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Sample records for acquired phonological dyslexia

  1. Effects of Phonological Complexity on Error Production and Pseudoword Training in Acquired Phonological Dyslexia

    ERIC Educational Resources Information Center

    Riley, Ellyn Anne

    2011-01-01

    Individuals with acquired phonological dyslexia experience difficulty associating written letters with their corresponding sounds, especially in pseudowords. Several studies have attempted to improve reading in this population by training letter-to-sound correspondence, general phonological skills, or a combination of these approaches; however,…

  2. A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon.

    PubMed

    Gvion, Aviah; Friedmann, Naama

    2016-01-01

    Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate-they share components. This study assessed the effect of an impairment in a shared component, the phonological output lexicon, on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia. To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, eight with acquired anomia following brain damage and eight with developmental anomia. We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and non-word repetition, and phonological working memory. After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension. We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words, words with ambiguous conversion to phonemes, and potentiophones (words like "now" that, when read via the sublexical route, can be sounded out as another word, "know"). Importantly, the participants performed normally on pseudohomophone lexical decision and on homophone/potentiophone reading comprehension, indicating spared orthographic input lexicon and spared access to it and from

  3. A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon

    PubMed Central

    Gvion, Aviah; Friedmann, Naama

    2016-01-01

    Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate—they share components. This study assessed the effect of an impairment in a shared component, the phonological output lexicon, on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia. To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, eight with acquired anomia following brain damage and eight with developmental anomia. We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and non-word repetition, and phonological working memory. After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension. We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words, words with ambiguous conversion to phonemes, and potentiophones (words like “now” that, when read via the sublexical route, can be sounded out as another word, “know”). Importantly, the participants performed normally on pseudohomophone lexical decision and on homophone/potentiophone reading comprehension, indicating spared orthographic input lexicon and spared access to it

  4. Acquired spatial dyslexia.

    PubMed

    Siéroff, E

    2015-08-10

    Acquired spatial dyslexia is a reading disorder frequently occurring after left or right posterior brain lesions. This article describes several types of spatial dyslexia with an attentional approach. After right posterior lesions, patients show left neglect dyslexia with errors on the left side of text, words, and non-words. The deficit is frequently associated with left unilateral spatial neglect. Severe left neglect dyslexia can be detected with unlimited exposure duration of words or non-words. Minor neglect dyslexia is detected with brief presentation of bilateral words, one in the left and one in the right visual field (phenomenon of contralesional extinction). Neglect dyslexia can be explained as a difficulty in orienting attention to the left side of verbal stimuli. With left posterior lesions, spatial dyslexia is also frequent but multiform. Right neglect dyslexia is frequent, but right unilateral spatial neglect is rare. Attentional dyslexia represents difficulty in selecting a stimulus, letter or word among other similar stimuli; it is a deficit of attentional selection, and the left hemisphere plays a crucial role in selection. Two other types of spatial dyslexia can be found after left posterior lesions: paradoxical ipsilesional extinction and stimulus-centred neglect dyslexia. Disconnections between left or right parietal attentional areas and the left temporal visual word form area could explain these deficits. Overall, a model of attention dissociating modulation, selection control, and selection positioning can help in understanding these reading disorders.

  5. Phonological Precedence in Dyslexia: A Case Study

    ERIC Educational Resources Information Center

    Schneider-Zioga, Patricia

    2012-01-01

    Developmental dyslexia is believed to involve a phonological deficit of which the exact properties have not been clearly established. This article presents the findings of a longitudinal case study that suggest that, at least for some people with dyslexia, the fundamental problem involves a disturbance of temporal-spatial ordering abilities. A…

  6. Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia

    PubMed Central

    Woollams, Anna M.

    2014-01-01

    Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders. PMID:24324241

  7. Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia.

    PubMed

    Woollams, Anna M

    2014-01-01

    Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders.

  8. Toward an Executive Origin for Acquired Phonological Dyslexia: A Case of Specific Deficit of Context-Sensitive Grapheme-to-Phoneme Conversion Rules

    PubMed Central

    Auclair-Ouellet, Noémie; Fossard, Marion; St-Pierre, Marie-Catherine; Macoir, Joël

    2013-01-01

    Phonological dyslexia is a written language disorder characterized by poor reading of nonwords when compared with relatively preserved ability in reading real words. In this study, we report the case of FG, a 74-year-old man with phonological dyslexia. The nature and origin of his reading impairment were assessed using tasks involving activation and explicit manipulation of phonological representations as well as reading of words and nonwords in which the nature and complexity of grapheme-to-phoneme conversion rules (GPC rules) were manipulated. FG also underwent an extensive neuropsychological assessment battery in which he showed impaired performance in tests exploring verbal working memory and executive functions. FG showed no phonological impairment, and his performance was also largely unimpaired for reading words, with no effect of concreteness, grammatical class, morphological complexity, length or nature and complexity of the GPC rules. However, he showed substantial difficulties when asked to read nonwords with contextual GPC rules. The contribution of FG’s executive deficits to his performance in reading is discussed. PMID:22713417

  9. Phonology, reading acquisition, and dyslexia: insights from connectionist models.

    PubMed

    Harm, M W; Seidenberg, M S

    1999-07-01

    The development of reading skill and bases of developmental dyslexia were explored using connectionist models. Four issues were examined: the acquisition of phonological knowledge prior to reading, how this knowledge facilitates learning to read, phonological and nonphonological bases of dyslexia, and effects of literacy on phonological representation. Compared with simple feedforward networks, representing phonological knowledge in an attractor network yielded improved learning and generalization. Phonological and surface forms of developmental dyslexia, which are usually attributed to impairments in distinct lexical and nonlexical processing "routes," were derived from different types of damage to the network. The results provide a computationally explicit account of many aspects of reading acquisition using connectionist principles.

  10. Acquired Dyslexia in a Turkish-English Speaker

    ERIC Educational Resources Information Center

    Raman, Ilhan; Weekes, Brendan S.

    2005-01-01

    The Turkish script is characterised by completely transparent bidirectional mappings between orthography and phonology. To date, there has been no reported evidence of acquired dyslexia in Turkish speakers leading to the naive view that reading and writing problems in Turkish are probably rare. We examined the extent to which phonological…

  11. Phonological and Surface Subtypes among University Students with Dyslexia

    ERIC Educational Resources Information Center

    Wolff, Ulrika

    2009-01-01

    The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic-level control group was used as a reference group in a regression, eight students with phonological…

  12. Is the Phonological Deficit in Developmental Dyslexia Related to Impaired Phonological Representations and to Universal Phonological Grammar?

    ERIC Educational Resources Information Center

    Maionchi-Pino, Norbert; Taki, Yasuyuki; Yokoyama, Satoru; Magnan, Annie; Takahashi, Kei; Hashizume, Hiroshi; Ecalle, Jean; Kawashima, Ryuta

    2013-01-01

    To date, the nature of the phonological deficit in developmental dyslexia is still debated. We concur with possible impairments in the representations of the universal phonological constraints that universally govern how phonemes co-occur as a source of this deficit. We were interested in whether-and how-dyslexic children have sensitivity to…

  13. Response Inhibition and Its Relationship to Phonological Processing in Children with and without Dyslexia

    ERIC Educational Resources Information Center

    Schmid, Johanna M.; Labuhn, Andju S.; Hasselhorn, Marcus

    2011-01-01

    This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a…

  14. Lexical Reading in Spanish: Two Cases of Phonological Dyslexia.

    ERIC Educational Resources Information Center

    Iribarren, I. Carolina; Jarema, Gonia; Lecours, Andre Roch

    1999-01-01

    Discusses two monolingual Spanish-speaking patients who were able to read words but showed great difficulty reading nonwords, a pattern of behavior known as phonological dyslexia. Contradicts the hypothesis that lexical reading is not an option for Spanish readers, because Spanish orthography is highly irregular, and supports the view that…

  15. Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia

    ERIC Educational Resources Information Center

    Peterson, Robin L.; Pennington, Bruce F.; Olson, Richard K.; Wadsworth, Sally J.

    2014-01-01

    Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal…

  16. Phonological and Lexical Reading in Italian Children with Dyslexia

    ERIC Educational Resources Information Center

    Orsolini, Margherita; Fanari, Rachele; Cerracchio, Sara; Famiglietti, Luisa

    2009-01-01

    In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14 Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with a group of 70 typically developing children who have been tested for reading at the end of grade 1.…

  17. Surface developmental dyslexia is as prevalent as phonological dyslexia when appropriate control groups are employed.

    PubMed

    Wybrow, Dean P; Hanley, J Richard

    2015-01-01

    Previous investigations of the incidence of developmental surface and phonological dyslexia using reading-age-matched control groups have identified many more phonological dyslexics (poor nonword reading relative to irregular-word reading) than surface dyslexics (poor irregular-word reading relative to nonword reading). However, because the measures that have been used to estimate reading age include irregular-word reading ability, they appear inappropriate for assessing the incidence of surface dyslexia. The current study used a novel method for generating control groups whose reading ability was matched to that of the dyslexic sample. The incidence of surface dyslexia was assessed by comparing dyslexic performance with that of a control group who were matched with the dyslexics on a test of nonword reading. The incidence of phonological dyslexia was assessed with reference to a control group who were matched with the dyslexics at irregular-word reading. These control groups led to the identification of an approximately equal number of children with surface and phonological dyslexia. It appeared that selecting control participants who were matched with dyslexics for reading age led to the recruitment of individuals with relatively high nonword reading scores relative to their irregular-word reading scores compared with other types of control group. The theoretical implications of these findings are discussed.

  18. Electrophysiological Indices of Phonological Impairments in Dyslexia

    ERIC Educational Resources Information Center

    Desroches, Amy S.; Newman, Randy Lynn; Robertson, Erin K.; Joanisse, Marc F.

    2013-01-01

    Purpose: A range of studies have shown difficulties in perceiving acoustic and phonetic information in dyslexia; however, much less is known about how such difficulties relate to the perception of individual words. The authors present data from event-related potentials (ERPs) examining the hypothesis that children with dyslexia have difficulties…

  19. Eye Movement Correlates of Acquired Central Dyslexia

    ERIC Educational Resources Information Center

    Schattka, Kerstin I.; Radach, Ralph; Huber, Walter

    2010-01-01

    Based on recent progress in theory and measurement techniques, the analysis of eye movements has become one of the major methodological tools in experimental reading research. Our work uses this approach to advance the understanding of impaired information processing in acquired central dyslexia of stroke patients with aphasia. Up to now there has…

  20. Learning Novel Phonological Representations in Developmental Dyslexia: Associations with Basic Auditory Processing of Rise Time and Phonological Awareness

    ERIC Educational Resources Information Center

    Thomson, Jennifer M.; Goswami, Usha

    2010-01-01

    Across languages, children with developmental dyslexia are known to have impaired lexical phonological representations. Here, we explore associations between learning new phonological representations, phonological awareness, and sensitivity to amplitude envelope onsets (rise time). We show that individual differences in learning novel phonological…

  1. Developmental dyslexia and phonological processing in European Portuguese orthography.

    PubMed

    Moura, Octávio; Moreno, Joana; Pereira, Marcelino; Simões, Mário R

    2015-02-01

    This study analysed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N=24; aged 10-12 years), chronological age (CA)-matched controls (N=24; aged 10-12 years) and reading level (RL)-matched controls (N=24; aged 7-9 years) were tested on measures of phonological processing (phonological awareness, naming speed and verbal short-term memory) and reading. The results indicated that the children with DD performed significantly poorer in all measures compared with the CA and RL. Phonological awareness and naming speed showed a high accuracy (receiver operating characteristics curve analysis) for discriminating the children with DD from the CA and RL, whereas the presence of abnormally low scores in phonological awareness and naming speed was more frequent in the DD group than in the controls and the normative population. Hierarchical linear regression analyses revealed that phonological awareness was the most important predictor of all reading accuracy measures, whereas naming speed was particularly related to text reading fluency.

  2. Phonological working memory and reading in students with dyslexia

    PubMed Central

    de Carvalho, Carolina A. F.; Kida, Adriana de S. B.; Capellini, Simone A.; de Avila, Clara R. B.

    2014-01-01

    Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated. Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension. Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension. PMID

  3. Two types of phonological dyslexia - a contemporary review.

    PubMed

    Tree, Jeremy J

    2008-06-01

    Friedman (1995) presents a review of 6 phonological dyslexic cases in which she suggests that this reading impairment is divisible into subtypes on the basis of two straightforward behavioural profiles: (1) cases with poor function word reading and normal nonword repetition (3 cases) and (2) cases with good function word reading and poor nonword repetition (3 cases). This evidence is interpreted as support for a reading model that does not posit a non-lexical reading route (Harm and Seidenberg, 2001, 2004; Plaut, et al. 1996), with the pattern of impairment in case (1) being due to disruption of direct connections between orthography-phonology and in case (2) being due to a 'generalised' impairment of phonology. The current review re-evaluates the validity of Friedman's original criteria as a basis for identifying 'subtypes' of phonological dyslexia with a larger sample of 38 documented cases. On balance it is found that the majority does not easily fit either subtype on the basis of the expected behavioural profiles. Thus the present survey would suggest that Friedman's criteria for classification of phonological dyslexia is not particularly useful for the general population of such cases. However, subsequent correlational analyses did find evidence in support of a relationship between nonword reading impairment and nonword repetition/function word reading impairment. This finding is largely consistent with the principles of the type of reading model outlined by Friedman (1995), although other potential accounts cannot be ruled out. These findings are discussed in greater detail with relation to present models of reading and potential avenues for further research are proposed.

  4. Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia

    PubMed Central

    Norton, Elizabeth S.; Christodoulou, Joanna A.; Gaab, Nadine; Lieberman, Daniel A.; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D. E.

    2012-01-01

    Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7–13) and a younger group of kindergarteners (ages 5–6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia. PMID:21693783

  5. Is the phonological deficit in developmental dyslexia related to impaired phonological representations and to universal phonological grammar?

