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Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities.

ABSTRACT: In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD, n = 627) and typically developing students (n = 14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and gains in their vocabulary knowledge relative to typically developing students, but these students started much lower in their reading comprehension skills and did not catch up to their typically developing peers. We discuss the implications for children with learning disabilities and the development of their reading comprehension skills.

SUBMITTER: Quinn JM

PROVIDER: S-EPMC7079671 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Although an extensive literature exists on the neurobiological correlates of dyslexia (DYS), to date, no studies have examined the neurobiological profile of those who exhibit poor reading comprehension despite intact word-level abilities (specific reading comprehension deficits [S-RCD]). Here we investigated the word-level abilities of S-RCD as compared to typically developing readers (TD) and those with DYS by examining the blood oxygenation-level dependent response to words varying on frequency. Understanding whether S-RCD process words in the same manner as TD, or show alternate pathways to achieve normal word-reading abilities, may provide insights into the origin of this disorder. Results showed that as compared to TD, DYS showed abnormal covariance during word processing with right-hemisphere homologs of the left-hemisphere reading network in conjunction with left occipitotemporal underactivation. In contrast, S-RCD showed an intact neurobiological response to word stimuli in occipitotemporal regions (associated with fast and efficient word processing); however, inferior frontal gyrus (IFG) abnormalities were observed. Specifically, TD showed a higher-percent signal change within right IFG for low-versus-high frequency words as compared to both S-RCD and DYS. Using psychophysiological interaction analyses, a coupling-by-reading group interaction was found in right IFG for DYS, as indicated by a widespread greater covariance between right IFG and right occipitotemporal cortex/visual word-form areas, as well as bilateral medial frontal gyrus, as compared to TD. For S-RCD, the context-dependent functional interaction anomaly was most prominently seen in left IFG, which covaried to a greater extent with hippocampal, parahippocampal, and prefrontal areas than for TD for low- as compared to high-frequency words. Given the greater lexical access demands of low frequency as compared to high-frequency words, these results may suggest specific weaknesses in accessing lexical-semantic representations during word recognition. These novel findings provide foundational insights into the nature of S-RCD, and set the stage for future investigations of this common, but understudied, reading disorder.

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Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities.

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