Reading Development in Typically Developing Children and Children with Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

Autor/inn/en	Demir-Lira, Özlem Ece; Levine, Susan C.
Titel	Reading Development in Typically Developing Children and Children with Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth
Quelle	In: Journal of Cognition and Development, 17 (2016) 4, S.596-619 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2016.1200049
Schlagwörter	Reading Skills; Skill Development; Neurological Impairments; Comparative Analysis; Achievement Gains; Role; Reading Comprehension; Decoding (Reading); Brain Hemisphere Functions; Prenatal Influences; Perinatal Influences; Teaching Methods; Kindergarten; Primary Education; Elementary School Students; Longitudinal Studies; Socioeconomic Status; Achievement Tests; Scores; Hierarchical Linear Modeling; Illinois (Chicago); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Neurodegenerative Erkrankung; Achievement gain; Leistungssteigerung; Rollen; Leseverstehen; Dekodierung; Pränataler Einfluss; Perinatalperiode; Teaching method; Lehrmethode; Unterrichtsmethode; Primarbereich; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Summer slide, uneven growth of academic skills during the calendar year, captures the fact that the learning gains children make during the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and during the summer months in children with prenatal or perinatal brain lesions (PL) and typically developing (TD) children from varying socioeconomic-status (SES) backgrounds as a new way to probe the role of structured environmental support in functional plasticity for reading skills in children with PL. Results showed that children with PL performed worse than TD children on both reading decoding and reading comprehension. Group differences were primarily driven by children with larger lesions and children with right-hemisphere lesions (RH). For reading comprehension, children with RH showed greater growth during the school year but more slide during the summer months than both TD children and children with left-hemisphere lesions, implicating a particularly strong role of structured input in supporting reading comprehension in this group. TD children from lower-SES backgrounds fell behind their TD peers from higher-SES backgrounds on decoding and reading comprehension but did not show differential patterns of school year and summer growth. Overall, results highlight the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of TD children and atypically developing children. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01