Biomedical subjects

V Muter

Publications and source records attributed to V Muter.

7 recordsLinked to original sources

PubMed1998

Segmentation, not rhyming, predicts early progress in learning to read.

We present a longitudinal study of children in the first 2 years of learning to read. A battery of tests of phonological skills administered when the children were prereaders identified two distinct and relatively independent factors, Rhyming (defined by measures of rhyme detection and rhyme production) and Segmentation (defined by measures of phoneme identification and phoneme deletion). Segmentation was strongly correlated with attainment in reading and spelling at the end of the first year at school, while Rhyming was not. In addition, letter name knowledge predicted both reading and spelling skill and showed an interactive effect with children's segmentation skills. By the end of the second year of school, however, rhyming had started to exert a predictive effect on spelling, but not on reading. The results are discussed in the context of current theories of the role of phonological skills in learning to read.

Achievement↗

PubMed1998

Segmentation does predict early progress in learning to read better than rhyme: A reply to bryant

In our recent paper (Muter, Hulme, Snowling, & Taylor, 1997) we argued that measures of segmentation were better predictors of early progress in learning to read than were measures of rhyme. Bryant (1998, this issue), in his comment on our paper, has argued that this conclusion is flawed because the instructions used in our rhyme detection measure included the phrase "rhymes with or sounds like." We present new data showing that the instructions used do not have the effect Bryant claims: asking children which word "rhymes with" or which word "rhymes with or sounds like" a target word produces identical patterns of responses. We argue that Bryant's new measure derived from our data simply reflects children's global sensitivity to the similarity in sound between different words and that this measure provides no convincing support for his conclusion that sensitivity to onset and rime is a predictor of children's success in learning to read. We conclude that the data in our paper, as well as other recent evidence, support the view that measures of phonemic segmentation are better predictors of early reading skills than are measures of onset-rime sensitivity. Copyright 1998 Academic Press.

Journal Article↗

PubMed1997

Segmentation, not rhyming, predicts early progress in learning to read.

We present a longitudinal study of children in the first two years of learning to read. A battery of tests of phonological skills administered when the children were prereaders identified two distinct and relatively independent factors, Rhyming (defined by measures of rhyme detection and rhyme production) and Segmentation (defined by measures of phoneme identification and phoneme deletion). Segmentation was strongly correlated with attainment in reading and spelling at the end of the first year at school, though Rhyming was not. In addition, letter name knowledge predicted both reading and spelling skill and showed an interactive effect with children's segmentation skills. By the end of the second year of school, however, rhyming had started to exert a predictive effect of spelling, but not on reading. The results are discussed in the context of current theories of the role of phonological skills in learning to read.

Achievement↗

PubMed1997

A longitudinal study of early intellectual development in hemiplegic children.

Thirty-eight 3- to 5-year-old children with unilateral lesions sustained pre- or peri-natally were studied longitudinally over a 2-year period, and their IQ scores compared with those of 20 "medical' controls. The failure to discover laterality effects following early unilateral injury supports the hypothesis of at least broad functional equipotentiality. There were few decrements in intellectual functioning provided the injury was not accompanied by seizures. The presence of seizures in contrast had a deleterious effect on both verbal and nonverbal aspects of cognitive functioning. While the IQs of the hemiplegic groups showed considerable stability over the 2-year span of the study, there was evidence that performance IQ, even in seizure-free patients, might be selectively impaired because of competition within the intact neural space for the sparing of verbal IQ.

Analysis of Variance↗

PubMed1994

Orthographic analogies and phonological awareness: their role and significance in early reading development.

Two studies investigated young children's use of analogies in reading. In Study 1, 6-year-old children were trained to criterion on a series of clue words. Following training, they read more words that shared spelling patterns with the clue words than control words. However, this effect was reduced when the clue word was not exposed at post-test. Study 2 showed that there was a significant relationship between rhyming and analogizing at age 6, but the predictive relationship between phonological skills at ages 4 and 5 and use of analogy at age 6 was not significant.

Awareness↗

PubMed1994

A review of cognitive outcome after unilateral lesions sustained during childhood.

Views on human brain organization early in development have swung back and forth between the extreme notions of complete equipotentiality and adult-like specialization. Recent research on the cognitive effects of early brain damage supports an intermediate position and suggests that many claims on the older literature must be re-examined in the light of new evidence that cognitive impairments are sometimes attributable to previously ignored factors, such as a history of seizures, time since injury, and unsuspected lesions that are now detectable with neuroimaging techniques.

Adolescent↗

PubMed1976

Functional differentiation within the neostriatum of the rat using electrical (blocking) stimulation during discrimination learning.

Sixteen rats, eight with bipolar electrodes implanted bilaterally in the anterodorsal head of the caudate-putamen and eight with similar electrodes in the posteroventral caudate-putamen, learned a spatial and a form discrimination task and their reversals while receiving "continuous" stimulation. Rats receiving stimulation to the anterodorsal caudate-putamen were imparied on spatial reversal learning compared with the posteroventral group. On form discrimination reversal the posteroventral group were impaired compared with the anterodorsal group. This dissociation is related to the particular cortical neostriatal projection system for the region stimulated and demonstrates a behavioral differentiation in rat neostriatum comparable with that observed in the monkey.

Animals↗