    PubMed

    Maïonchi-Pino, Norbert; Taki, Yasuyuki; Yokoyama, Satoru; Magnan, Annie; Takahashi, Kei; Hashizume, Hiroshi; Écalle, Jean; Kawashima, Ryuta

    2013-05-01

    To date, the nature of the phonological deficit in developmental dyslexia is still debated. We concur with possible impairments in the representations of the universal phonological constraints that universally govern how phonemes co-occur as a source of this deficit. We were interested in whether-and how-dyslexic children have sensitivity to sonority-related markedness constraints. We tested 10 French dyslexic children compared with 20 typically developing chronological age-matched and reading level-matched controls. All were tested with two aurally administered syllable counting tasks that manipulated well-formedness of unattested consonant clusters, as determined by universal phonological sonority-related markedness constraints (onset clusters in Experiment 1; intervocalic clusters in Experiment 2). Surprisingly, dyslexic children's response patterns were similar to those in both control groups; as universal phonological sonority-related markedness increased, dyslexic children increasingly perceptually confused and phonologically repaired clusters with an illusory epenthetic vowel (e.g., /ʁəbal/). Although dyslexic children were systematically slower, like both control groups, they were influenced by universal sonority-related markedness constraints and hierarchically ranked constraints specific to French over evident acoustic-phonetic contrasts or sonority-unrelated cues. Our results are counterintuitive but innovative and compete to question an impaired universal phonological grammar because dyslexic children were found to have normal universal phonological constraints and were skilled to restore phonotactically legal syllable structures with a language-specific illusory epenthetic vowel (i.e., /ə/-like vowel). We discuss them regarding active phonological decoding and recoding processes within the framework of the optimality theory.

  6. Towards a Further Characterization of Phonological and Literacy Problems in Dutch-Speaking Children with Dyslexia

    ERIC Educational Resources Information Center

    Boets, Bart; De Smedt, Bert; Cleuren, Leen; Vandewalle, Ellen; Wouters, Jan; Ghesquiere, Pol

    2010-01-01

    This longitudinal study examined the development of phonology and literacy in Dutch-speaking children at family risk of dyslexia and in matched controls. Measures were administered in kindergarten (before the start of formal reading instruction), in first and in third grade. Children, diagnosed with dyslexia in third grade, showed impaired…

  7. Time Perception, Phonological Skills and Executive Function in Children with Dyslexia and/or ADHD Symptoms

    ERIC Educational Resources Information Center

    Gooch, Debbie; Snowling, Margaret; Hulme, Charles

    2011-01-01

    Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS). Method: Children…

  8. Phonological Deficits in Specific Language Impairment and Developmental Dyslexia: Towards a Multidimensional Model

    ERIC Educational Resources Information Center

    Ramus, Franck; Marshall, Chloe R.; Rosen, Stuart; van der Lely, Heather K. J.

    2013-01-01

    An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At…

  9. Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia

    ERIC Educational Resources Information Center

    Berninger, Virginia W.; Abbott, Robert D.; Thomson, Jennifer; Wagner, Richard; Swanson, H. Lee; Wijsman, Ellen M.; Raskind, Wendy

    2006-01-01

    Recent theoretical advances in working memory guided analyses of cognitive measures in 122 children with dyslexia and their 200 affected biological parents in families with a multigenerational history of dyslexia. Both children and adults were most severely impaired, on average, in three working memory components- phonological word-form storage,…

  10. Phonological and Sensory Short-Term Memory Are Correlates and Both Affected in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Laasonen, Marja; Virsu, Veijo; Oinonen, Suvi; Sandbacka, Mirja; Salakari, Anita; Service, Elisabet

    2012-01-01

    We investigated whether poor short-term memory (STM) in developmental dyslexia affects the processing of sensory stimulus sequences in addition to phonological material. STM for brief binary non-verbal stimuli (light flashes, tone bursts, finger touches, and their crossmodal combinations) was studied in 20 Finnish adults with dyslexia and 24…

  11. Revisiting the Phonological Deficit in Dyslexia: Are Implicit Nonorthographic Representations Impaired?

    ERIC Educational Resources Information Center

    Dickie, Catherine; Ota, Mitsuhiko; Clark, Ann

    2013-01-01

    This study investigates whether developmental dyslexia involves an impairment in implicit phonological representations, as distinct from orthographic representations and metaphonological skills. A group of adults with dyslexia was matched with a group with no history of speech/language/literacy impairment. Tasks varied in the demands made on…

  12. Genetic dyslexia risk variant is related to neural connectivity patterns underlying phonological awareness in children.

    PubMed

    Skeide, Michael A; Kirsten, Holger; Kraft, Indra; Schaadt, Gesa; Müller, Bent; Neef, Nicole; Brauer, Jens; Wilcke, Arndt; Emmrich, Frank; Boltze, Johannes; Friederici, Angela D

    2015-09-01

    Phonological awareness is the best-validated predictor of reading and spelling skill and therefore highly relevant for developmental dyslexia. Prior imaging genetics studies link several dyslexia risk genes to either brain-functional or brain-structural factors of phonological deficits. However, coherent evidence for genetic associations with both functional and structural neural phenotypes underlying variation in phonological awareness has not yet been provided. Here we demonstrate that rs11100040, a reported modifier of SLC2A3, is related to the functional connectivity of left fronto-temporal phonological processing areas at resting state in a sample of 9- to 12-year-old children. Furthermore, we provide evidence that rs11100040 is related to the fractional anisotropy of the arcuate fasciculus, which forms the structural connection between these areas. This structural connectivity phenotype is associated with phonological awareness, which is in turn associated with the individual retrospective risk scores in an early dyslexia screening as well as to spelling. These results suggest a link between a dyslexia risk genotype and a functional as well as a structural neural phenotype, which is associated with a phonological awareness phenotype. The present study goes beyond previous work by integrating genetic, brain-functional and brain-structural aspects of phonological awareness within a single approach. These combined findings might be another step towards a multimodal biomarker for developmental dyslexia.

  13. Acquired dyslexia in a transparent orthography: an analysis of acquired disorders of reading in the Slovak language.

    PubMed

    Hricová, Marianna; Weekes, Brendan Stuart

    2012-01-01

    The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis.

  14. Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language

    PubMed Central

    Hricová, Marianna; Weekes, Brendan Stuart

    2012-01-01

    The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis. PMID:22713384

  15. Modelling reading development through phonological decoding and self-teaching: implications for dyslexia.

    PubMed

    Ziegler, Johannes C; Perry, Conrad; Zorzi, Marco

    2014-01-01

    The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or 'built-in teacher'. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling-sound pairs, where an 'external' teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme-phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development.

  16. Modelling reading development through phonological decoding and self-teaching: implications for dyslexia

    PubMed Central

    Ziegler, Johannes C.; Perry, Conrad; Zorzi, Marco

    2014-01-01

    The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development. PMID:24324240

  17. Phonological Skills, Visual Attention Span, and Visual Stress in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Saksida, Amanda; Iannuzzi, Stéphanie; Bogliotti, Caroline; Chaix, Yves; Démonet, Jean-François; Bricout, Laure; Billard, Catherine; Nguyen-Morel, Marie-Ange; Le Heuzey, Marie-France; Soares-Boucaud, Isabelle; George, Florence; Ziegler, Johannes C.; Ramus, Franck

    2016-01-01

    In this study, we concurrently investigated 3 possible causes of dyslexia--a phonological deficit, visual stress, and a reduced visual attention span--in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of…

  18. Study the left prefrontal cortex activity of Chinese children with dyslexia in phonological processing by NIRS

    NASA Astrophysics Data System (ADS)

    Zhang, Zhili; Li, Ting; Zheng, Yi; Luo, Qingming; Song, Ranran; Gong, Hui

    2006-02-01

    Developmental dyslexia, a kind of prevalent psychological disease, represents that dyslexic children have unexpected difficulties in phonological processing and recognition test of Chinese characters. Some functional imaging technologies, such as fMRI and PET, have been used to study the brain activities of the children with dyslexia whose first language is English. In this paper, a portable, 16-channel, continuous-wave (CW) NIRS instrument was used to monitor the concentration changes of each hemoglobin species when Chinese children did the task of phonological processing and recognition test. The NIRS recorded the hemodynamic changes in the left prefrontal cortex of the children. 20 dyslexia-reading children (10~12 years old) and 20 normal-reading children took part in the phonological processing of Chinese characters including the phonological awareness section and the phonological decoding section. During the phonological awareness section, the changed concentration of deoxy-hemoglobin in dyslexia-reading children were significantly higher (p<0.05) than normal-reading children in the left ventrolateral prefrontal cortex (VLPFC). While in the phonological decoding section, both normal and dyslexic reading children had more activity in the left VLPFC, but only normal-reading children had activity in the left middorsal prefrontal cortex. In conclusion, both dyslexic and normal-reading children have activity in the left prefrontal cortex, but the degree and the areas of the prefrontal cortex activity are different between them when they did phonological processing.

  19. Difficulties in Lexical Stress versus Difficulties in Segmental Phonology among Adolescents with Dyslexia

    ERIC Educational Resources Information Center

    Anastasiou, Dimitris; Protopapas, Athanassios

    2015-01-01

    Dyslexic difficulties in lexical stress were compared to difficulties in segmental phonology. Twenty-nine adolescents with dyslexia and 29 typically developing adolescents, matched on age and nonverbal ability, were assessed on reading, spelling, phonological and stress awareness, rapid naming, and short-term memory. Group differences in stress…

  20. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    ERIC Educational Resources Information Center

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  1. Exploring Dyslexics' Phonological Deficit II: Phonological Grammar

    ERIC Educational Resources Information Center

    Szenkovits, Gayaneh; Darma, Quynliaan; Darcy, Isabelle; Ramus, Franck

    2016-01-01

    Language learners have to acquire the phonological grammar of their native language, and different levels of representations on which the grammar operates. Developmental dyslexia is associated with a phonological deficit, which is commonly assumed to stem from degraded phonological representations. The present study investigates one aspect of the…

  2. Process Dissociation of Sight Vocabulary and Phonetic Decoding in Reading: A New Perspective on Surface and Phonological Dyslexias

    ERIC Educational Resources Information Center

    McDougall, Patricia; Borowsky, Ron; MacKinnon, G. E.; Hymel, Shelley

    2005-01-01

    Recent research on developmental dyslexia has suggested a phonological core deficit hypothesis (e.g., Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996; Stanovich, Siegel, & Gottardo, 1997) whereby pure cases of developmental phonological dyslexia (dysfunctional phonetic decoding processing but normal sight vocabulary processing) can exist,…

  3. Is There a Causal Link from a Phonological Awareness Deficit to Reading Failure in Children at Familial Risk for Dyslexia?

    ERIC Educational Resources Information Center

    Blomert, Leo; Willems, Gonny

    2010-01-01

    The knowledge that reading and phonological awareness are mainly reciprocally related has hardly influenced the status of a phonological awareness deficit as the main cause of a reading deficit in dyslexia. Because direct proofs for this theory are still lacking we investigated children at familial risk for dyslexia in kindergarten and first…

  4. Impaired letter-string processing in developmental dyslexia: what visual-to-phonology code mapping disorder?

    PubMed

    Valdois, Sylviane; Lassus-Sangosse, Delphine; Lobier, Muriel

    2012-05-01

    Poor parallel letter-string processing in developmental dyslexia was taken as evidence of poor visual attention (VA) span, that is, a limitation of visual attentional resources that affects multi-character processing. However, the use of letter stimuli in oral report tasks was challenged on its capacity to highlight a VA span disorder. In particular, report of poor letter/digit-string processing but preserved symbol-string processing was viewed as evidence of poor visual-to-phonology code mapping, in line with the phonological theory of developmental dyslexia. We assessed here the visual-to-phonological-code mapping disorder hypothesis. In Experiment 1, letter-string, digit-string and colour-string processing was assessed to disentangle a phonological versus visual familiarity account of the letter/digit versus symbol dissociation. Against a visual-to-phonological-code mapping disorder but in support of a familiarity account, results showed poor letter/digit-string processing but preserved colour-string processing in dyslexic children. In Experiment 2, two tasks of letter-string report were used, one of which was performed simultaneously to a high-taxing phonological task. Results show that dyslexic children are similarly impaired in letter-string report whether a concurrent phonological task is simultaneously performed or not. Taken together, these results provide strong evidence against a phonological account of poor letter-string processing in developmental dyslexia.

  5. The Role of Categorical Speech Perception and Phonological Processing in Familial Risk Children with and without Dyslexia

    ERIC Educational Resources Information Center

    Hakvoort, Britt; de Bree, Elise; van der Leij, Aryan; Maassen, Ben; van Setten, Ellie; Maurits, Natasha; van Zuijen, Titia L.

    2016-01-01

    Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those…

  6. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

    PubMed

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

  7. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

    PubMed Central

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs. Trial Registration ClinicalTrials.gov NCT02316873 PMID:26407242

  8. N300 Indexes Deficient Integration of Orthographic and Phonological Representations in Children with Dyslexia

    ERIC Educational Resources Information Center

    Hasko, Sandra; Bruder, Jennifer; Bartling, Jurgen; Schulte-Korne, Gerd

    2012-01-01

    In transparent orthographies, like German, children with developmental dyslexia (DD) are mainly characterized by a reading fluency deficit. The reading fluency deficit might be traced back to a scarce integration of orthographic and phonological representations. In order to address this question, the present study used EEG to investigate the N300,…

  9. Amplitude Envelope Perception, Phonology and Prosodic Sensitivity in Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Goswami, Usha; Gerson, Danielle; Astruc, Luisa

    2010-01-01

    Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to…

  10. Deficient Orthographic and Phonological Representations in Children with Dyslexia Revealed by Brain Activation Patterns

    ERIC Educational Resources Information Center

    Cao, Fan; Bitan, Tali; Chou, Tai-Li; Burman, Douglas D.; Booth, James R.

    2006-01-01

    Background: The current study examined the neuro-cognitive network of visual word rhyming judgment in 14 children with dyslexia and 14 age-matched control children (8- to 14-year-olds) using functional magnetic resonance imaging (fMRI). Methods: In order to manipulate the difficulty of mapping orthography to phonology, we used conflicting and…

  11. Perception of Stop Onset Spectra in Chinese Children with Phonological Dyslexia

    ERIC Educational Resources Information Center

    Liu, Wenli; Yue, Guoan

    2012-01-01

    The ability to identify stop consonants from brief onset spectra was compared between a group of Chinese children with phonological dyslexia (the PD group, with a mean age of 10 years 4 months) and a group of chronological age-matched control children. The linguistic context, which included vowels and speakers, and durations of stop onset spectra…

  12. Decoding Ability Makes Waves in Reading: Deficient Interactions between Attention and Phonological Analysis in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Savill, Nicola J.; Thierry, Guillaume

    2012-01-01

    Whilst there is general consensus that phonological processing is deficient in developmental dyslexia, recent research also implicates visuo-attentional contributions. Capitalising on the P3a wave of event-related potentials as an index of attentional capture, we tested dyslexic and normal readers on a novel variant of a visual oddball task to…

  13. Counting Rate, Naming Rate, Phonological Sensitivity, and Memory Span: Major Factors in Dyslexia.

    ERIC Educational Resources Information Center

    Ackerman, Peggy T.; And Others

    1990-01-01

    Children (N=20, age 9-12) with severe dyslexia were slower in counting from memory and naming alternating digits and letters than children with milder reading impairment. The children most disabled also had poorer phonological sensitivity, shorter digit spans, and lower verbal intelligence quotients. (Author/DB)

  14. Phonology, Decoding, and Lexical Compensation in Vowel Spelling Errors Made by Children with Dyslexia

    ERIC Educational Resources Information Center

    Bernstein, Stuart E.

