Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome.

ABSTRACT: We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized measures of real-word reading, pseudoword decoding, reading comprehension, phonological skills, listening comprehension, nonverbal reasoning, visual-spatial ability, verbal working memory, rapid naming, and vocabulary. Reading instruction method was determined from school records and interviews with parents and teachers. Similar to prior findings for individuals with WS, reading ability varied widely, ranging from inability to read any words to reading comprehension at age level. Multiple regression analyses indicated that the primary concurrent predictor of word reading ability was reading instruction method, with a sy

SUBMITTER: Mervis CB 

PROVIDER: S-EPMC8827302 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature