiquiatr. Neurocienc. 2011, 11, 79–94.
  • Suárez-Coalla, P.; García-de-Castro, M.; Cuetos, F. Variables predictoras de la lectura y la escritura en castellano. Infanc. Aprendiz. 2013, 36, 77–89.
  • Bordoy Castro, S. De la Teoría Fonológica a la Identificación Temprana y el Diagnóstico Diferencial de la Dislexia Evolutiva. Ph.D. Thesis, Universidad de Málaga, Málaga, Spain, 2016.
  • Aguilar, M.; Marchena, E.; Navarro, J.I.; Menacho, I. Niveles de dificultad de la conciencia fonológica y aprendizaje lector. Rev. Logop. Foniatr. Audiol. 2011, 31, 96–105.
  • Defior, S.; Serrano, F. La conciencia fonémica aliada de la adquisición del lenguaje escrito. Rev. Logop. Foniatr. Audiol. 2011, 31, 2–13.
  • Shanahan, T.; Lonigan, C.J. The National Early Literacy Panel: A summary of the process and the report. Educ. Res. 2010, 39, 279–285.
  • González, R.M.; Cuetos, F.; Vilar, J.; Uceira, E. Efectos de la intervención en conciencia fonológica y velocidad de denominación sobre el aprendizaje de la escritura. Aula Abierta 2015, 43, 1–8.
  • Kirby, J.R.; Ball, A.; Geier, B.K.; Parrila, R.; Wade-Woolley, L. The development of reading interest and its relation to reading ability. J. Res. Read. 2011, 34, 263–280.
  • López-Escribano, C.; Sánchez-Hípola, P.; Suro Sánchez, J.; Leal Carretero, F. Comparative Analysis of Rapid Automatized Naming Studies in Spanish and Reading Acquisition and Reading Difficulties. Univ. Psychol. 2014, 13, 757–769.
  • Lundetræ, K.; Thomson, J.M. Rhythm production at school entry as a predictor of poor reading and spelling at the end of first grade. Read. Writ. 2018, 31, 215–237.
  • Rabazo, M.J.; García, M.; Sánchez, S. Exploración de la conciencia fonológica y la velocidad de nombrado en alumnos de 3º Educación Infantil y 1º de Educación Primaria y su relación con el aprendizaje de la lectoescritura. Rev. INFAD Psicol. 2016, 1, 83–94.
  • Kim, Y.S.; Pallante, D. Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Read. Writ. 2012, 25, 1–22.
  • Gómez-Velázquez, F.R.; González-Garrido, A.A.; Zarabozo, D.; Amano, M. La velocidad de denominación de letras: El mejor predictor temprano del desarrollo lector en español. Rev. Mex. Inv. Educ. 2010, 15, 823–847.
  • Vaessen, A.; Blomert, L. Long-term cognitive dynamics of fluent reading development. J. Exp. Child Psychol. 2010, 105, 213–231.
  • Dilnot, J.; Hamilton, L.; Maughan, B.; Snowling, M.J. Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia. Dev. Psychopathol. 2017, 29, 235–244.
  • Hamilton, L. The Role of the Home Literacy Environment in the Early Literacy Development of Children at Family-Risk of Dyslexia. Ph.D. Thesis, University of York, York, UK, 2013.
  • Hay, I.; Hynes, K.L.; Burgess, J. Mild-to-moderate gestational iodine deficiency processing disorder. Nutrients 2019, 11, 1974.
  • Helland, T.; Jones, L.Ø.; Helland, W. Detecting Preschool Language Impairment and Risk of Developmental Dyslexia. J. Res. Child. Educ. 2017, 31, 295–311.
  • Mascheretti, S.; Bureau, A.; Battaglia, M.; Simone, D.; Quadrelli, E.; Croteau, J.; Cellino, M.R.; Giorda, R.; Beri, S.; Maziade, M.; et al. An assessment of gene-by-environment interactions in developmental dyslexia-related phenotypes. Genes Brain Behav. 2013, 12, 47–55.
  • Sun, Z.; Zou, L.; Zhang, J.; Mo, S.; Shao, S.; Zhong, R.; Juntao, K.; Lu, X.; Miao, X.; Song, R. Prevalence and associated risk factors of dyslexic children in a middle-sized city of China: A cross-sectional study. PLoS ONE 2013, 8, e56688.
  • Van Bergen, E.; de Jong, P.F.; Plakas, A.; Maassen, B.; van der Leij, A. Child and parental literacy levels within families with a history of dyslexia. J. Child Psychol. Psychiatry 2012, 53, 28–36.
  • Becker, N.; Vasconcelos, M.; Oliveira, V.; Dos Santos, F.C.; Bizarro, L.; De Almeida, R.M.; De Salles, J.F.; Carvalho, M.R.S. Genetic and environmental risk factors for developmental dyslexia in children: Systematic review of the last decade. Dev. Neuropsychol. 2017, 42, 423–445.