    2009-01-01

    A descriptive study of vowel spelling errors made by children first diagnosed with dyslexia (n = 79) revealed that phonological errors, such as "bet" for "bat", outnumbered orthographic errors, such as "bate" for "bait". These errors were more frequent in nonwords than words, suggesting that lexical context helps with vowel spelling. In a second…

  15. The brain basis of the phonological deficit in dyslexia is independent of IQ.

    PubMed

    Tanaka, Hiroko; Black, Jessica M; Hulme, Charles; Stanley, Leanne M; Kesler, Shelli R; Whitfield-Gabrieli, Susan; Reiss, Allan L; Gabrieli, John D E; Hoeft, Fumiko

    2011-11-01

    Although the role of IQ in developmental dyslexia remains ambiguous, the dominant clinical and research approaches rely on a definition of dyslexia that requires reading skill to be significantly below the level expected given an individual's IQ. In the study reported here, we used functional MRI (fMRI) to examine whether differences in brain activation during phonological processing that are characteristic of dyslexia were similar or dissimilar in children with poor reading ability who had high IQ scores (discrepant readers) and in children with poor reading ability who had low IQ scores (nondiscrepant readers). In two independent samples including a total of 131 children, using univariate and multivariate pattern analyses, we found that discrepant and nondiscrepant poor readers exhibited similar patterns of reduced activation in brain areas such as left parietotemporal and occipitotemporal regions. These results converge with behavioral evidence indicating that, regardless of IQ, poor readers have similar kinds of reading difficulties in relation to phonological processing.

  16. Aberrant N400 responses to phonological overlap during rhyme judgements in children at risk for dyslexia.

    PubMed

    Noordenbos, Mark W; Segers, Eliane; Wagensveld, Barbara; Verhoeven, Ludo

    2013-11-06

    It is widely accepted that dyslexia is associated with difficulties in phonological awareness and that rhyme awareness in young children can predict later reading success. However, little is known regarding the underlying phonological mechanisms of rhyme awareness in dyslexia, as rhyme awareness is typically assessed using explicit behavioural measures that represent only the endpoint of processing and often lack phonological distracters. We examined event-related potentials (ERPs) in response to auditory word pairs that differed in phonological overlap during a rhyme judgement task given to 6-year-old beginning readers who were at risk for dyslexia (n=30) and typical-reading age-matched controls (n=29). ERPs were recorded in response to word pairs with various types of phonological overlap, including rhyming (e.g., wall-ball), non-rhyming overlapping (e.g., bell-ball) and non-rhyming unrelated (e.g., sock-ball) word pairs. Both groups of participants exhibited N400 responses for basic rhyme judgements vs. unrelated targets. In the typical-reading controls, the neural responses also differed between the rhyming targets and the non-rhyming overlapping targets, whereas neural responses to these targets were similar in the group of children at risk for dyslexia, indicating difficulties in their ability to process similar-sounding, non-rhyming targets. These findings suggest that typical-reading children solve the rhyme judgement task using a more analytical approach, whereas children who are at risk for dyslexia base their judgments on a comparison of overall sound similarity.

  17. Reading speed and phonological awareness deficits among Arabic-speaking children with dyslexia.

    PubMed

    Layes, Smail; Lalonde, Robert; Rebaï, Mohamed

    2015-02-01

    Although reading accuracy of isolated words and phonological awareness represent the main criteria of subtyping developmental dyslexia, there is increasing evidence that reduced reading speed also represents a defining characteristic. In the present study, reading speed and accuracy were measured in Arabic-speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9-10 to 9-8 years, were given single frequent and infrequent word and pseudo-word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo-word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language.

  18. Similar alterations in brain function for phonological and semantic processing to visual characters in Chinese dyslexia.

    PubMed

    Liu, Li; Wang, Wenjing; You, Wenping; Li, Yi; Awati, Neha; Zhao, Xu; Booth, James R; Peng, Danling

    2012-07-01

    Dyslexia in alphabetic languages has been extensively investigated and suggests a central deficit in orthography to phonology mapping in the left hemisphere. Compared to dyslexia in alphabetic languages, the central deficit for Chinese dyslexia is still unclear. Because of the logographic nature of Chinese characters, some have suggested that Chinese dyslexia should have larger deficits in the semantic system. To investigate this, Chinese children with reading disability (RD) were compared to typically developing (TD) children using functional magnetic resonance imaging (fMRI) on a rhyming judgment task and on a semantic association judgment task. RD children showed less activation for both tasks in right visual (BA18, 19) and left occipito-temporal cortex (BA 37), suggesting a deficit in visuo-orthographic processing. RD children also showed less activation for both tasks in left inferior frontal gyrus (BA44), which additionally showed significant correlations with activation of bilateral visuo-orthographic regions in the RD group, suggesting that the abnormalities in frontal cortex and in posterior visuo-orthographic regions may reflect a deficit in the connection between brain regions. Analyses failed to reveal larger differences between groups for the semantic compared to the rhyming task, suggesting that Chinese dyslexia is similarly impaired in the access to phonology and to semantics from the visual orthography.

  19. Electrophysiological Evidence for Impaired Attentional Engagement with Phonologically Acceptable Misspellings in Developmental Dyslexia

    PubMed Central

    Savill, Nicola J.; Thierry, Guillaume

    2011-01-01

    Event-related potential (ERP) studies of word recognition have provided fundamental insights into the time-course and stages of visual and auditory word form processing in reading. Here, we used ERPs to track the time-course of phonological processing in dyslexic adults and matched controls. Participants engaged in semantic judgments of visually presented high-cloze probability sentences ending either with (a) their best completion word, (b) a homophone of the best completion, (c) a pseudohomophone of the best completion, or (d) an unrelated word, to examine the interplay of phonological and orthographic processing in reading and the stage(s) of processing affected in developmental dyslexia. Early ERP peaks (N1, P2, N2) were modulated in amplitude similarly in the two groups of participants. However, dyslexic readers failed to show the P3a modulation seen in control participants for unexpected homophones and pseudohomophones (i.e., sentence completions that are acceptable phonologically but are misspelt). Furthermore, P3a amplitudes significantly correlated with reaction times in each experimental condition. Our results showed no sign of a deficit in accessing phonological representations during reading, since sentence primes yielded phonological priming effects that did not differ between participant groups in the early phases of processing. On the other hand, we report new evidence for a deficient attentional engagement with orthographically unexpected but phonologically expected words in dyslexia, irrespective of task focus on orthography or phonology. In our view, this result is consistent with deficiency in reading occurring from the point at which attention is oriented to phonological analysis, which may underlie broader difficulties in sublexical decoding. PMID:21734903

  20. The /O/ in OVER Is Different from the /O/ in OTTER: Phonological Effects in Children with and without Dyslexia.

    ERIC Educational Resources Information Center

    Bosman, Anna M. T.; van Leerdam, Martin; de Gelder, Beatrice

    2000-01-01

    Two experiments used first-letter naming to investigate the role of phonology in printed word perception among children with and without dyslexia. Findings indicated that all children showed faster first-letter-naming times in a congruent condition than in an incongruent condition, suggesting that phonology is a fundamental constraint in the…

  1. Neural Dissociation of Phonological and Visual Attention Span Disorders in Developmental Dyslexia: fMRI Evidence from Two Case Reports

    ERIC Educational Resources Information Center

    Peyrin, C.; Lallier, M.; Demonet, J. F.; Pernet, C.; Baciu, M.; Le Bas, J. F.; Valdois, S.

    2012-01-01

    A dissociation between phonological and visual attention (VA) span disorders has been reported in dyslexic children. This study investigates whether this cognitively-based dissociation has a neurobiological counterpart through the investigation of two cases of developmental dyslexia. LL showed a phonological disorder but preserved VA span whereas…

  2. A Comparison of Phonological Processing Skills of Children with Mild to Moderate Sensorineural Hearing Loss and Children with Dyslexia

    ERIC Educational Resources Information Center

    Park, Jungjun; Lombardino, Linda J.

    2012-01-01

    Using the Comprehensive Test of Phonological Processes (Wagner, Torgesen, & Rashotte, 1999), the researchers compared strengths and weaknesses in phonological processing skills in three groups: 21 children with mild to moderate sensorineural hearing loss (MSNH group), 29 children with dyslexia, and 30 age-matched controls. The MSNH group showed…

  3. Viewing a Phonological Deficit within a Multifactorial Model of Dyslexia

    ERIC Educational Resources Information Center

    Catts, Hugh W.; McIlraith, Autumn; Bridges, Mindy Sittner; Nielsen, Diane Corcoran

    2017-01-01

    Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological…

  4. The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia.

    PubMed

    Law, Jeremy M; Vandermosten, Maaike; Ghesquiere, Pol; Wouters, Jan

    2014-01-01

    This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences.

  5. The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia

    PubMed Central

    Law, Jeremy M.; Vandermosten, Maaike; Ghesquiere, Pol; Wouters, Jan

    2014-01-01

    This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences. PMID:25071512

  6. Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills.

    PubMed

    Puolakanaho, Anne; Poikkeus, Anna-Maija; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki

    2004-12-01

    Emerging phonological awareness was compared in two groups of 3.5-year-old children belonging to the Jyväskylä Longitudinal Study of Dyslexia (JLD): children with familial risk of dyslexia (at-risk group n = 98) and children without such risk (control group n = 91). Four computer animated tasks were used: Word-level and Syllable-level Segment Identification, Synthesis, and Continuation of Phonological Units. The control group children manifested higher mastery than children in the at-risk group in phonological awareness, and the proportion of children with a low phonological awareness mean score was 2.5 times higher in the at-risk group than in the control group. In both groups, phonological awareness at 3.5 years was predicted by early language skills assessed between 14 and 26 months of age, and it was also associated with concurrent language. The difference between the at-risk and control group at 3.5-year in phonological awareness remained significant, even when the effect of other language skills such as productive and receptive vocabulary, and mastery of inflections, measured both at earlier ages and concurrently were controlled for. Our findings indicate that familial risk for dyslexia is reliably reflected in emerging phonological awareness already at this early age and it can be assessed independently of other language skills.

  7. Comparison of phonological and whole-word treatments for two contrasting cases of developmental dyslexia.

    PubMed

    Rouse, Helen J; Wilshire, Carolyn E

    2007-12-01

    This study compared the effectiveness of two reading treatment programmes for two contrasting developmental dyslexics. W.B. demonstrated "pure" phonological dyslexia (deficient nonword reading but normal irregular-word reading) and N.S. "pure" surface dyslexia (the converse pattern). Both participants completed: (a) a phonological programme, which targeted the sublexical reading procedure through repeated exposure to word "families" with the same grapheme-phoneme correspondence (GPC; e.g., frail, raid, bait); and (b) a whole-word programme, which targeted the lexical reading procedure through tasks that emphasize whole-word visual analysis (e.g., speeded identification of visually degraded words). Both participants improved after training on the targeted words and/or GPCs. However, W.B. demonstrated reliable generalization only following the phonological programme and only in his reading of nonwords. In contrast, N.S. showed generalization across all types of word materials following both programmes. Although the whole-word programme (in particular the degraded-images technique) resulted in numerically greater improvement for N.S., this difference was not significant. Practical and theoretical implications of these results are discussed.

  8. Spelling Errors in French-speaking Children with Dyslexia: Phonology May Not Provide the Best Evidence.

    PubMed

    Daigle, Daniel; Costerg, Agnès; Plisson, Anne; Ruberto, Noémia; Varin, Joëlle

    2016-05-01

    For children with dyslexia, learning to write constitutes a great challenge. There has been consensus that the explanation for these learners' delay is related to a phonological deficit. Results from studies designed to describe dyslexic children's spelling errors are not always as clear concerning the role of phonological processes as those found in reading studies. In irregular languages like French, spelling abilities involve other processes than phonological processes. The main goal of this study was to describe the relative contribution of these other processes in dyslexic children's spelling ability. In total, 32 francophone dyslexic children with a mean age of 11.4 years were compared with 24 reading-age matched controls (RA) and 24 chronological-age matched controls (CA). All had to write a text that was analysed at the graphemic level. All errors were classified as either phonological, morphological, visual-orthographic or lexical. Results indicated that dyslexic children's spelling ability lagged behind not only that of the CA group but also of the RA group. Because the majority of errors, in all groups, could not be explained by inefficiency of phonological processing, the importance of visual knowledge/processes will be discussed as a complementary explanation of dyslexic children's delay in writing. Copyright © 2016 John Wiley & Sons, Ltd.

  9. Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading.

    PubMed

    Heim, Stefan; Pape-Neumann, Julia; van Ermingen-Marbach, Muna; Brinkhaus, Moti; Grande, Marion

    2015-07-01

    Whereas the neurobiological basis of developmental dyslexia has received substantial attention, only little is known about the processes in the brain during remediation. This holds in particular in light of recent findings on cognitive subtypes of dyslexia which suggest interactions between individual profiles, training methods, and also the task in the scanner. Therefore, we trained three groups of German dyslexic primary school children in the domains of phonology, attention, or visual word recognition. We compared neurofunctional changes after 4 weeks of training in these groups to those in untrained normal readers in a reading task and in a task of visual attention. The overall reading improvement in the dyslexic children was comparable over groups. It was accompanied by substantial increase of the activation level in the visual word form area (VWFA) during a reading task inside the scanner. Moreover, there were activation increases that were unique for each training group in the reading task. In contrast, when children performed the visual attention task, shared training effects were found in the left inferior frontal sulcus and gyrus, which varied in amplitude between the groups. Overall, the data reveal that different remediation programmes matched to individual profiles of dyslexia may improve reading ability and commonly affect the VWFA in dyslexia as a shared part of otherwise distinct networks.

  10. The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress.

    PubMed

    Carroll, Julia M; Mundy, Ian R; Cunningham, Anna J

    2014-09-01

    It is well established that speech, language and phonological skills are closely associated with literacy, and that children with a family risk of dyslexia (FRD) tend to show deficits in each of these areas in the preschool years. This paper examines what the relationships are between FRD and these skills, and whether deficits in speech, language and phonological processing fully account for the increased risk of dyslexia in children with FRD. One hundred and fifty-three 4-6-year-old children, 44 of whom had FRD, completed a battery of speech, language, phonology and literacy tasks. Word reading and spelling were retested 6 months later, and text reading accuracy and reading comprehension were tested 3 years later. The children with FRD were at increased risk of developing difficulties in reading accuracy, but not reading comprehension. Four groups were compared: good and poor readers with and without FRD. In most cases good readers outperformed poor readers regardless of family history, but there was an effect of family history on naming and nonword repetition regardless of literacy outcome, suggesting a role for speech production skills as an endophenotype of dyslexia. Phonological processing predicted spelling, while language predicted text reading accuracy and comprehension. FRD was a significant additional predictor of reading and spelling after controlling for speech production, language and phonological processing, suggesting that children with FRD show additional difficulties in literacy that cannot be fully explained in terms of their language and phonological skills.

