Cognitive Skills and Reading Speed
- Conditions
- Reading ProblemCognitive Function 1, Social
- Interventions
- Behavioral: Cognitive tests and reading-related evaluations
- Registration Number
- NCT06557382
- Lead Sponsor
- Istanbul Medipol University Hospital
- Brief Summary
The aim of this study is to examine the relationship between cognitive skills, reading speed and reading comprehension skills in children who will learn to read and who do not have any diagnosis.
- Detailed Description
Learning to read is a very difficult process for both parents and children. Some children overcome this process more easily, while others have more difficulty. Understanding this process and the factors that affect it is important for developing academic skills. Reading is a complex, multifactorial, and dynamic process. When reading begins, parallel activation of limbic, motor, and cognitive processes occurs in different brain regions, including the cortex, thalamus, and basal ganglia. Orthographic word processes, phonological analysis, mapping between print, sound, and meaning, articulatory registration, and semantic/syntactic processing of written words occur through activation of left ventral occipitotemporal, dorsal temporoparietal, and left inferior frontal brain networks. During this process, the brain mentioned above networks establish connections with many areas of both hemispheres to enable comprehension. Reading skills involve the activation and interaction of cognitive processes such as attention, working memory, and executive control. Their study with 9-year-old children stated that planning skills are important for reading and that good inhibitory control increases phonotic coding skills. Miller and colleagues noted that the executive function subcomponents of working memory, but not inhibition, explained 52% of the variance in literacy and 81% of the variance in mathematics. Gallen and colleagues found that the ability to sustain attention was associated with reading and mathematics skills. McClelland and colleagues suggested that children with a higher standard deviation score in attention span at age 4 were 48.7% more likely to graduate from college by age 25. As can be seen, although reading skills have been linked to cognitive abilities in the literature, complete clarity has not been achieved. It would be appropriate to evaluate reading in general as word recognition/identification and reading comprehension skills. While word recognition involves lower-level cognitive processes, comprehension requires the automatization of lower-level cognitive skills coordinated with the effect of higher-level cognitive skills. In this context, it may be necessary to examine which cognitive skill can predict reading according to subheadings of reading such as reading speed and reading comprehension. If the relationship between cognitive skills and the speed of learning to read and reading comprehension is revealed, the performance of children at risk of falling behind in reading can be increased with additional measures. Since it will be predicted which of the children who have just started school will fall behind in learning to read by using the tests with high prediction coefficients to be determined at the end of the study, developmental measures can be taken for these children. In addition, it will be possible to focus on cognitive exercises to increase the success of these children in their educational lives.
The purpose of this study is to examine the relationship between cognitive skills in children who will learn to read and who do not have any diagnosis and reading speed and reading comprehension skills.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 50
- Being 6 years old and above and starting primary school
- Not knowing how to read and write
- Not having received any previous literacy training
- Knowing Turkish
Exclusion criteria:
- Having dyslexia
- Being diagnosed with a neurological or psychiatric disease
- Having an organic disorder such as hearing and vision
Not provided
Study & Design
- Study Type
- OBSERVATIONAL
- Study Design
- Not specified
- Arm && Interventions
Group Intervention Description Primary school 1st grade students Cognitive tests and reading-related evaluations Cognitive tests and reading-related evaluations will be administered to illiterate first-grade primary school students before and 6 months after they start education.
- Primary Outcome Measures
Name Time Method Frankfurter tests Baseline and 6 months after initial evaluation The reliability and validity studies of the Frankfurter Concentration Test for five-year-old children, developed by Raatz and Möhling (1971). were conducted in Germany.It is a short, simple test that measures attention and concentration skills. It is a performance test that involves marking a target stimulus in a visual.
Forward and Backward Digit Span Baseline and 6 months after initial evaluation To assess working memory, the Digit Span Subtest of the Wechsler Intelligence Scale for children was used ın forward digit span, the child is told a 2-digit number and asked to repeat it. When the same digit is repeated twice correctly, the number of digits is increased. The number of digits is increased until an error is made. When an error is made twice, the test is finished and the forward digit span is determined. The backward digit span is similar to the forward digit span. The only difference is that the child is asked to repeat the given numbers backwards.
Test of Integrated Language and Literacy Skills (TILLS) 6 months after initial evaluation It was developed by Nelson and his colleagues to assess the oral and written language skills of school-age children (6-18). The test consists of 15 subtests that measure different stages of oral and written language skills.
Cancellation Test Baseline and 6 months after initial evaluation It is a neuropsychological test developed by Weintraub and Mesulam (1985). The IT in the BILNOT Battery has been standardized for both adults and children. In studies conducted in our country, it has been observed that the IT scores are grouped under the factors of visual-spatial scanning, impulsivity and reaction speed regarding the stimulus context.
Executive Functions and Occupational Routines Scale (EFORTS) Baseline and 6 months after initial evaluation It evaluates the mental characteristics of children aged 6-12, such as impulse, verbal and non-verbal memory, self-regulation, problem solving, and planning. It is scored by the family on a 1-5 Likert scale. It has 3 subsections, including morning-evening routines, play-fun, and social routines, and contains a total of 30 questions.
The Head-Toes-Knees-Shoulders Baseline and 6 months after initial evaluation It measures children's ability to regulate their behavior. Children are asked to do the opposite of what is said. The task increases in complexity by including 4 body parts (head, toe, knee and shoulder). Answers are scored from 0 to 2 points.
Motor-free Perception Test (MVPT-3). Baseline and 6 months after initial evaluation MVPT-3 includes all visual perception subheadings. The test consists of 9 subfields and 65 shapes, namely visual discrimination (1-8), shape formation (9-13), visual memory-I (14-21), visual proximity-I(22-34), visual discrimination (35-45), position in space (46-50), figure-ground (51-55), visual proximity-II (56-60) and visual memory-II (61-65). Total visual perception score is calculated.
- Secondary Outcome Measures
Name Time Method
Trial Locations
- Locations (1)
Medipol Mega University Hospital
🇹🇷Istanbul, Turkey