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Biomedical subjects

J K Torgesen

Publications and source records attributed to J K Torgesen.

At least 19 recordsLinked to original sources
PubMed2001

The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades.

The primary purpose of this longitudinal correlational study was to examine relations between phonological processing abilities and emerging individual differences in math computation skills and also to investigate the source of covariation between reading and math computation skills in a random sample (n = 201). Phonological memory, rate of access to phonological codes in long-term memory, and phonological awareness were uniquely associated with growth in estimated total number of computation procedures mastered (general computation skills) from 92.5 to 134.8 months in age, although the contributions of the first two abilities were developmentally limited. Phonological processing almost completely accounted for the associations between reading and general computation skills. Evidence of bidirectional relations between general computation skills and simple arithmetic problem solving speed was found.

Child↗
PubMed1997

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.

Aptitude↗
PubMed1996

Individual difference variables that predict response to training in phonological awareness.

The cognitive abilities that predicted growth in response to a 12-week training program in phonological awareness were investigated with a sample of 100 kindergarten children. The children were selected from two elementary schools with historically low achievement in reading. Sixty children received training in both analytic and synthetic awareness skills, and 40 children constituted a no-treatment control group. Pretest measures included assessment of phonological awareness, phonological memory and naming rate, letter knowledge, reading and spelling, and general verbal ability. Growth in phonological awareness was assessed during the middle and at the end of the training period. Hierarchical linear modeling was used to estimate individual growth curves in phonological awareness for children in both the treatment and control groups. Initial comparisons between children in the two groups indicated substantial overall training effects in phonological awareness for children in the treatment group. For children in the training group, the model that best predicted growth in analytic awareness included invented spelling and general verbal ability, while growth in synthetic awareness was predicted best by a combination of invented spelling and rapid automatic naming of digits.

Awareness↗
PubMed1989

Developmental and individual differences in performance on phonological synthesis tasks.

This study was conducted in order to examine the role of individual differences in working memory and lexical access in accounting for age and reading skill related differences in performance on phonological synthesis tasks. The performance of 28 kindergarten, first-, and second-grade children with normal reading skills, as well as that of 28 reading-disabled second graders, was compared under four testing conditions. The testing conditions were formed by completely crossing rate of presentation of phoneme strings with type of stimulus to be blended (real or nonword). Both independent variables affected performance on the blending tasks, with better performance obtained at faster presentation rates and with real words. There was a developmental discontinuity in overall performance, with the kindergarten children obtaining substantially lower scores than the first or second graders. In the comparison of second-grade good and poor readers, there was a significant interaction between groups, presentation rates, and type of stimulus. The findings are discussed in terms of their implications for a general model of performance on the sound blending task, as well as their value for interpreting individual differences on the task.

Awareness↗
PubMed1979

Verbal vs. nonverbal and complex vs. simple responses in the paired-associate learning of poor readers.

The relative ability of 38 fourth-grade boys, good and poor readers, to learn paired-associate lists requiring either verbal or nonverbal responses was assessed with four different tasks. Two of the tasks required either simple or complex verbal responses, while the other two involved learning simple and complex oral, nonverbal responses. The stimuli for all tasks were letter-like visual figures drawn on cards. The good readers learned more efficiently overall, but the major differences between reading groups occurred on the tasks requiring verbal responses.

Child↗