  11. Dyslexia

    MedlinePlus

    ... de los dientes Video: Getting an X-ray Dyslexia KidsHealth > For Kids > Dyslexia Print A A A ... look like this: What's It Like to Have Dyslexia? Even before kindergarten, a kid who has dyslexia ...

  12. The Roles of Family History of Dyslexia, Language, Speech Production and Phonological Processing in Predicting Literacy Progress

    ERIC Educational Resources Information Center

    Carroll, Julia M.; Mundy, Ian R.; Cunningham, Anna J.

    2014-01-01

    It is well established that speech, language and phonological skills are closely associated with literacy, and that children with a family risk of dyslexia (FRD) tend to show deficits in each of these areas in the preschool years. This paper examines what the relationships are between FRD and these skills, and whether deficits in speech, language…

  13. Auditory Temporal Information Processing in Preschool Children at Family Risk for Dyslexia: Relations with Phonological Abilities and Developing Literacy Skills

    ERIC Educational Resources Information Center

    Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquiere, Pol

    2006-01-01

    In this project, the hypothesis of an auditory temporal processing deficit in dyslexia was tested by examining auditory processing in relation to phonological skills in two contrasting groups of five-year-old preschool children, a familial high risk and a familial low risk group. Participants were individually matched for gender, age, non-verbal…

  14. Process dissociation of sight vocabulary and phonetic decoding in reading: a new perspective on surface and phonological dyslexias.

    PubMed

    McDougall, Patricia; Borowsky, Ron; MacKinnon, G E; Hymel, Shelley

    2005-02-01

    Recent research on developmental dyslexia has suggested a phonological core deficit hypothesis (e.g., Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996; Stanovich, Siegel, & Gottardo, 1997) whereby pure cases of developmental phonological dyslexia (dysfunctional phonetic decoding processing but normal sight vocabulary processing) can exist, but pure cases of developmental surface dyslexia (dysfunctional sight vocabulary processing but normal phonetic decoding processing) should not. By applying Jacoby's (1991) and Lindsay and Jacoby's (1994) process dissociation procedure to the reading of regular and exception words, we present a method that serves to estimate readers' reliance on sight vocabulary and phonetic decoding during real word recognition. These reliance estimates are then used in Castles and Coltheart's (1993) regression-based approach to identify normal readers and developmental dyslexics. This new method: (1) allows one to explore normal reading acquisition and both the delay and deviance accounts of developmental dyslexia, (2) provides an alternative to matching dyslexics to both chronological-age and reading-age control groups, and (3) uses only real words. We present evidence that pure cases of developmental surface dyslexia can be obtained with both Castles and Coltheart's measure as well as our own, and that developmental surface dyslexia is not simply a delayed reading deficit. The theoretical importance and utility of estimates of reliance on sight vocabulary and phonetic decoding is discussed.

  15. Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia?

    PubMed

    Blomert, Leo; Willems, Gonny

    2010-11-01

    The knowledge that reading and phonological awareness are mainly reciprocally related has hardly influenced the status of a phonological awareness deficit as the main cause of a reading deficit in dyslexia. Because direct proofs for this theory are still lacking we investigated children at familial risk for dyslexia in kindergarten and first grade. The familial risk was genuine; 40% developed reading deficits in first grade. However, we did not find any relationship between a phonological awareness or other phonological processing deficits in kindergarten and reading deficits in first grade. Finally, we did not find evidence for the claim that a phonological awareness deficit assumedly causes a reading deficit via 'unstable' or otherwise corrupted letter-speech sound associations. Although earlier research indicated letter knowledge as another significant determinant of later reading deficits, we found no support for this claim. Letter knowledge learning and learning to associate and integrate letters and speech sound are different processes and only problems in the latter process seem directly linked to the development of a reading deficit. The nature of this deficit and the impact it might have on multisensory processing in the whole reading network presents a major challenge to future reading and dyslexia research.

  16. Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports.

    PubMed

    Peyrin, C; Lallier, M; Démonet, J F; Pernet, C; Baciu, M; Le Bas, J F; Valdois, S

    2012-03-01

    A dissociation between phonological and visual attention (VA) span disorders has been reported in dyslexic children. This study investigates whether this cognitively-based dissociation has a neurobiological counterpart through the investigation of two cases of developmental dyslexia. LL showed a phonological disorder but preserved VA span whereas FG exhibited the reverse pattern. During a phonological rhyme judgement task, LL showed decreased activation of the left inferior frontal gyrus whereas this region was activated at the level of the controls in FG. Conversely, during a visual categorization task, FG demonstrated decreased activation of the parietal lobules whereas these regions were activated in LL as in the controls. These contrasted patterns of brain activation thus mirror the cognitive disorders' dissociation. These findings provide the first evidence for an association between distinct brain mechanisms and distinct cognitive deficits in developmental dyslexia, emphasizing the importance of taking into account the heterogeneity of the reading disorder.

  17. A Common Left Occipito-Temporal Dysfunction in Developmental Dyslexia and Acquired Letter-By-Letter Reading?

    PubMed Central

    Richlan, Fabio; Sturm, Denise; Schurz, Matthias; Kronbichler, Martin; Ladurner, Gunther; Wimmer, Heinz

    2010-01-01

    Background We used fMRI to examine functional brain abnormalities of German-speaking dyslexics who suffer from slow effortful reading but not from a reading accuracy problem. Similar to acquired cases of letter-by-letter reading, the developmental cases exhibited an abnormal strong effect of length (i.e., number of letters) on response time for words and pseudowords. Results Corresponding to lesions of left occipito-temporal (OT) regions in acquired cases, we found a dysfunction of this region in our developmental cases who failed to exhibit responsiveness of left OT regions to the length of words and pseudowords. This abnormality in the left OT cortex was accompanied by absent responsiveness to increased sublexical reading demands in phonological inferior frontal gyrus (IFG) regions. Interestingly, there was no abnormality in the left superior temporal cortex which—corresponding to the onological deficit explanation—is considered to be the prime locus of the reading difficulties of developmental dyslexia cases. Conclusions The present functional imaging results suggest that developmental dyslexia similar to acquired letter-by-letter reading is due to a primary dysfunction of left OT regions. PMID:20711448

  18. Role of inflectional regularity and semantic transparency in reading morphologically complex words: evidence from acquired dyslexia.

    PubMed

    Hamilton, A Cris; Coslett, H Branch

    2008-01-01

    We report two patients with acquired phonological dyslexia who have great difficulty reading affixed words. Experiment 1 demonstrates that both patients' reading performance is influenced by the apparent morphological status of words by comparing the patients' reading of suffixed and pseudo-suffixed words. Experiment 2 was designed to examine reading performance of both regularly and irregularly inflected words. Experiment 3 examines the patients' reading of derivational forms with particular emphasis of the role of 'semantic transparency'. Experiment 4 tested both patients' reading of prefixed words. Finally, Experiment 5 examined performance on a lexical decision task using affixed words. These data support models in which regularly formed inflections and semantically transparent derived forms are subjected to decomposition during processing, whereas irregularly inflected forms and semantically opaque forms may be represented independently. Data are discussed with regard to current 'dual mechanism' models of morphological processing as well as connectionist perspectives, with particular emphasis of the types of data that will ultimately be necessary to arbitrate between the rival theories.

  19. Perception of stop onset spectra in Chinese children with phonological dyslexia.

    PubMed

    Liu, Wenli; Yue, Guoan

    2012-11-01

    The ability to identify stop consonants from brief onset spectra was compared between a group of Chinese children with phonological dyslexia (the PD group, with a mean age of 10 years 4 months) and a group of chronological age-matched control children. The linguistic context, which included vowels and speakers, and durations of stop onset spectra were varied. Children with PD showed lower identification accuracy and exhibited a smaller vowel context effect for some stop-vowel combinations compared with the chronological age-matched control group. Further analyses revealed that the PD group had more variable response patterns, and their responses were less consistent with the acoustic characteristics of stop onset spectra. The results suggest that Chinese children with PD do not show greater sensitivity to allophonic acoustic variability compared with control children and exhibit a generally less robust response pattern to phonetic categories.

  20. The Effects of Visual Attention Span and Phonological Decoding in Reading Comprehension in Dyslexia: A Path Analysis.

    PubMed

    Chen, Chen; Schneps, Matthew H; Masyn, Katherine E; Thomson, Jennifer M

    2016-11-01

    Increasing evidence has shown visual attention span to be a factor, distinct from phonological skills, that explains single-word identification (pseudo-word/word reading) performance in dyslexia. Yet, little is known about how well visual attention span explains text comprehension. Observing reading comprehension in a sample of 105 high school students with dyslexia, we used a pathway analysis to examine the direct and indirect path between visual attention span and reading comprehension while controlling for other factors such as phonological awareness, letter identification, short-term memory, IQ and age. Integrating phonemic decoding efficiency skills in the analytic model, this study aimed to disentangle how visual attention span and phonological skills work together in reading comprehension for readers with dyslexia. We found visual attention span to have a significant direct effect on more difficult reading comprehension but not on an easier level. It also had a significant direct effect on pseudo-word identification but not on word identification. In addition, we found that visual attention span indirectly explains reading comprehension through pseudo-word reading and word reading skills. This study supports the hypothesis that at least part of the dyslexic profile can be explained by visual attention abilities. Copyright © 2016 John Wiley & Sons, Ltd.

  1. A case study of developmental phonological dyslexia: Is the attentional deficit in the perception of rapid stimuli sequences amodal?

    PubMed

    Lallier, Marie; Donnadieu, Sophie; Berger, Carole; Valdois, Sylviane

    2010-02-01

    The attentional blink (AB) refers to a decrease in accuracy that occurs when participants are required to detect the second of two rapidly sequential targets displayed randomly in a stream of distracters. Dyslexic individuals have been shown to exhibit a prolonged AB in the visual modality, interpreted as evidence of sluggish attentional shifting (SAS). However, the amodal SAS theory predicts that the disorder should further extend to the auditory modality, then resulting in a phonological disorder as typically found in developmental dyslexia. Otherwise, it has been demonstrated that a visual attention (VA) span deficit contributes to the poor reading outcome of dyslexic individuals, independently of their phonological skills. The present study assesses the amodality assumption of the SAS theory together with questioning its relation with the VA span deficit. For this purpose, visual and auditory ABs were explored in a well compensated young adult, LL, who exhibits a pure phonological dyslexia characterised by poor pseudo-word processing and poor phonological skills but preserved VA span. The investigation revealed two different kinds of deficits in LL. Her AB was prolonged and marginally deeper in the visual modality whereas a primarily deeper in amplitude and a subtle prolonged AB was found in the auditory modality. The atypical performance patterns of LL in both modalities suggest that her perceptual attention disorder is amodal as predicted by the SAS theory. This amodal disorder was here reported in a dyslexic participant with a phonological disorder, well in accordance with the hypothesis that sluggish auditory attention shifting contributes to difficulties in phoneme awareness and literacy acquisition. Furthermore, prolonged VA blink was observed in the absence of VA span disorder, thus suggesting that visual attentional shifting and VA span might be distinct mechanisms, contributing independently to reading acquisition and developmental dyslexia.

  2. Dyslexia

    MedlinePlus

    ... What's It Like to Have Dyslexia? Even before kindergarten, a kid who has dyslexia usually has trouble ... The Nemours Foundation, iStock, Getty Images, Corbis, Veer, Science Photo Library, Science Source Images, Shutterstock, and Clipart. ...

  3. Dyslexia.

    ERIC Educational Resources Information Center

    Tomatis, Alfred

    It is stated that dyslexia is a disorder of auditory origin. The meaning of dyslexia is divided into the medical and educational aspects of the disease in an attempt to lead the teacher to emphasize hearing in education rather than merely sight. The role of the teacher, doctor, and psychologist in the history of dyslexia is discussed. In dealing…

  4. [Phonological and orthographic processes of reading and spelling in young adolescents and adults with and without dyslexia in German and English: impact on foreign language learning].

    PubMed

    Romonath, Roswitha; Wahn, Claudia; Gregg, Noel

    2005-01-01

    The present study addressed the question whether there is a relationship between phonological and orthographic processes of reading and spelling in adolescents and young adults with and without dyslexia in German and English. On the evidence of the Linguistic Coding Differences Hypothesis and results of the latest research in foreign language learning the hypothesis is tested if there is a relationship between phonological and orthographic knowledge on the one hand and decoding and spelling performance on the other hand in German adolescents and young adults reading and spelling German and English words. This hypothesis was tested with the statistical method of structural equation modeling and therefore the research population was divided into the following groups: group 1 with dyslexia in reading (n = 93), group 2 with dyslexia in spelling (n = 93), group 3 without dyslexia in reading (n = 95), and group 4 without dyslexia in spelling (n = 95). Results of data analysis show that the postulated prediction model fits only the data of the dyslexia group for reading and spelling, but not for the control group. Also the model for both groups does not fit. The results of the pilot study show that it is necessary to modify diagnostic instruments of measurement and to separate scales of phonological and orthographic processes.

  5. Do Weak Phonological Representations Impact on Arithmetic Development? A Review of Research into Arithmetic and Dyslexia

    ERIC Educational Resources Information Center

    Simmons, Fiona R.; Singleton, Chris

    2008-01-01

    We review significant empirical studies of the arithmetic abilities of children with dyslexia. These studies suggest that the academic impairments of children with dyslexia are not limited to reading and spelling, but also include aspects of mathematics. A consistent finding across a number of studies is that children with dyslexia have difficulty…

  6. A visual processing but no phonological disorder in a child with mixed dyslexia.

    PubMed

    Valdois, Sylviane; Bidet-Ildei, Christel; Lassus-Sangosse, Delphine; Reilhac, Caroline; N'guyen-Morel, Marie-Ange; Guinet, Eric; Orliaguet, Jean-Pierre

    2011-01-01

    The case study of Martial, a French 9-year-old boy, who exhibits severe mixed dyslexia and surface dysgraphia is reported. Despite very poor pseudo-word reading, Martial has preserved phonological processing skills as his good oral language, good phoneme awareness and good verbal short-term memory show. He exhibited a strong length effect when reading briefly presented words but no sign of mini-neglect. His letter-string processing abilities were assessed through tasks of whole and partial report. In whole report, Martial could only name a few letters from briefly displayed 5-consonant strings. He showed an initial-position advantage and a sharper than expected left-to-right gradient of performance. He performed better when asked to report a single cued letter within the string but then showed an atypical right-side advantage. The same rightward attentional bias was observed in whole report when top-down control was prevented. Otherwise, Martial showed preserved single letter identification skills and good processing of 5-letter strings when letters were sequentially displayed one at a time. His poor letter-string processing thus reflects a parallel visual processing disorder that is compatible with either a visual attention (VA) span or a visual short-term memory disorder. Martial was further engaged in a complex reaching movement task involving VA and simultaneous processing. He performed motor sequences not as a whole but as a succession of independent motor units, suggesting that his attention was not allocated in parallel to the two to-be-reached targets prior to movement execution. Against a more basic motor disorder however, he showed good performance in a task of cyclical pointing movements. The overall findings suggest that Martial suffers from a visual simultaneous processing disorder that disturbs letter identification in strings. Instead of being restricted to letter-string processing, this VA disorder might extend to non-verbal task.

