Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming.

Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty (n = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on untimed word decoding and recognition (i.e., basic reading skills) and timed word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.

Test anxiety and reading comprehension: the key role of fluid reasoning.

BACKGROUND: High test anxiety has been associated with poorer academic performance. Test anxiety may affect academic performance by disrupting cognitive processes required for complex academic tasks, such as reading comprehension. OBJECTIVES AND METHOD: The objective of this cross-sectional study was to clarify the cognitive pathways through which test anxiety may affect reading comprehension performance using archival clinical data of adults (n = 94; Mage = 23.35, SD = 4.32) referred for a comprehensive psychological assessment for academic difficulties. Serial multiple indirect effects analysis was used to assess for the direct and indirect effects of test anxiety on reading comprehension through cognitive processing speed, working memory, fluid reasoning, and crystallized knowledge. A second serial multiple indirect effects analysis was conducted with trait anxiety as the antecedent. RESULTS: Test anxiety had a significant indirect effect on reading comprehension through fluid reasoning (B = -.08, SE = .04; 95% CI [-.15 to -.01]), while trait anxiety exerted no significant effect. CONCLUSION: Results suggest that test anxiety and fluid reasoning play unique roles in disrupting academic functioning among individuals referred for academic difficulties. It may be that test anxious adults struggle to reason effectively in testing situations, leading to downstream difficulty comprehending text.

Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review.

BACKGROUND: Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy. METHOD: A systematic search identified eleven articles-published between 1996 and 2016-that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (Gf) and academic achievement in children and adolescents. Specific Gf outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were math and reading achievement. This paper reviewed studies utilizing both computerized and non-computerized methods of Gf training. FINDINGS: Findings from the review show that reasoning training improves Gf (near transfer effects). Although less conclusive, when considered on balance, evidence suggests that reasoning training also improves academic achievement (far transfer effects). CONCLUSIONS: Research is needed to parameterize the effects of Gf training on academic achievement, and in particular to identify moderators of training efficacy on academic outcomes. Limitations and directions for future research are discussed.

Fluid reasoning and reading difficulties among children with ADHD.

Background: Children with attention-deficit/hyperactivity disorder (ADHD) commonly experience difficulties in reading and in fluid reasoning (Gf). According to Cattell's Investment Theory (1987), Gf is a causal factor in the development of crystallized knowledge (Gc) and academic skills; therefore, the co-occurrence of reading and Gf difficulties within ADHD may not be coincidental. Methods: In the present study with children with both ADHD and reading difficulties (n = 187; 61% male; Mage = 9.2), we utilized mediation analyses to test direct and indirect (through Gc, phonemic awareness, and rapid automatized naming [RAN]) effects of Gf on four basic reading skills: untimed word recognition, untimed phonemic decoding, word reading efficiency, and phonemic decoding efficiency. Results: The direct effect of Gf on all reading skills was nonsignificant; however, significant indirect effects were observed. Specifically, Gf exerted an effect indirectly onto all reading skills through a serial and joint mechanism comprised of Gc and phonemic awareness (i.e., Gf → Gc → phonemic awareness → reading achievement). Gf also exerted an effect indirectly onto untimed word recognition and phonemic decoding through phonemic awareness (i.e., Gf → phonemic awareness → untimed word recognition/untimed phonemic decoding). Conclusion: Results build upon Cattell's Investment Theory by linking Gf with reading difficulties among children with ADHD, suggesting that such difficulties may arise from weaknesses in Gf and insufficient investment of Gf into reading through Gc and phonemic awareness.

Clinical utility of the 15-item geriatric depression scale (GDS-15) for use with young and middle-aged adults.

BACKGROUND: The Geriatric Depression Scale, Short Form (GDS-15) is a widely-used depression rating scale for elderly adults. It might be useful for persons across the adult lifespan, but more research is needed to support its clinical utility with young and middle-aged adults. METHODS: We examined the classification accuracy of the GDS-15 in identifying depression cases and non-cases in adults aged 18-54 (n = 199) compared to those aged 55-80 (n = 112), using the standard cutoff score of 5. Criterion-related validity of the GDS-15 was examined based on its chance-corrected agreement with a clinical diagnostic interview. RESULTS: Classification accuracy based on receiver operating characteristic (ROC) analysis was strong in younger (area under the curve; AUC = 0.92) and older adults (AUC = 0.94). Sensitivity and specificity of the GDS-15 for identifying depression were 72% and 97% for younger adults and 86% and 91% for older adults, respectively. Classification accuracy did not differ between age cohorts (z = 0.74, p = 0.46). Chance-corrected agreement (kappa) between the GDS-15 and the criterion was 71% for younger and 74% for older adults. LIMITATIONS: Analyses are based on a convenience sample aggregated from three community mental health studies. Minor procedural inconsistencies may be present. Group sizes were uneven and accentuated cell size differences in the confusion matrices. CONCLUSIONS: The GDS-15 is brief depression rating scale that shows good diagnostic sensitivity and specificity for adults aged 18 and older.