The role of memory in phonological and syntactic processing in the process of reading in normal and dyslexic Persian children

Document Type : Research

Author

PhD, Linguistics Department, Allameh Tabataba’i University, Tehran, Iran

Abstract

This article aims to investigate the correlation between the memory skill with syntactic and phonological awareness in the process of reading comprehension both in normal and dyslexic Persian speaking children. Working memory is an important factor for reading process having an important role in phonological and syntactic processing during reading comprehension process. There are different approaches and models of memory. But the common fact of all of them is that memory is a multicomponent system and the roles of which is the storage and the processing of different kinds of information.  This investigation is done based on Baddely (1999) and Jackendoff (2002) models of memory. Jackendoff (2002) believes that memory can be considered as a table on which different processors including phonological, morphological, syntactic and semantic processors are processing linguistic structures.

Keywords

References

  1. Ashtari, A. (2004). Study and comparison of phonological processing skills in normal and dyslexic second grade students. (Master Thesis). Tehran: University of welfare and rehabilitation Sciences. Retrieved from <https://uswr.ac.ir/index.jsp?pageid=814&p=1> [In Persian]
  2. Atkinson, R. C., & Shiffrin, R. M. (1968).  Human memory: A proposed system and its control processes. In K.W. Spence and J.T. Spence (Eds.). The psychology of learning and motivation. )pp. 89–195(. New York: Academic Press. https://doi.org/10.1016/S0079-74210860422-3
  3. Baddeley, A. D. (1999). Essentials of human memory. UK: Psychological Press Ltd. https://doi.org/10.4324/9780203587027.
  4. Baddeley, A. D (1986). Working memory. Oxford: Clarendon Press/Oxford University Press. Retrievd from <https://www.scirp.org/reference/referencespapers?referenceid=1944043>
  5. Bar-shalom, E. G. Crain, S., & Shankweiler, D. (1993). A comparison of comprehension and production abilities of good and poor readers. Applied Psycholinguistics, 14, 197-227. https://doi.org/10.1017/S0142716400009553.
  6. Björnsson, C. H. (1968). Läsbarhet. Stockholm: Liber. Retrieved from <https://books.google.com/books/about/L%C3%A4sbarhet.html?id=QMiXugEACAAJ>.
  7. Caplan, D., & Waters. G. S. (2013). Memory mechanisms supporting syntactic   comprehension. Psychon Bull Rev, 20, 243–268. https://doi.org/10.3758/s13423-012-0369-9.
  8. Caplan, D., & Waters, G. S.  (1999). Verbal working memory and reading comprehension. Journal of Behavior and Brain Sciences, 22, 77-126. https://doi.org/10.1017/S0140525X99001788.
  9. Carpenter, P. A., & Just, M. A. (1988). The role of working memory in language comprehension. In D. Klahr and M. Kotovsky (Eds.), Complex information processing: The impact of Herbert A Simon (pp. 31-68). Hillsdale, NJ: Lawrence Erlbaum. Retrieved from <https://www.semanticscholar.org/paper/The-Role-of-Working-Memory-in-Language-Carpenter-Just/2de88baecb0abf490a7428655d6638f9656ee507>
  10. Crain, S., & Shankweiler, D. (1990). Explaining failures in spoken language comprehension by children with reading disability. In D. A. Balota, G. B. Flores d’Arcais and K. Rayner (Eds.), Comprehension processes in reading (pp. 539-556). Hillsdale, NJ: Lawrence Erlbaum. Retrieved from <https://www.taylorfrancis.com/chapters/edit/10.4324/9780203052389-29/explaining-failures-spoken-language-comprehension-children-reading-disabilities-stephen-crain-donald-shankweiler.>
  11.   Cedergren, M. (1992). Quantitative readability analyzes as a method for computer-aided examination, Technical Report. Dept. for Numerical Analysis and Datology, KTH, Stockholm. [In Swedish]
  12. Danaye Tous, M. (2004). The impact of Persian Orthographic Transparency on reading behavior of Iranian dyslexic and normal children”. (PhD Dissertation). Tehran University. [In Persian]
  13. Daneman. M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466. https://doi.org/10.1016/S0022-5371(80)90312-6.