  7. Acquired Dyslexia in Three Writing Systems: Study of a Portuguese-Japanese Bilingual Aphasic Patient

    PubMed Central

    Senaha, Mirna Lie Hosogi; de Mattos Pimenta Parente, Maria Alice

    2012-01-01

    The Japanese language is represented by two different codes: syllabic and logographic while Portuguese employs an alphabetic writing system. Studies on bilingual Portuguese-Japanese individuals with acquired dyslexia therefore allow an investigation of the interaction between reading strategies and characteristics of three different writing codes. The aim of this study was to examine the differential impact of an acquired brain lesion on the reading of the logographic, syllabic and alphabetic writing systems of a bilingual Portuguese-Japanese aphasic patient (PF). Results showed impaired reading in the logographic system and when reading irregularly spelled Portuguese words but no effects on reading regular words and nonwords in syllabic and alphabetic writing systems. These dissociations are interpreted according to a multi-route cognitive model of reading assuming selective damage in the lexical route can result in acquired dyslexia across at least three different writing codes. PMID:22713387

  8. Verbal Short-Term Memory Deficits in Chinese Children with Dyslexia may not be a Problem with the Activation of Phonological Representations.

    PubMed

    Zhao, Jing; Yang, Yang; Song, Yao-Wu; Bi, Hong-Yan

    2015-11-01

    This study explored the underlying mechanism of the verbal short-term memory deficit in Chinese children with developmental dyslexia. Twenty-four children with dyslexia and 28 age-matched normal readers participated in the study. They were required to memorize a visually presented series of six Chinese characters and identify them from a list also including code-specific distracters and non-code-specific distracters. Error rates were recorded and were higher for code-specific distracters in all three conditions, revealing phonological, visual, and semantic similarity effects respectively. Group comparisons showed a stronger phonological similarity effect in dyslexic group, suggesting intact activation of phonological representations of target characters. Children with dyslexia also exhibited a greater semantic similarity effect, revealing stronger activation of semantic representations, while visual similarity effects were equivalent to controls. These results suggest that the verbal short-term memory deficit in Chinese dyslexics might not stem from insufficient activation of phonological information. Based the semantic activation of target characters in dyslexics is greater than in controls, it is possible that the memory deficit of dyslexia is related with deficient inhibition of target semantic representations in short-term memory.

  9. Effect of Atomoxetine Treatment on Reading and Phonological Skills in Children with Dyslexia or Attention-Deficit/Hyperactivity Disorder and Comorbid Dyslexia in a Randomized, Placebo-Controlled Trial

    PubMed Central

    Shaywitz, Bennett; Wietecha, Linda; Wigal, Sharon; McBurnett, Keith; Williams, David; Kronenberger, William G.; Hooper, Stephen R.

    2017-01-01

    Abstract Objectives: Evaluated the effects of atomoxetine on the reading abilities of children with dyslexia only or attention-deficit/hyperactivity disorder (ADHD) and comorbid dyslexia. Methods: Children aged 10–16 years (N = 209) met Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) criteria for dyslexia only (n = 58), ADHD and comorbid dyslexia (n = 124), or ADHD only (n = 27) and were of normal intelligence. Patients were treated with atomoxetine (1.0–1.4 mg/kg/day) or placebo in a 16-week, randomized, placebo-controlled, double-blind trial. The dyslexia-only and ADHD and comorbid dyslexia groups were randomized 1:1; the ADHD-only group received atomoxetine in a blinded manner. Reading abilities were measured with the Woodcock Johnson III (WJIII), Comprehensive Test of Phonological Processing (CTOPP), Gray Oral Reading Tests-4, and Test of Word Reading Efficiency. Results: Atomoxetine-treated dyslexia-only patients compared with placebo patients had significantly greater improvement (p < 0.02) with moderate to approaching high effect sizes (ES) on WJIII Word Attack (ES = 0.72), Basic Reading Skills (ES = 0.48), and Reading Vocabulary (ES = 0.73). In the atomoxetine-treated ADHD and comorbid dyslexia group, improvement on the CTOPP Elision measure (ES = 0.50) was significantly greater compared with placebo (p < 0.02). Total, inattentive, and hyperactive/impulsive ADHD symptom reductions were significant in the atomoxetine-treated ADHD and comorbid dyslexia group compared with placebo, and from baseline in the ADHD-only group (p ≤ 0.02). ADHD symptom improvements in the ADHD and comorbid dyslexia group were not correlated with improvements in reading. Conclusions: Atomoxetine treatment improved reading scores in patients with dyslexia only and ADHD and comorbid dyslexia. Improvements for patients with dyslexia only were in critical components of reading, including

  10. Phonological awareness abilities of a child with acquired immunodeficiency syndrome before and after speech therapy.

    PubMed

    Furlan, Suzana Aparecida; Fukuda, Marisa Tomoe Hebihara; Granzotti, Raphaela Barroso Guedes

    2012-01-01

    The aim of the present study was to characterize the phonological awareness abilities of a child with Acquired Immunodeficiency Syndrome (AIDS) before and after speech-language therapy. The participant was a 6-year-old girl, first-grade Elementary School student, with AIDS acquired by vertical transmission. The child's phonological awareness abilities were evaluated using the Instrument of Sequential Evaluation of Phonological Awareness (CONFIAS). After this first evaluation, a closed therapeutic program (15 sessions) for phonological awareness was developed, consisting of activities for syllabic and phonemic levels. The CONFIAS was reapplied in the last session in order to investigate therapy effectiveness. In the pre-therapy assessment, the child scored 18 points in syllable tasks and 1 point in phoneme tasks, with a total score of 19 points. In the post-therapy assessment, the child scored 26 points in syllable tasks and 11 points in phoneme tasks, with a total score of 37 points. This study allowed us to characterize the performance of a child with AIDS in tasks of phonological awareness and the effectiveness of the therapeutic program. The score obtained before therapy was much lower than expected for the child's age, and presented significant improvement after speech-language therapy. Thus, professionals working with this population must be aware of therapeutic programs that approach phonological processing abilities in addition to other aspects.

  11. Development of reading and phonological skills of children at family risk for dyslexia: a longitudinal analysis from kindergarten to sixth grade.

    PubMed

    Dandache, Sophie; Wouters, Jan; Ghesquière, Pol

    2014-11-01

    The main focus of this article is to develop a better understanding of the developmental trajectories of literacy and phonological skills within Dutch-speaking children. Children at high and low risk for dyslexia were followed and compared at four different moments: kindergarten and first, third and sixth grades. Three groups were then compared: (1) dyslexic readers; (2) normal readers at high risk for dyslexia; and (3) normal readers at low risk for dyslexia. Children diagnosed with dyslexia scored lower than high-risk normal readers on phonological awareness (PA), rapid automatized naming (RAN), verbal short-term memory and literacy skills. Normal readers at high risk scored between both groups, confirming that dyslexia is to be considered as a continuum rather than an all-or-none condition. Growth analyses showed that the three groups evolved similarly on all measures except for phoneme deletion and literacy measures. Finally, solely PA and RAN explained a significant amount of variance in the evolution of reading skills.

  12. A few words about dyslexia.

    PubMed

    Peretz, Benny

    2009-10-01

    More and more, one encounters people who describe themselves as dyslectic. What is dyslexia? A detailed article in the July issue of Science, explains the phenomenon, and related aspects (1). The following are some of its points. Dyslexia is characterized by a difficulty is understanding and using alphabetic or logographic principles to acquire accurate and fluent reading skills. Dyslexia is persistent: a child who fails to read adequately in 1st grade has a high probability of reading poorly in 4th grade and in high school. Thus, difficulty in early reading limits reading comprehension in the later years of education, as students shift from learning to read to reading to learn. Dyslexia is often defined by a discrepancy between an average or above-average score on a test of general intelligence (intelligence quotient [IQ] test) and a low score on a standardized reading test. There is an observation that dyslexia is independent of other talents that allow some children with dyslexia to grow into re markably successful adults. Dyslexia is strongly heritable, occurring in up to 70% of identical twins and 50% of individuals who have a parent or sibling with dyslexia. Environmental factors are also important in reading development, even in children at genetic risk for dyslexia. Dyslexia can be treated. Once children are diagnosed with dyslexia because of reading failure, treatments are instructional. Instruction yields substantial improvement in reading accuracy for many, but not all, children if instruction is more intensive (for instance, 100 minutes per day for 8 weeks), occurs in small groups (1 or 2 students per teacher), and includes explicit and systematic instruction in phonological awareness and decoding strategies.

  13. Dyslexia

    MedlinePlus

    ... as "piece of cake" meaning "easy" Difficulty with time management Difficulty summarizing a story Trouble learning a foreign ... with severe dyslexia may never have an easy time reading, but he or she can learn skills that improve reading. Academic problems don't necessarily mean a person with ...

  14. [Developmental dyslexia].

    PubMed

    Galaburda, A M; Cestnick, L

    2003-02-01

    Developmental dyslexia makes up an important proportion of the known learning disorders. Until the late 1970s most research on dyslexia was carried out by educators and educational psychologists, but soon after the publication of some dyslexic cases with focal disorders of neuronal migration to the cerebral cortex, interest in the neurobiological and neurocognitive underpinnings of dyslexia grew, especially in Europe and North America. There are at least two types of developmental dyslexia--phonological and surface. Surface dyslexia refers to a disorder in which the difficulty lies in reading irregular words, whereas phonological dyslexia is characterized by difficulty with pseudowords. Phonological dyslexia is the more common of the two types. Surface dyslexia does not present a major problem in a language such as Spanish, where the number of irregular words is indeed very small. Still, in languages such as English, where irregular words are common, the phonological type of developmental dyslexia is much more common. Phonologic dyslexics have problems with phonological awareness, that is, the conscious knowledge and manipulation of speech sounds, which is the most proximate explanation for their difficulty in reading pseudowords. Many, but not all, phonologic dyslexics also have problems processing rapidly changing sounds, even if not linguistic, and some slow sounds, too. The same group tends to have visual problems, especially involving the so-called magnocellular pathway of the visual system, which, among others, has the role of analyzing movement. Accompanying these perceptual and cognitive deficits, phonologic dyslexics also show abnormal brain activation to phonological tasks, as shown in functional magnetic resonance studies (figure). In addition, dyslexic brains show focal malformations, ectopias and microgyria, of the cerebral cortex, involving mainly the left perisylvian region and the word form area in the temporo-occipital junction. There are also

  15. Past-Tense Morphology and Phonological Deficits in Children with Dyslexia and Children with Language Impairment

    ERIC Educational Resources Information Center

    Robertson, Erin K.; Joanisse, Marc F.; Desroches, Amy S.; Terry, Alexandra

    2013-01-01

    The authors investigated past-tense morphology problems in children with dyslexia compared to those classically observed in children with oral language impairment (LI). Children were tested on a past-tense elicitation task involving regulars ("look-looked"), irregulars ("take-took"), and nonwords ("murn-murned").…

  16. Impaired Letter-String Processing in Developmental Dyslexia: What Visual-to-Phonology Code Mapping Disorder?

    ERIC Educational Resources Information Center

    Valdois, Sylviane; Lassus-Sangosse, Delphine; Lobier, Muriel

    2012-01-01

    Poor parallel letter-string processing in developmental dyslexia was taken as evidence of poor visual attention (VA) span, that is, a limitation of visual attentional resources that affects multi-character processing. However, the use of letter stimuli in oral report tasks was challenged on its capacity to highlight a VA span disorder. In…

  17. Cognitive Endophenotypes of Dyslexia

    ERIC Educational Resources Information Center

    Moll, Kristina; Loff, Ariana; Snowling, Margaret J.

    2013-01-01

    The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family…

  18. A functional near-infrared spectroscopy study of lexical decision task supports the dual route model and the phonological deficit theory of dyslexia.

    PubMed

    Sela, Itamar; Izzetoglu, Meltem; Izzetoglu, Kurtulus; Onaral, Banu

    2014-01-01

    The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A number of studies have shown that deficient phonological processing is a core deficit in developmental dyslexia. According to the DRM, when the Lexical Decision Task (LDT) is performed, the orthographic route should also be involved when decoding words, whereas it is clear that when decoding pseudowords the phonological route should be activated. Previous functional near-infrared spectroscopy (fNIR) studies have suggested that the upper left frontal lobe is involved in decision making in the LDT. The current study used fNIR to compare left frontal lobe activity during LDT performance among three reading-level groups: 12-year-old children, young adult dyslexic readers, and young adult typical readers. Compared to typical readers, the children demonstrated lower activity under the word condition only, whereas the dyslexic readers showed lower activity under the pseudoword condition only. The results provide evidence for upper left frontal lobe involvement in LDT and support the DRM and the phonological deficit theory of dyslexia.

  19. An eye movement based reading intervention in lexical and segmental readers with acquired dyslexia.

    PubMed

    Ablinger, Irene; von Heyden, Kerstin; Vorstius, Christian; Halm, Katja; Huber, Walter; Radach, Ralph

    2014-01-01

    Due to their brain damage, aphasic patients with acquired dyslexia often rely to a greater extent on lexical or segmental reading procedures. Thus, therapy intervention is mostly targeted on the more impaired reading strategy. In the present work we introduce a novel therapy approach based on real-time measurement of patients' eye movements as they attempt to read words. More specifically, an eye movement contingent technique of stepwise letter de-masking was used to support sequential reading, whereas fixation-dependent initial masking of non-central letters stimulated a lexical (parallel) reading strategy. Four lexical and four segmental readers with acquired central dyslexia received our intensive reading intervention. All participants showed remarkable improvements as evident in reduced total reading time, a reduced number of fixations per word and improved reading accuracy. Both types of intervention led to item-specific training effects in all subjects. A generalisation to untrained items was only found in segmental readers after the lexical training. Eye movement analyses were also used to compare word processing before and after therapy, indicating that all patients, with one exclusion, maintained their preferred reading strategy. However, in several cases the balance between sequential and lexical processing became less extreme, indicating a more effective individual interplay of both word processing routes.