  • Mascheretti, S.; Andreola, C.; Scaini, S.; Sulpizio, S. Beyond genes: A systematic review of environmental risk factors in specific reading disorder. Res. Dev. Disabil. 2018, 82, 147–152.
  • Bhutani, V.K.; Johnson-Hamerman, L. The clinical syndrome of bilirubin-induced neurologic dysfunction. Semin. Fetal Neonatal Med. 2015, 20, 6–13.
  • Horowitz-Kraus, T. The early signs of reading difficulties at school can start with foetal growth restriction. Acta Paediatr. 2018, 107, 8–9.
  • Hokkanen, L.; Launes, J.; Michelsson, K. Adult neurobehavioral outcome of hyperbilirubinemia in full term neonates—A 30 year prospective follow-up study. PeerJ. 2014, 2, e294.
  • Kaiser, J.R.; Bai, S.; Gibson, N.; Holland, G.; Lin, T.M.; Swearingen, C.J.; Mehl, J.; ElHassan, N.O. Association between transient newborn hypoglycemia and fourth-grade achievement test proficiency: A population-based study. JAMA Pediatr. 2015, 169, 913–921.
  • Kovachy, V.N.; Adams, J.N.; Tamaresis, J.S.; Feldman, H.M. Reading abilities in school-aged preterm children: A review and meta-analysis. Dev. Med. Child Neurol. 2015, 57, 410–419.
  • Duff, F.J.; Reen, G.; Plunkett, K.; Nation, K. Do infant vocabulary skills predict school-age language and literacy outcomes? J. Child Psychol. Psychiatry 2015, 56, 848–856.
  • Sellés, P.; Martínez, T.; Vidal-Abarca Gámez, E. Controversia entre madurez lectora y enseñanza precoz de la lectura: Revisión histórica y propuestas actuales. Aula Abierta 2012, 40, 3–14.
  • Fox, S.E.; Levitt, P.; Nelson, C.A., 3rd. How the timing and quality of early experiences influence the development of brain architecture. Child Dev. 2010, 81, 28–40.
  • Taylor, H.G.; Klein, N.; Anselmo, M.G.; Minich, N.; Espy, K.A.; Hack, M. Learning problems in kindergarten students with extremely preterm birth. Arch. Pediatr. Adolesc. Med. 2011, 165, 819–825.
  • Sellés, P.; Martínez, T.; Vidal-Abarca, E.; Gilabert, R. Batería de Inicio a la Lectura; ICCE: Madrid, Spain, 2019; ISBN 978-84-7278-381-2.
  • Fawcet, A.J.; Nicolson, R.I. Test para la Detección de la Dislexia en Niños; TEA: Madrid, Spain, 2016; ISBN 978-84-16231-30-0.
  • Korkman, M.; Kirk, U.; Kemp, S. NEPSY-II: Manual Clínico y de Interpretación; Pearson: Madrid, Spain, 2014; ISBN 978-84-90353-64-6.
  • Organic Law 3/2018, of 5 December, on Protection of Personal Data and Guarantee of Digital Rights. Boletín Oficial del Estado, 294, of 6 December of 2018, 119778 a 119857. (2018).
  • Hays, R.D.; Anderson, R.; Revicki, D. Psychometric considerations in evaluating health-related quality of life measures. Qual. Life Res. 1993, 2, 441–449.
  • Holm, S. A simple sequentially rejective multiple test procedure. Scan J. Stat. 1979, 6, 65–70.
  • Sellés, P.; Giménez, T. Secuencia evolutiva del conocimiento fonológico en niños prelectores. Rev. Logop. Foniatr. Audiol. 2014, 34, 118–128.
  • Carroll, J.M.; Mundy, I.R.; Cunningham, A.J. The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress. Dev. Sci. 2014, 17, 727–742.
  • Boets, B.; Vandermosten, M.; Poelmans, H.; Luts, H.;Wouters, J.; Ghesquière, P. Preschool impairments in auditory processing and speech perception uniquely predict future reading problems. Res. Dev. Disabil. 2011, 32, 560–570.
  • Snowling, M.R.; Hulme, C. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. Br. J. Educ. Psychol. 2011, 81, 1–23.
  • Poelmans, G.; Buitelaar, J.K.; Pauls, D.L.; Franke, B. A theoretical molecular network for dyslexia: Integrating available genetic findings. Mol. Psychiatry 2011, 16, 365–382.
  • Maimburg, R.D.; Bech, B.H.; Væth, M.; Møller-Madsen, B.; Olsen, J. Neonatal jaundice, autism, and other disorders of psychological development. Pediatrics 2010, 126, 872–878.
  • Jain, M.; Bang, A.; Tiwari, A.; Jain, S. Prediction of significant hyperbilirubinemia in term neonates by early non-invasive bilirubin measurement. World J. Pediatr. 2017, 13, 222–227.
  • American Academy of Pediatrics; Committee on Fetus and Newborn; The American College of Obstetricians and Gynecologists; Committee on Obstetric Practice. The Apgar Score. Obstet. Gynecol. 2015, 126, e52–e55.
Fonte de datos: Dialnet