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Cognitive overlap between reading di...

Tunick, Rachel A.

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Cognitive overlap between reading disability and speech sound disorder: A test of the severity hypothesis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cognitive overlap between reading disability and speech sound disorder: A test of the severity hypothesis./
Author:	Tunick, Rachel A.
Description:	122 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3731.
Contained By:	Dissertation Abstracts International65-07B.
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138964
ISBN:	0496861158

Cognitive overlap between reading disability and speech sound disorder: A test of the severity hypothesis.
Tunick, Rachel A.

Cognitive overlap between reading disability and speech sound disorder: A test of the severity hypothesis. - 122 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3731.

Thesis (Ph.D.)--University of Denver, 2004.

A growing body of evidence suggests that there is overlap between two disorders, dyslexia or reading disability (RD) and speech sound disorder (SSD) at the symptomatic, cognitive and etiological levels of analysis. However, the overlap between these disorders is not complete, and the nature of this comorbidity is not entirely understood. The severity hypothesis is one framework that has been proposed for conceptualizing the relation between these disorders. This hypothesis purports that RD and SSD are manifestations of essentially the same disorder at different developmental stages, and that RD without previous SSD is a less severe form of this disorder. The overall goal of the present research was to test the cognitive overlap between RD and SSD at the same age, early in the process of reading development, in order to clarify the utility of the severity hypothesis in explaining the relation between the two disorders. This comparison was undertaken in two samples of children, one including probands at age 5, and one including siblings at age 7--8. In both studies, the SSD and RD groups were matched on background characteristics and the severity of the primary disorder. Group performance across three cognitive domains, phonological awareness (PA), phonological memory (PM) and rapid serial naming (RN), was examined. Results suggested that children with RD and SSD exhibit both shared and specific cognitive deficits. In particular, the two groups were found to share a deficit of similar magnitude in the domain of PA, while a deficit in RN was limited to those with RD. Both groups demonstrated a deficit in PM, but this deficit was greater in magnitude in those with SSD. These results do not support the severity hypothesis, and instead lend support to a multiple deficit model regarding the relationship between the disorders. Results are discussed in the context of this framework, which suggests a multifactorial and interactive relationship between the two disorders.

ISBN: 0496861158Subjects--Topical Terms:

524864
Psychology, Clinical.

Cognitive overlap between reading disability and speech sound disorder: A test of the severity hypothesis.
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245 1 0 $a Cognitive overlap between reading disability and speech sound disorder: A test of the severity hypothesis.
300 $a 122 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3731.
500 $a Adviser: Bruce F. Pennington.
502 $a Thesis (Ph.D.)--University of Denver, 2004.
520 $a A growing body of evidence suggests that there is overlap between two disorders, dyslexia or reading disability (RD) and speech sound disorder (SSD) at the symptomatic, cognitive and etiological levels of analysis. However, the overlap between these disorders is not complete, and the nature of this comorbidity is not entirely understood. The severity hypothesis is one framework that has been proposed for conceptualizing the relation between these disorders. This hypothesis purports that RD and SSD are manifestations of essentially the same disorder at different developmental stages, and that RD without previous SSD is a less severe form of this disorder. The overall goal of the present research was to test the cognitive overlap between RD and SSD at the same age, early in the process of reading development, in order to clarify the utility of the severity hypothesis in explaining the relation between the two disorders. This comparison was undertaken in two samples of children, one including probands at age 5, and one including siblings at age 7--8. In both studies, the SSD and RD groups were matched on background characteristics and the severity of the primary disorder. Group performance across three cognitive domains, phonological awareness (PA), phonological memory (PM) and rapid serial naming (RN), was examined. Results suggested that children with RD and SSD exhibit both shared and specific cognitive deficits. In particular, the two groups were found to share a deficit of similar magnitude in the domain of PA, while a deficit in RN was limited to those with RD. Both groups demonstrated a deficit in PM, but this deficit was greater in magnitude in those with SSD. These results do not support the severity hypothesis, and instead lend support to a multiple deficit model regarding the relationship between the disorders. Results are discussed in the context of this framework, which suggests a multifactorial and interactive relationship between the two disorders.
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650 4 $a Health Sciences, Speech Pathology. $3 1018105
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