  20. Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: a longitudinal study of the auditory temporal processing theory.

    PubMed

    Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquière, Pol

    2007-04-09

    This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school children at high-family risk for dyslexia, compared to a group of well-matched low-risk control children. Based on family risk status and first grade literacy achievement children were categorized in groups and pre-school data were retrospectively reanalyzed. On average, children showing both increased family risk and literacy-impairment at the end of first grade, presented significant pre-school deficits in phonological awareness, rapid automatized naming, speech-in-noise perception and frequency modulation detection. The concurrent presence of these deficits before receiving any formal reading instruction, might suggest a causal relation with problematic literacy development. However, a closer inspection of the individual data indicates that the core of the literacy problem is situated at the level of higher-order phonological processing. Although auditory and speech perception problems are relatively over-represented in literacy-impaired subjects and might possibly aggravate the phonological and literacy problem, it is unlikely that they would be at the basis of these problems. At a neurobiological level, results are interpreted as evidence for dysfunctional processing along the auditory-to-articulation stream that is implied in phonological processing, in combination with a relatively intact or inconsistently impaired functioning of the auditory-to-meaning stream that subserves auditory processing and speech perception.

  1. Early difficulties of Chinese preschoolers at familial risk for dyslexia: deficits in oral language, phonological processing skills, and print-related skills.

    PubMed

    Ho, Connie Suk-Han; Leung, Man-Tak; Cheung, Him

    2011-05-01

    The present study examined some early performance difficulties of Chinese preschoolers at familial risk for dyslexia. Seventy-six high-risk (40 good and 36 poor readers) and 25 low-risk Chinese children were tested on oral language, reading-related cognitive skills (e.g. phonological processing skills, rapid naming, and morphological awareness), and Chinese word reading and spelling over a 3-year period. The parents were also given a behaviour checklist for identifying child at-risk behaviours. Results showed that the High Risk (Poor Reading) group performed significantly worse than the Low Risk and the High Risk (Good Reading) group on most of the measures and domains. More children in the High Risk (Poor Reading) group displayed at-risk behaviours than in the other two groups. These results suggest that Chinese at-risk children with early difficulties in reading and spelling do show a wide range of language-, phonology-, and print-related deficits, similar to their alphabetic counterparts. An understanding of these early difficulties may help prevent dyslexia from developing in at-risk children.

  2. Five Describing Factors of Dyslexia

    ERIC Educational Resources Information Center

    Tamboer, Peter; Vorst, Harrie C. M.; Oort, Frans J.

    2016-01-01

    Two subtypes of dyslexia (phonological, visual) have been under debate in various studies. However, the number of symptoms of dyslexia described in the literature exceeds the number of subtypes, and underlying relations remain unclear. We investigated underlying cognitive features of dyslexia with exploratory and confirmatory factor analyses. A…

  3. Neural intersections of the phonological, visual magnocellular and motor/cerebellar systems in normal readers: implications for imaging studies on dyslexia.

    PubMed

    Danelli, Laura; Berlingeri, Manuela; Bottini, Gabriella; Ferri, Francesca; Vacchi, Laura; Sberna, Maurizio; Paulesu, Eraldo

    2013-10-01

    We used fMRI to explore the extent of the anatomical overlap of three neural systems that the literature on developmental dyslexia associates with reading: the auditory phonological, the visual magnocellular, and the motor/cerebellar systems. Twenty-eight normal subjects performed four tasks during fMRI scans: word and pseudoword reading, auditory rhyming for letter names, visual motion perception, and a motor sequence learning task. We found that the left occipitotemporal cortex (OTC), which previous studies reported to be dysfunctional in dyslexia, can be fractionated into different functional areas: an anterior and lateral area that was activated by both reading and auditory rhyming tasks; a posterior area that was commonly activated by both the reading and the motion perception task and a medial/intermediate area, including the so-called Visual Word Form Area, which was specifically activated by the reading task. These results show that the left OTC is an area of segregated convergence of different functional systems. We compared our results with the hypoactivation pattern reported for reading in a previous cross-cultural PET study on 36 dyslexic subjects from three countries. The region of decreased activation in dyslexia overlapped with regions that are specific for reading and those activated during both the auditory rhyming task and the single word and pseudoword reading task described in the present fMRI study. No overlap was found with the activation patterns for the visual motion perception task or for the motor sequence learning task. These observations challenge current theories of dyslexia.

  4. Race and Dyslexia

    ERIC Educational Resources Information Center

    Hoyles, Asher; Hoyles, Martin

    2010-01-01

    This article begins with a definition of dyslexia as genetic, involving language processing and phonological awareness. It goes beyond reading and writing difficulties to include, for example, sequencing, orientation, short-term memory, speed, circumlocution, organisational skills, visual thinking, self-esteem and anger. Dyslexia, though…

  5. Incidental learning of sound categories is impaired in developmental dyslexia.

    PubMed

    Gabay, Yafit; Holt, Lori L

    2015-12-01

    Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed.

  6. Incidental Learning of Sound Categories is Impaired in Developmental Dyslexia

    PubMed Central

    Gabay, Yafit; Holt, Lori L.

    2015-01-01

    Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed. PMID:26409017

  7. Modelling the Implicit Learning of Phonological Decoding from Training on Whole-Word Spellings and Pronunciations

    ERIC Educational Resources Information Center

    Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne

    2016-01-01

    Phonological decoding is central to learning to read, and deficits in its acquisition have been linked to reading disorders such as dyslexia. Understanding how this skill is acquired is therefore important for characterising reading difficulties. Decoding can be taught explicitly, or implicitly learned during instruction on whole word spellings…

  8. Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study.

    PubMed

    Powers, Sara J; Wang, Yingying; Beach, Sara D; Sideridis, Georgios D; Gaab, Nadine

    2016-10-01

    Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy environment (HLE) and neural correlates of reading has been identified in typically developing children, yet it remains unclear whether similar effects are observable in children with a genetic predisposition for dyslexia. Understanding environmental contributions is important given that we do not understand why some genetically at-risk children do not develop dyslexia. Here, we investigate for the first time the relationship between HLE and the neural correlates of phonological processing in beginning readers with (FHD+, n = 29) and without (FHD-, n = 21) a family history of developmental dyslexia. We further controlled for socioeconomic status to isolate the neurobiological mechanism by which HLE affects reading development. Group differences revealed stronger correlation of HLE with brain activation in the left inferior/middle frontal and right fusiform gyri in FHD- compared to FHD+ children, suggesting greater impact of HLE on manipulation of phonological codes and recruitment of orthographic representations in typically developing children. In contrast, activation in the right precentral gyrus showed a significantly stronger correlation with HLE in FHD+ compared to FHD- children, suggesting emerging compensatory networks in genetically at-risk children. Overall, our results suggest that genetic predisposition for dyslexia alters contributions of HLE to early reading skills before formal reading instruction, which has important implications for educational practice and intervention models.

  9. Speech Perception in Preschoolers at Family Risk for Dyslexia: Relations with Low-Level Auditory Processing and Phonological Ability

    ERIC Educational Resources Information Center

    Boets, Bart; Ghesquiere, Pol; van Wieringen, Astrid; Wouters, Jan

    2007-01-01

    We tested categorical perception and speech-in-noise perception in a group of five-year-old preschool children genetically at risk for dyslexia, compared to a group of well-matched control children and a group of adults. Both groups of children differed significantly from the adults on all speech measures. Comparing both child groups, the risk…

  10. Perceptual organization of speech signals by children with and without dyslexia

    PubMed Central

    Nittrouer, Susan; Lowenstein, Joanna H.

    2013-01-01

    Developmental dyslexia is a condition in which children encounter difficulty learning to read in spite of adequate instruction. Although considerable effort has been expended trying to identify the source of the problem, no single solution has been agreed upon. The current study explored a new hypothesis, that developmental dyslexia may be due to faulty perceptual organization of linguistically relevant sensory input. To test that idea, sentence-length speech signals were processed to create either sine-wave or noise-vocoded analogs. Seventy children between 8 and 11 years of age, with and without dyslexia participated. Children with dyslexia were selected to have phonological awareness deficits, although those without such deficits were retained in the study. The processed sentences were presented for recognition, and measures of reading, phonological awareness, and expressive vocabulary were collected. Results showed that children with dyslexia, regardless of phonological subtype, had poorer recognition scores than children without dyslexia for both kinds of degraded sentences. Older children with dyslexia recognized the sine-wave sentences better than younger children with dyslexia, but no such effect of age was found for the vocoded materials. Recognition scores were used as predictor variables in regression analyses with reading, phonological awareness, and vocabulary measures used as dependent variables. Scores for both sorts of sentence materials were strong predictors of performance on all three dependent measures when all children were included, but only performance for the sine-wave materials explained significant proportions of variance when only children with dyslexia were included. Finally, matching young, typical readers with older children with dyslexia on reading abilities did not mitigate the group difference in recognition of vocoded sentences. Conclusions were that children with dyslexia have difficulty organizing linguistically relevant sensory

  11. Dissociations between developmental dyslexias and attention deficits

    PubMed Central

    Lukov, Limor; Friedmann, Naama; Shalev, Lilach; Khentov-Kraus, Lilach; Shalev, Nir; Lorber, Rakefet; Guggenheim, Revital

    2014-01-01

    We examine whether attention deficits underlie developmental dyslexia, or certain types of dyslexia, by presenting double dissociations between the two. We took into account the existence of distinct types of dyslexia and of attention deficits, and focused on dyslexias that may be thought to have an attentional basis: letter position dyslexia (LPD), in which letters migrate within words, attentional dyslexia (AD), in which letters migrate between words, neglect dyslexia, in which letters on one side of the word are omitted or substituted, and surface dyslexia, in which words are read via the sublexical route. We tested 110 children and adults with developmental dyslexia and/or attention deficits, using extensive batteries of reading and attention. For each participant, the existence of dyslexia and the dyslexia type were tested using reading tests that included stimuli sensitive to the various dyslexia types. Attention deficit and its type was established through attention tasks assessing sustained, selective, orienting, and executive attention functioning. Using this procedure, we identified 55 participants who showed a double dissociation between reading and attention: 28 had dyslexia with normal attention and 27 had attention deficits with normal reading. Importantly, each dyslexia with suspected attentional basis dissociated from attention: we found 21 individuals with LPD, 13 AD, 2 neglect dyslexia, and 12 surface dyslexia without attention deficits. Other dyslexia types (vowel dyslexia, phonological dyslexia, visual dyslexia) also dissociated from attention deficits. Examination of 55 additional individuals with both a specific dyslexia and a certain attention deficit found no attention function that was consistently linked with any dyslexia type. Specifically, LPD and AD dissociated from selective attention, neglect dyslexia dissociated from orienting, and surface dyslexia dissociated from sustained and executive attention. These results indicate that

  12. Dissociations between developmental dyslexias and attention deficits.

    PubMed

    Lukov, Limor; Friedmann, Naama; Shalev, Lilach; Khentov-Kraus, Lilach; Shalev, Nir; Lorber, Rakefet; Guggenheim, Revital

    2014-01-01

    We examine whether attention deficits underlie developmental dyslexia, or certain types of dyslexia, by presenting double dissociations between the two. We took into account the existence of distinct types of dyslexia and of attention deficits, and focused on dyslexias that may be thought to have an attentional basis: letter position dyslexia (LPD), in which letters migrate within words, attentional dyslexia (AD), in which letters migrate between words, neglect dyslexia, in which letters on one side of the word are omitted or substituted, and surface dyslexia, in which words are read via the sublexical route. We tested 110 children and adults with developmental dyslexia and/or attention deficits, using extensive batteries of reading and attention. For each participant, the existence of dyslexia and the dyslexia type were tested using reading tests that included stimuli sensitive to the various dyslexia types. Attention deficit and its type was established through attention tasks assessing sustained, selective, orienting, and executive attention functioning. Using this procedure, we identified 55 participants who showed a double dissociation between reading and attention: 28 had dyslexia with normal attention and 27 had attention deficits with normal reading. Importantly, each dyslexia with suspected attentional basis dissociated from attention: we found 21 individuals with LPD, 13 AD, 2 neglect dyslexia, and 12 surface dyslexia without attention deficits. Other dyslexia types (vowel dyslexia, phonological dyslexia, visual dyslexia) also dissociated from attention deficits. Examination of 55 additional individuals with both a specific dyslexia and a certain attention deficit found no attention function that was consistently linked with any dyslexia type. Specifically, LPD and AD dissociated from selective attention, neglect dyslexia dissociated from orienting, and surface dyslexia dissociated from sustained and executive attention. These results indicate that

  13. Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits.

    PubMed

    Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

    2013-07-01

    The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.

  14. Seminar: Developmental Dyslexia

    PubMed Central

    Peterson, Robin L.; Pennington, Bruce F.

    2012-01-01

    Summary Dyslexia is a neurodevelopmental disorder that is characterized by slow and inaccurate word recognition. Dyslexia has been found in every culture studied, and mounting evidence underscores cross-linguistic similarity in its neurobiological and neurocognitive bases. There has been considerable progress across levels of analysis in the last five years. At a neuropsychological level, the phonological theory remains the most compelling, though it is increasingly clear that phonological problems interact with other cognitive risk factors. At a neurobiological level, recent research confirms that dyslexia is characterized by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development. Studies accounting for reading experience demonstrate that many observed neural differences reflect causes rather than effects of dyslexia. At an etiologic risk level, six candidate genes have been identified, and there is evidence for gene by environment interaction. This review includes a focus on these and other recent developments. PMID:22513218

  15. Dichotic listening and school performance in dyslexia.

    PubMed

    Helland, Turid; Asbjørnsen, Arve E; Hushovd, Aud Ellen; Hugdahl, Kenneth

    2008-02-01

    This study focused on the relationship between school performance and performance on a dichotic listening (DL) task in dyslexic children. Dyslexia is associated with impaired phonological processing, related to functions in the left temporal lobe. DL is a frequently used task to assess functions of the left temporal lobe. Due to the predominance of the contralateral neuronal pathways, a right ear advantage in the DL task reflects the superior processing capacity for the right ear stimulus in the left hemisphere (Kimura, 1963). Previous studies using DL in dyslexia are, however, inconclusive, and may reflect degree of severity of dyslexia. The aim of the present study was therefore to investigate lateralized processing in two sub-groups of dyslexia, differing in symptom severity. Two groups of dyslexic 12-year-old children and an age-matched control group were tested with a consonant-vowel DL task. The two dyslexia groups differed in severity through how they responded to training efforts being made in their schools, while otherwise being matched for age, IQ and diagnosis. The D1 (respondent group) group showed a DL performance pattern similar to the control group, i.e. a right ear advantage, while the D2 (non-respondent) group failed to show a right ear advantage on the DL task. The performance on the DL task by the two dyslexia groups may provide better insight as to the degree of reading and writing impairment in dyslexia. 'Cracking the code' and acquiring automatized literacy skills may seem harder for the D2 group children compared to the D1 children. Also, the present study points to the use of DL as a valid assessment tool in clinical work to improve differential diagnoses, particularly in relation to measures of school performance.