  14. Friedman, N. P., & Miyake, A. (2005). Comparison of four scoring methods for the reading span test. Behavior Research methods, 37(4), 581-590. https://doi.org/10.3758/BF03192728
  15. Dastjerdi, M., & Soleymani, Z. (2003). Phonological awareness test. Tehran: Exceptional children Research institute. The organization of Exceptional education. Retrieved from <http://nosabooks.com/webui/book.aspx?simorgh=1&marckey=1001238&marckind=3> [In Persian]
  16.  Gattercole, S. E., & A. D. Baddeley. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200-213. https://doi.org/10.1016/0749-596X(89)90044-2
  17.  Goodluck, H., & Tavakolian, S. L. (1982). Competence and processing in children’s grammar of relative clauses. Cognition, 11, 1-27. https://doi.org/10.1016/0010-0277(82)90002-6
  18.  Gottardo, A., Stanovich, K. E., & Siegel, L. (1996). The relationship between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63, 563-582. https://doi.org/10.1006/jecp.1996.0062
  19.  Haarmann, H. J., Davelaar, E. J., & M. Usher. (2003). Individual differences in semantic short term memory capacity and reading comprehension. Journal of Memory and Language, 48, 320-345. https://doi.org/10.1016/S0749-596X(02)00506-5
  20.  Hanten, G., & Martin, R. C. (2000). Contributions of phonological and semantic short-term memory to sentence processing: Evidence from two cases of closed head injury in children. Journal of Memory and Language, 43, 335-361. https://doi.org/10.1006/jmla.2000.2731
  21. Hatcher, J., & Snowling, M. J. (2002). The phonological representation hypothesis of dyslexia: From theory to practice. In G. Reid and J. Wearmouth (Eds.). Dyslexia and literacy, Theory and practice. Chichester, UK: John Wiley & Sons. Retrieved from <https://www.researchgate.net/publication/308053210_The_phonological_representations_hypothesis_of_dyslexia>
  22.     Jackendoff, R. (2002). Foundations of language. Cambridge: Cambridge University Press. Retrieved from <https://www.cambridge.org/core/journals/language-in-society/article/abs/ray-jackendoff-foundations-of-language-brain-meaning-grammar-evolution-oxford-and-new-york-oxford-university-press-2002-pp-xix-477-hb-4000/89B9BA43E83D0A6BED90756B140FF076.>
  23.    Kalantari, R., Ramezani, A., & Khadivi, A. (2018). A study on reading proficiency of first grade students at Turkish-Persian bilingual and monolingual Persian regions. Zabanpazhuhi, 11(33), 299-325. https://doi.org/10.22051/jlr.2018.19930.1530 [In Persian]
  24. Khanzadeh, A., Azadimanesh, P., Mohammadi, H., Ahmadi, S., & Sadeghi, S. (2016). The effectiveness of programs to strengthen working memory and visual perception programs on improving reading students with reading disorders. Psychological Studies of the School of Psychology and Educational Sciences of Alzahra University, 12(2), 49-66. https://doi.org/10.22051/PSY.2016.2383 [In Persian]
  25. Kormi Noori, R. (2004). Psychology of memory and learning: a cognitive approach. Tehran: Samt. Retrieved from < https://www.gisoom.com/book/1307971/> [In Persian]
  26. Larrson, P. (2006). Classification into readability levels: implementation and evaluation, Master thesis in computational linguistics. Department of Linguistic and philosophy: Uppsala University. Retrieved from <http://uu.diva-portal.org/smash/record.jsf?pid=diva2:131028.>
  27. Leather, C., & Henry, L. (1994). Working memory span and phonological awareness tasks a predictor of early reading ability. Journal of Experimental Child Psychology, 58, 88-111. https://doi.org/10.1006/jecp.1994.1027
  28. Liberman, I. Y., Mann, V. A., Shankweiler, D., & Welferman, M. (1982). Children’s memory for recurring linguistic and nonlinguistic material in relation to reading ability. Cortex, 18, 367-375. https://doi.org/10.1016/s0010-9452(82)80035-x
  29. Martin, R.C., Shelton, J.R., & Yaffee, L. S. (1994). Language processing and working memory: Evidence for separate phonological and semantic capacities. Journal of Memory and Language, 33, 83-111. https://doi.org/10.1006/imla.1994.1005
  30. McCormick, S. (2003). Instructing the students who have literacy problems. Upper Saddle River, NJ: Prentice Hall. Retrieved from <https://www.amazon.com/Instructing-Students-Have-Literacy-Problems/dp/0138960283.>
