Ignite Creation Date:
2024-10-26 @ 3:38 PM
Last Modification Date:
2024-10-26 @ 3:38 PM
Study NCT ID:
NCT06557382
Status:
COMPLETED
Last Update Posted:
None
First Post:
2024-08-09
Brief Title:
Cognitive Skills and Reading Speed
Sponsor:
None
Organization:
None
Study Overview
Official Title:
The Power of Cognitive Skills to Predict Reading Speed
Status:
COMPLETED
Status Verified Date:
2024-08
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
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 semanticsyntactic 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 487 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 recognitionidentification 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
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
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None