  16. Altered Neuronal Response During Rapid Auditory Processing and Its Relation to Phonological Processing in Prereading Children at Familial Risk for Dyslexia

    PubMed Central

    Raschle, Nora M.; Stering, Patrice L.; Meissner, Sarah N.; Gaab, Nadine

    2014-01-01

    Developmental dyslexia (DD) is a learning disability affecting 5–17% of children. Although researchers agree that DD is characterized by deficient phonological processing (PP), its cause is debated. It has been suggested that altered rapid auditory processing (RAP) may lead to deficient PP in DD and studies have shown deficient RAP in individuals with DD. Functional neuroimaging (fMRI) studies have implicated hypoactivations in left prefrontal brain regions during RAP in individuals with DD. When and how these neuronal alterations evolve remains unknown. In this article, we investigate functional networks during RAP in 28 children with (n = 14) and without (n = 14) a familial risk for DD before reading onset (mean: 5.6 years). Results reveal functional alterations in left-hemispheric prefrontal regions during RAP in prereading children at risk for DD, similar to findings in individuals with DD. Furthermore, activation during RAP in left prefrontal regions positively correlates with prereading measures of PP and with neuronal activation during PP in posterior dorsal and ventral brain areas. Our results suggest that neuronal differences during RAP predate reading instruction and thus are not due to experience-dependent brain changes resulting from DD itself and that there is a functional relationship between neuronal networks for RAP and PP within the prereading brain. PMID:23599167

  17. Oral Language Deficits in Familial Dyslexia: A Meta-Analysis and Review

    PubMed Central

    2016-01-01

    This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. PMID:26727308

  18. Oral language deficits in familial dyslexia: A meta-analysis and review.

    PubMed

    Snowling, Margaret J; Melby-Lervåg, Monica

    2016-05-01

    This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. (PsycINFO Database Record

  19. Phonological Mean Length of Utterance in Specific Language Impairment: A Multi-Case Study of Children Acquiring Finnish

    ERIC Educational Resources Information Center

    Kunnari, Sari; Saaristo-Helin, Katri; Savinainen-Makkonen, Tuula

    2012-01-01

    This study assesses the phonological development of four Finnish-speaking children (ages 4;8, 4;9, 4;9 and 5;5) with specific language impairment (SLI) and dyspractic features in speech. The analysis is performed using the phonological mean length of utterance (pMLU) method. Moreover, the children's phonological abilities are evaluated…

  20. Stroop interference in adults with dyslexia.

    PubMed

    Proulx, Michael J; Elmasry, Hannah-May

    2015-01-01

    Prior research on developmental dyslexia using Stroop tasks with young participants has found increased interference in participants with dyslexia relative to controls. Here we extend these findings to adult participants, and introduce a novel test of Stroop incongruity, whereby the color names appeared on an object colored in the incongruent color. The results imply that impaired inhibitory and executive attentional mechanisms are still deficient in adults with dyslexia and that other forms of attentional mechanisms, such as object-based attention, might also be impaired in dyslexia. Dyslexia arises not only from deficits in phonological processing, but from attentional mechanisms as well.

  1. A taxometric investigation of developmental dyslexia subtypes.

    PubMed

    O'Brien, Beth A; Wolf, Maryanne; Lovett, Maureen W

    2012-02-01

    Long-standing issues with the conceptualization, identification and subtyping of developmental dyslexia persist. This study takes an alternative approach to examine the heterogeneity of developmental dyslexia using taxometric classification techniques. These methods were used with a large sample of 671 children ages 6-8 who were diagnosed with severe reading disorders. Latent characteristics of the sample are assessed in regard to posited subtypes with phonological deficits and naming speed deficits, thus extending prior work by addressing whether these deficits embody separate classes of individuals. Findings support separate taxa of dyslexia with and without phonological deficits. Different latent structure for naming speed deficits was found depending on the definitional criterion used to define dyslexia. Non-phonologically based forms of dyslexia showed particular difficulty with naming speed and reading fluency.

  2. On the Bases of Two Subtypes of Development Dyslexia.

    ERIC Educational Resources Information Center

    Manis, Franklin R.; And Others

    1996-01-01

    Studied 51 dyslexic children, 51 age-matched normal readers, and 27 younger normal readers to explore whether there are different subtypes of developmental dyslexia, and whether developmental dyslexia represents delay or deviance. Found evidence to support two subtypes: surface and phonological dyslexia. (DR)

  3. The anatomical foundations of acquired reading disorders: a neuropsychological verification of the dual-route model of reading.

    PubMed

    Ripamonti, E; Aggujaro, S; Molteni, F; Zonca, G; Frustaci, M; Luzzatti, C

    2014-07-01

    In this study we investigated the neural correlates of acquired reading disorders through an anatomo-correlative procedure of the lesions of 59 focal brain damaged patients suffering from acquired surface, phonological, deep, undifferentiated dyslexia and pure alexia. Two reading tasks, one of words and nonwords and one of words with unpredictable stress position, were used for this study. We found that surface dyslexia was predominantly associated with left temporal lesions, while in phonological dyslexia the lesions overlapped in the left insula and the left inferior frontal gyrus (pars opercularis) and that pure alexia was associated with lesions in the left fusiform gyrus. A number of areas and white matter tracts, which seemed to involve processing along both the lexical and the sublexical routes, were identified for undifferentiated dyslexia. Two cases of deep dyslexia with relatively dissimilar anatomical correlates were studied, one compatible with Coltheart's right-hemisphere hypothesis (1980) whereas the other could be interpreted in the context of Morton and Patterson's (1980), multiply-damaged left-hemisphere hypothesis. In brief, the results of this study are only partially consistent with the current state of the art, and propose new and stimulating challenges; indeed, based on these results we suggest that different types of acquired dyslexia may ensue after different cortical damage, but white matter disconnection may play a crucial role in some cases.

  4. When Unbiased Probabilistic Learning Is Not Enough: Acquiring a Parametric System of Metrical Phonology

    ERIC Educational Resources Information Center

    Pearl, Lisa S.

    2011-01-01

    Parametric systems have been proposed as models of how humans represent knowledge about language, motivated in part as a way to explain children's rapid acquisition of linguistic knowledge. Given this, it seems reasonable to examine if children with knowledge of parameters could in fact acquire the adult system from the data available to them.…

  5. Morphological Knowledge in Children with Dyslexia

    ERIC Educational Resources Information Center

    Duranovic, Mirela; Tinjak, Sanela; Turbic-Hadzagic, Amira

    2014-01-01

    The phonological skills are not the only linguistic abilities which are observed to have some influence on reading achievement in dyslexics. In addition to phonological skills, morphological skills should be also taken in consideration. The aim of this study is to extend investigation the linguistic abilities of children with dyslexia to the…

  6. Impaired Statistical Learning in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Gabay, Yafit; Thiessen, Erik D.; Holt, Lori L.

    2015-01-01

    Purpose: Developmental dyslexia (DD) is commonly thought to arise from phonological impairments. However, an emerging perspective is that a more general procedural learning deficit, not specific to phonological processing, may underlie DD. The current study examined if individuals with DD are capable of extracting statistical regularities across…

  7. Computer-based learning of spelling skills in children with and without dyslexia.

    PubMed

    Kast, Monika; Baschera, Gian-Marco; Gross, Markus; Jäncke, Lutz; Meyer, Martin

    2011-12-01

    Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.

  8. Auditory Processing, Speech Perception and Phonological Ability in Pre-School Children at High-Risk for Dyslexia: A Longitudinal Study of the Auditory Temporal Processing Theory

    ERIC Educational Resources Information Center

    Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquiere, Pol

    2007-01-01

    This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school…

  9. Auditory temporal processing skills in musicians with dyslexia.

    PubMed

    Bishop-Liebler, Paula; Welch, Graham; Huss, Martina; Thomson, Jennifer M; Goswami, Usha

    2014-08-01

    The core cognitive difficulty in developmental dyslexia involves phonological processing, but adults and children with dyslexia also have sensory impairments. Impairments in basic auditory processing show particular links with phonological impairments, and recent studies with dyslexic children across languages reveal a relationship between auditory temporal processing and sensitivity to rhythmic timing and speech rhythm. As rhythm is explicit in music, musical training might have a beneficial effect on the auditory perception of acoustic cues to rhythm in dyslexia. Here we took advantage of the presence of musicians with and without dyslexia in musical conservatoires, comparing their auditory temporal processing abilities with those of dyslexic non-musicians matched for cognitive ability. Musicians with dyslexia showed equivalent auditory sensitivity to musicians without dyslexia and also showed equivalent rhythm perception. The data support the view that extensive rhythmic experience initiated during childhood (here in the form of music training) can affect basic auditory processing skills which are found to be deficient in individuals with dyslexia.

  10. Pedigree Analysis of Children with Phonology Disorders.

    ERIC Educational Resources Information Center

    Lewis, Barbara A.

    1992-01-01

    This study examined 87 pedigrees of individuals with histories of preschool phonology disorders. Significantly more family members with dyslexia and learning disabilities, but not stuttering or hearing impairment, were found in pedigrees of individuals with phonology disorders than in pedigrees of nondisabled individuals. (Author/JDD)

  11. Morphological Awareness in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Casalis, Severine; Cole, Pascale; Sopo, Delphine

    2004-01-01

    This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to…

  12. The locus of impairment in English developmental letter position dyslexia.

    PubMed

    Kezilas, Yvette; Kohnen, Saskia; McKague, Meredith; Castles, Anne

    2014-01-01

    Many children with reading difficulties display phonological deficits and struggle to acquire non-lexical reading skills. However, not all children with reading difficulties have these problems, such as children with selective letter position dyslexia (LPD), who make excessive migration errors (such as reading slime as "smile"). Previous research has explored three possible loci for the deficit - the phonological output buffer, the orthographic input lexicon, and the orthographic-visual analysis stage of reading. While there is compelling evidence against a phonological output buffer and orthographic input lexicon deficit account of English LPD, the evidence in support of an orthographic-visual analysis deficit is currently limited. In this multiple single-case study with three English-speaking children with developmental LPD, we aimed to both replicate and extend previous findings regarding the locus of impairment in English LPD. First, we ruled out a phonological output buffer and an orthographic input lexicon deficit by administering tasks that directly assess phonological processing and lexical guessing. We then went on to directly assess whether or not children with LPD have an orthographic-visual analysis deficit by modifying two tasks that have previously been used to localize processing at this level: a same-different decision task and a non-word reading task. The results from these tasks indicate that LPD is most likely caused by a deficit specific to the coding of letter positions at the orthographic-visual analysis stage of reading. These findings provide further evidence for the heterogeneity of dyslexia and its underlying causes.

  13. The locus of impairment in English developmental letter position dyslexia

    PubMed Central

    Kezilas, Yvette; Kohnen, Saskia; McKague, Meredith; Castles, Anne

    2014-01-01

    Many children with reading difficulties display phonological deficits and struggle to acquire non-lexical reading skills. However, not all children with reading difficulties have these problems, such as children with selective letter position dyslexia (LPD), who make excessive migration errors (such as reading slime as “smile”). Previous research has explored three possible loci for the deficit – the phonological output buffer, the orthographic input lexicon, and the orthographic-visual analysis stage of reading. While there is compelling evidence against a phonological output buffer and orthographic input lexicon deficit account of English LPD, the evidence in support of an orthographic-visual analysis deficit is currently limited. In this multiple single-case study with three English-speaking children with developmental LPD, we aimed to both replicate and extend previous findings regarding the locus of impairment in English LPD. First, we ruled out a phonological output buffer and an orthographic input lexicon deficit by administering tasks that directly assess phonological processing and lexical guessing. We then went on to directly assess whether or not children with LPD have an orthographic-visual analysis deficit by modifying two tasks that have previously been used to localize processing at this level: a same-different decision task and a non-word reading task. The results from these tasks indicate that LPD is most likely caused by a deficit specific to the coding of letter positions at the orthographic-visual analysis stage of reading. These findings provide further evidence for the heterogeneity of dyslexia and its underlying causes. PMID:24917802

  14. Profiling dyslexia in bilingual adolescents.

    PubMed

    Hedman, Christina

    2012-12-01

    This article addresses the issue of whether difficulties with reading and writing in a second language learner stem from developmental dyslexia or from issues associated with second language acquisition. In line with a phonological explanatory model of dyslexia, phonological processing and reading (decoding at both word and text levels) were tested, using data from 10 Spanish-Swedish speaking adolescents whose teachers had identified them as possibly having dyslectic difficulties, and a matched comparison group of 10 Spanish-Swedish speaking adolescents with no reading difficulties. Unlike previous studies, this analysis takes into account results from both languages and uses a matched bilingual comparison group as the norm. Based on these results, a bilingual dyslexia continuum is proposed as an analytical tool to be used for the assessment of developmental dyslexia from a bilingual perspective. The systematized continuum offers various degrees of difficulty -from high indications of dyslexia to no indications of dyslexia-and the positioning along this continuum by the target group participants of this study provides examples of both over- and under-identification of dyslexia. Overall, a greater number of participants in the target group were under-identified rather than over-identified by the schools. An important insight of this study is that the positioning of bilingual participants on the continuum would have been different if the analysis had taken only one of the two languages into account. Furthermore, possible effects from differences between Spanish and Swedish orthographies and syllable structure were observed, as, in general, the participants read more accurately in Spanish. The present data also suggest that decoding processing might vary more in second-language learners with dyslexia compared to monolingual individuals with dyslexia.

  15. Dyslexia: a developmental language disorder.

    PubMed

    Simpson, S

    2000-09-01

    The acquisition of literacy in an alphabetic script such as English makes heavy demands on linguistic skills. The relation between spoken and written language however, is far from straightforward. This article reviews the research that suggests that phonological processing skills are crucial in the translation of symbols to sounds, and the development of rapid and automatic decoding skills. It examines research that indicates that children whose phonological processing skills are compromised in some way, are at-risk of experiencing difficulties in the acquisition of literacy; it supports the suggestion that dyslexia can be viewed as lying on the continuum of developmental language disorders. It goes on to relate theory to practice and discusses the responsibilities of health care professionals in relation to the early identification of dyslexia, and makes suggestions regarding intervention. In particular, it looks at the responsibilities of speech and language therapy services in the care and management of children with dyslexia.

  16. Reading disorders and dyslexia

    PubMed Central

    Hulme, Charles; Snowling, Margaret J.