  31. Mokhtarabadi, Z. (2008). The identification of Core Syntactic structures in second to fifth grade primary school students of Kerman (Master’s thesis).  ALzahra University of Tehran, Tehran, Iran. Retrieved from <https://ganj.irandoc.ac.ir/#/articles/54703321837602c47681b18402ac8364/fulltext> [In Persian]
  32. Nation, K., & Snowling, M. (2000). Factors Influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21, 229-241.
  33. Nematzadeh, S. (2005). The final Report of The Research project of Iranian primary school core vocabulary, Tehran: Organization of educational research and planning. Retrieved from https://www.gisoom.com/book/1821190/ [In Persian]
  34. Nematzadeh, S., Dadras, M., Dastjerdi Kazemi, M., & Mansoori zadeh, M.   (2011). Core vocabulary of Iranian children. Tehran: Borhan School cultural institute, (Madreseh Pub). [In Persian]
  35. Perfetti, C. A., Landi, N., & Oakhill, J. (2007). The acquisition of reading comprehension skill. In M. Snowling and C. Hulme (Eds.), The Science of reading: A handbook, (pp. 227-247). London: Blackwell. Retrieved from <https://sites.pitt.edu/~perfetti/PDF/Acquisition%20(Oakhill%20chapter).pdf.>
  36. Rahimipour, T., Ghazanfari, F., & Ghadampour, E. (2018). The effectiveness of working memory strategies training on improvement of reading performance in dyslexic students. Knowledge & Research in Applied Psychology, 18(4), 52-61. Retrieved from <https://ensani.ir/file/download/article/20170301063218-10100-233.pdf> [In Persian]
  37. Shankweiler, D., & Crain, S. (1986). Language mechanisms and reading disorder: A modular approach. Cognition, 24, 139-168. https://doi.org/10.1016/0010-0277(86)90008-9.
  38. Sheykholeslami, A., Bakhshyesh, A. R., Barzegar-Bafrooei, K., & Moradi-Ajami, V. (2017). The effectiveness of working memory training on reading performance and memory capacity in students with reading disability. Clinical Psychology, 9(2), 47-57. https://doi.org/10.22075/JCP.2017.9475. [In Persian]
  39. Shirazi, T. S. (1997).  The relationship between phonological awareness and reading skill level in normal first grade Persian speaking student (Master’s thesis). University of Welfare and Rehabilitation Sciences. Retrieved from <https://elmnet.ir/doc/10220610-71711> [In Persian]
  40. Smith, S. T., Macaruso, P., Shankweiler, D., & Crain, S. (1989). Syntactic comprehension in young poor readers. Applied Psycholinguistics, 10, 429- 454. https://doi.org.10.1017/S0142716400009012
  41. Snowling, M., & Stackhouse, J. (2006). Dyslexia: speech and language: A practitioner’s handbook. London: Whurr Publishers. Retrieved from <https://books.google.com/books/about/Dyslexia_Speech_and_Language.html?id=v0bguE61uJMC.>
  42. Spark, R., (2004). Orthographic awareness, phonetic awareness, syntactic processing and working memory skills in hyperlexic children. Reading and Writing, 17, 359-80. https://doi.org/10.1023/B:READ.0000032667.23090.ae.
  43. Sperling, G. (1960). The information available in brief visual Presentation. Psychological Monographs, 74(11), 1-29. https://doi.org/10.1037/h0093759
  44. Tavakolian, S. L. (1981). The conjoined clause analysis of relative clauses. In S.L. Tavakolian (Ed.). Language acquisition and linguistic theory, (pp.167-187). Cambridge, MA: MIT Press. Retrieved from < https://scholar.google.com/scholar_lookup?title=The+conjoined-clause+analysis+of+relative+clauses&publication_year=1981&pages=167-187>
  45. Tractenberg, R. (2002). Exploring hypotheses about phonological awareness, memory, and reading achievement. Journal of Learning Disabilities, 35(5):407-24. https://doi.org/10.1177/00222194020350050201.
  46. Tsang, K., & Stoke, S. F. (2001). Syntactic awareness of Cantonese- speaking children. Journal of Child Language, 28, 703- 739. https://doi.org/10.1017/s0305000901004822.
  47. Wimmer, H., Mayringer, H., & Landerl, K. (1998). Poor reading: a deficit in skill automatization or a phonological deficit? Scientific Studies of Reading, 2, 321-340. https://doi.org/10.1207/s1532799xssr0204_2.
  48.    Yopp, H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703. Retrieved from <https://www.scirp.org/reference/referencespapers?referenceid=1447644.>

Files

Share

How to cite

Statistics