ArticlePloS one2025
Phonological processing skills influence text-reading fluency in Russian-speaking adolescents.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
It is widely acknowledged that phonological processing skills are crucial for reading acquisition. While most research has focused on examining phonological processing in children, adolescents have remained underexplored. The present study aimed to assess phonological processing (PP) skills in Russian-speaking adolescents using the Changing Sound in Pseudoword test from the Russian Test of Phonological Processing (RuToPP). This test involves multiple linguistic processes in its completion and is considered to be the most difficult from the RuToPP. A total of 161 participants (14-18 y.o.) were involved in the study. First, we calculated percentile-based thresholds, which can be used to indicate the potential risk of phonological processing difficulties in adolescents. Then, we analyzed how PP skills influence word, pseudoword, and text reading fluency. The results revealed that PP skills had a small but significant impact on text reading fluency. No significant effects were observed for word and pseudoword fluency. We speculate that, for adolescents, the ability to manage general cognitive load is more crucial for performing complex reading tasks than the level of basic phonological skills.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.