Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele

Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 yea...

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Published in:Journal of the International Neuropsychological Society 2010-05, Vol.16 (3), p.517-525
Main Authors: ENGLISH, LIANNE, BARNES, MARCIA A., FLETCHER, JACK M., DENNIS, MAUREEN, RAGHUBAR, KIMBERLY P.
Format: Article
Language:English
Subjects:
Adolescent
Child
Cognition Disorders - diagnosis
Cognition Disorders - epidemiology
Female
Goals
Humans
Hydrocephalus
Male
Memory, Short-Term
Meningomyelocele - epidemiology
Metacognition
Neural tube defect
Neuropsychological Tests
Reading
Reading comprehension strategies
Reading fluency
Severity of Illness Index
Skills
Spina bifida
Spinal Dysraphism - epidemiology
Working memory
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Summary:Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. (JINS, 2010, 16, 517–525.)
ISSN:1355-6177
1469-7661
DOI:10.1017/S1355617710000123