Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties.

Among bilinguals, language-related variables such as first and second language proficiency and balance may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language among at-risk ELs in middle school ( = 161). Specifically, we contrasted variable-centered and person-centered approaches, and convergence between objective and self-report measures.

Sustained attention and behavioral ratings of attention in struggling readers.

Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 4 and 5 grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year.

The Structure of Processing Speed in Children and its Impact on Reading.

The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates.

The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade.

Cognitive predictors of reading are well known, but less is understood about the roles of "noncognitive" factors, including emotional variables such as anxiety. While anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders ( = 272) on reading anxiety in the context of general anxiety, cognitive predictors (working memory, verbal knowledge), and demographics.

Neurocognitive functioning in individuals with congenital central hypoventilation syndrome.

Background: Congenital central hypoventilation syndrome (CCHS) is a rare disorder characterized by respiratory system abnormalities, including alveolar hypoventilation and autonomic nervous system dysregulation. CCHS is associated with compromised brain development and neurocognitive functioning. Studies that evaluate cognitive skills in CCHS are limited, and no study has considered cognitive abilities in conjunction with psychosocial and adaptive functioning.