    2016-01-01

    Purpose of review We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Recent findings Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. Summary There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed. PMID:27496059

  17. The Pars Triangularis in Dyslexia and ADHD

    PubMed Central

    Kibby, Michelle Y.; Kroese, Judith M.; Krebbs, Hillery; Hill, Crystal E.; Hynd, George W.

    2009-01-01

    Limited research has been conducted on the structure of the pars triangularis (PT) in dyslexia despite functional neuroimaging research finding it may play a role in phonological processing. Furthermore, research to date has not examined PT size in ADHD even though the right inferior frontal region has been implicated in the disorder. Hence, one of the purposes of this study was to examine the structure of the PT in dyslexia and ADHD. The other purposes included examining the PT in relation to overall expressive language ability and in relation to several specific linguistic functions given language functioning often is affected in both dyslexia and ADHD. Participants included 50 children: 10 with dyslexia, 15 with comorbid dyslexia/ADHD, 15 with ADHD, and 10 controls. Using a 2 (dyslexia or not) X 2 (ADHD or not) MANCOVA, findings revealed PT length and shape were comparable between those with and without dyslexia. However, children with ADHD had smaller right PT lengths than those without ADHD, and right anterior ascending ramus length was related to attention problems in the total sample. In terms of linguistic functioning, presence of an extra sulcus in the left PT was related to poor expressive language ability. In those with adequate expressive language functioning, left PT length was related to phonological awareness, phonological short-term memory and rapid automatic naming (RAN). Right PT length was related to RAN and semantic processing. Further work on PT morphology in relation to ADHD and linguistic functioning is warranted. PMID:19356794

  18. Spelling in adolescents with dyslexia: errors and modes of assessment.

    PubMed

    Tops, Wim; Callens, Maaike; Bijn, Evi; Brysbaert, Marc

    2014-01-01

    In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia.

  19. Aggression and Risk of Future Violence in Forensic Psychiatric Patients with and without Dyslexia

    ERIC Educational Resources Information Center

    Selenius, Heidi; Hellstrom, Ake; Belfrage, Henrik

    2011-01-01

    Dyslexia does not cause criminal behaviour, but it may worsen aggressive behaviour tendencies. In this study, aggressive behaviour and risk of future violence were compared between forensic psychiatric patients with and without dyslexia. Dyslexia was assessed using the Swedish phonological processing battery "The Pigeon". The patients…

  20. Right-hemisphere reading in a case of developmental deep dyslexia.

    PubMed

    Pitchford, Nicola J; Funnell, Elaine; De Haan, Bianca; Morgan, Paul S

    2007-09-01

    The right-hemisphere hypothesis of deep dyslexia has received support from functional imaging studies of acquired deep dyslexia following damage to the left cerebral hemisphere, but no imaging studies of cases of developmental deep dyslexia, in which brain damage is not suspected, have been reported. In this paper, we report the first evidence of right hyperactivation in an adult case of developmental deep dyslexia. Hyperactivation was observed in the right inferior frontal cortex during functional magnetic resonance imaging (fMRI) of the oral reading of imageable content words and nonwords to which imageable lexical responses were frequently made. No evidence of right hyperactivation was observed in the oral reading of function words, nor during the naming of imageable words in response to pictured objects. The results reveal strategic and selective use of right-hemisphere functions for particular types of written stimuli. We propose that children with developmental deep dyslexia compensate for their lack of phonological skills by accessing right-hemisphere imageable associations that provide a mnemonic for linking written forms to spoken names.

  1. Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia.

    PubMed

    Selenius, Heidi; Hellström, Ake; Belfrage, Henrik

    2011-05-01

    Dyslexia does not cause criminal behaviour, but it may worsen aggressive behaviour tendencies. In this study, aggressive behaviour and risk of future violence were compared between forensic psychiatric patients with and without dyslexia. Dyslexia was assessed using the Swedish phonological processing battery 'The Pigeon'. The patients filled in the Aggression Questionnaire, and trained assessors performed the risk assessments using HCR-20 version 2. Patients with dyslexia self-reported more aggressive behaviour compared with those without dyslexia. There was only a nearly significant tendency (p = 0.06) for the patients with dyslexia to receive higher scores in the HCR-20 compared with the patients without dyslexia, and phonological processing skills did not significantly predict aggression or risk of future violence. However, regression analyses demonstrated that poor phonological processing skills are a significant predictor of anger, which in turn significantly predicts risk of future violence.

  2. A Functional Near-Infrared Spectroscopy Study of Lexical Decision Task Supports the Dual Route Model and the Phonological Deficit Theory of Dyslexia

    ERIC Educational Resources Information Center

    Sela, Itamar; Izzetoglu, Meltem; Izzetoglu, Kurtulus; Onaral, Banu

    2014-01-01

    The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A…

  3. Dyslexia and Dyscalculia: Two Learning Disorders with Different Cognitive Profiles

    ERIC Educational Resources Information Center

    Landerl, Karin; Fussenegger, Barbara; Moll, Kristina; Willburger, Edith

    2009-01-01

    This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a deficit in the number module in the case of dyscalculia. In four groups of 8- to 10-year-olds (42 control, 21 dyslexic, 20 dyscalculic, and 26…

  4. Dyslexia Limits the Ability to Categorize Talker Dialect

    PubMed Central

    Long, Gayle Beam; Jacewicz, Ewa

    2016-01-01

    Purpose The purpose of this study was to determine whether the underlying phonological impairment in dyslexia is associated with a deficit in categorizing regional dialects. Method Twenty adults with dyslexia, 20 school-age children with dyslexia, and 40 corresponding control listeners with average reading ability listened to sentences produced by multiple talkers (both sexes) representing two dialects: Midland dialect in Ohio (same as listeners' dialect) and Southern dialect in Western North Carolina. Participants' responses were analyzed using signal detection theory. Results Listeners with dyslexia were less sensitive to talker dialect than listeners with average reading ability. Children were less sensitive to dialect than adults. Under stimulus uncertainty, listeners with average reading ability were biased toward Ohio dialect, whereas listeners with dyslexia were unbiased in their responses. Talker sex interacted with sensitivity and bias differently for listeners with dyslexia than for listeners with average reading ability. The correlations between dialect sensitivity and phonological memory scores were strongest for adults with dyslexia. Conclusions The results imply that the phonological deficit in dyslexia arises from impaired access to intact phonological representations rather than from poorly specified representations. It can be presumed that the impeded access to implicit long-term memory representations for indexical (dialect) information is due to less efficient operations in working memory, including deficiencies in utilizing talker normalization processes. PMID:27575597

  5. Do Differences in Brain Activation Challenge Universal Theories of Dyslexia?

    ERIC Educational Resources Information Center

    Ziegler, Johannes C.

    2006-01-01

    It has been commonly agreed that developmental dyslexia in different languages has a common biological origin: a dysfunction of left posterior temporal brain regions dealing with phonological processes. Siok, Perfetti, Jin, and Tan (2004, "Nature," 431, 71-76) challenge this biological unity theory of dyslexia: Chinese dyslexics show no deficits…

  6. Treatment of developmental dyslexia: a review.

    PubMed

    Bakker, Dirk J

    2006-01-01

    Remarkably few research articles on the treatment of developmental dyslexia were published during the last 25 years. Some treatment research arose from the temporal processing theory, some from the phonological deficit hypothesis and some more from the balance model of learning to read and dyslexia. Within the framework of that model, this article reviews the aetiology of dyslexia sub-types, the neuropsychological rationale for treatment, the treatment techniques and the outcomes of treatment research. The possible mechanisms underlying the effects of treatment are discussed.

  7. Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia

    ERIC Educational Resources Information Center

    Marshall, Chloe R.; van der Lely, Heather K. J.

    2009-01-01

    Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show…

  8. Perceptual Learning of Acoustic Noise by Individuals with Dyslexia

    ERIC Educational Resources Information Center

    Agus, Trevor R.; Carrión-Castillo, Amaia; Pressnitzer, Daniel; Ramus, Franck

    2014-01-01

    Purpose: A phonological deficit is thought to affect most individuals with developmental dyslexia. The present study addresses whether the phonological deficit is caused by difficulties with perceptual learning of fine acoustic details. Method: A demanding test of nonverbal auditory memory, "noise learning," was administered to both…

  9. Deep dyslexia and semantic errors: a test of the failure of inhibition hypothesis using a semantic blocking paradigm.

    PubMed

    Colangelo, Annette; Buchanan, Lori; Westbury, Chris

    2004-04-01

    Deep dyslexia is an acquired reading disorder that involves the production of semantic errors and the inability to read aloud nonwords successfully. Several explanations for this reading impairment posit multiple loci of damage to account for the various error types produced in deep dyslexia. In contrast, the failure of inhibition hypothesis suggests that damage in the phonological output lexicon alone can explain these errors. Specifically, this hypothesis proposes normal processing via orthographic and phonological reading routes, as well as an intact semantic system. However, slowed or reduced inhibitory connections result in the failure to suppress spuriously activated neighbours in the phonological output lexicon, where neighbourhood can be defined in terms of phonology, orthography, or semantics. Given a failure to inhibit semantically related candidates, semantic reading errors occur. Important to the test of this hypothesis is that it evolves several predictions that are contrary to performance observed in the normal population. In particular, semantic errors are predicted to be greater in conditions where words are blocked according to semantic category than in random presentations. In addition, a semantic interference effect is expected. The results of semantic blocking were consistent with these predictions and lend support to the failure of inhibition hypothesis.

  10. Knockdown of Dyslexia-Gene Dcdc2 Interferes with Speech Sound Discrimination in Continuous Streams

    PubMed Central

    Booker, Anne B.; Chen, Fuyi; Sloan, Andrew M.; Carraway, Ryan S.; Rennaker, Robert L.; LoTurco, Joseph J.; Kilgard, Michael P.

    2016-01-01

    Dyslexia is the most common developmental language disorder and is marked by deficits in reading and phonological awareness. One theory of dyslexia suggests that the phonological awareness deficit is due to abnormal auditory processing of speech sounds. Variants in DCDC2 and several other neural migration genes are associated with dyslexia and may contribute to auditory processing deficits. In the current study, we tested the hypothesis that RNAi suppression of Dcdc2 in rats causes abnormal cortical responses to sound and impaired speech sound discrimination. In the current study, rats were subjected in utero to RNA interference targeting of the gene Dcdc2 or a scrambled sequence. Primary auditory cortex (A1) responses were acquired from 11 rats (5 with Dcdc2 RNAi; DC−) before any behavioral training. A separate group of 8 rats (3 DC−) were trained on a variety of speech sound discrimination tasks, and auditory cortex responses were acquired following training. Dcdc2 RNAi nearly eliminated the ability of rats to identify specific speech sounds from a continuous train of speech sounds but did not impair performance during discrimination of isolated speech sounds. The neural responses to speech sounds in A1 were not degraded as a function of presentation rate before training. These results suggest that A1 is not directly involved in the impaired speech discrimination caused by Dcdc2 RNAi. This result contrasts earlier results using Kiaa0319 RNAi and suggests that different dyslexia genes may cause different deficits in the speech processing circuitry, which may explain differential responses to therapy. SIGNIFICANCE STATEMENT Although dyslexia is diagnosed through reading difficulty, there is a great deal of variation in the phenotypes of these individuals. The underlying neural and genetic mechanisms causing these differences are still widely debated. In the current study, we demonstrate that suppression of a candidate-dyslexia gene causes deficits on tasks of

  11. Dyslexia and dyscalculia: two learning disorders with different cognitive profiles.

    PubMed

    Landerl, Karin; Fussenegger, Barbara; Moll, Kristina; Willburger, Edith

    2009-07-01

    This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a deficit in the number module in the case of dyscalculia. In four groups of 8- to 10-year-olds (42 control, 21 dyslexic, 20 dyscalculic, and 26 dyslexic/dyscalculic), phonological awareness, phonological and visual-spatial short-term and working memory, naming speed, and basic number processing skills were assessed. A phonological deficit was found for both dyslexic groups, irrespective of additional arithmetic deficits, but not for the dyscalculia-only group. In contrast, deficits in processing of symbolic and nonsymbolic magnitudes were observed in both groups of dyscalculic children, irrespective of additional reading difficulties, but not in the dyslexia-only group. Cognitive deficits in the comorbid dyslexia/dyscalculia group were additive; that is, they resulted from the combination of two learning disorders. These findings suggest that dyslexia and dyscalculia have separable cognitive profiles, namely a phonological deficit in the case of dyslexia and a deficient number module in the case of dyscalculia.

  12. Types of dyslexia and the shift to dextrality.

    PubMed

    Annett, M; Eglinton, E; Smythe, P

    1996-02-01

    The prediction of the right shift theory that there are two types of dyslexia with different distributions of handedness was examined in a large cohort of school children. Dyslexics with poor phonology were less biased to dextrality than controls, while dyslexics without poor phonology tended to be more dextral than controls on measures of hand preference and hand skill. Relatives also differed for handedness, as expected if phonological dyslexics were less likely than nonphonological dyslexics and controls to carry the hypothesized rs + gene.

  13. Exploring Dyslexics' Phonological Deficit I: Lexical vs Sub-Lexical and Input vs Output Processes

    ERIC Educational Resources Information Center

    Szenkovits, Gayaneh; Ramus, Franck

    2005-01-01

    We report a series of experiments designed to explore the locus of the phonological deficit in dyslexia. Phonological processing of dyslexic adults is compared to that of age- and IQ-matched controls. Dyslexics' impaired performance on tasks involving nonwords suggests that sub-lexical phonological representations are deficient. Contrasting…

  14. Visual versus Phonological Abilities in Spanish Dyslexic Boys and Girls

    ERIC Educational Resources Information Center

    Bednarek, Dorota; Saldana, David; Garcia, Isabel

    2009-01-01

    Phonological and visual theories propose different primary deficits as part of the explanation for dyslexia. Both theories were put to test in a sample of Spanish dyslexic readers. Twenty-one dyslexic and 22 typically-developing children matched on chronological age were administered phonological discrimination and awareness tasks and coherent…

  15. Cognitive-linguistic performances of multilingual university students suspected of dyslexia.

    PubMed

    Lindgrén, Signe-Anita; Laine, Matti

    2011-05-01

    High-performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age-matched and education-matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word retrieval, phonological processing and other cognitive functions relevant for dyslexia. Reading and writing were examined in the two domestic languages, Swedish and Finnish. The most prominent group differences in reading and writing emerged on accuracy measures in both languages (reading text aloud, proofreading, writing to dictation, free writing). The dyslexia group also performed less well on speeded segmentation of written input, complex speeded naming and complex phoneme manipulation. The pattern of results fits the phonological deficit hypothesis of dyslexia and indicates the presence of pervasive underlying defects in compensated dyslexia.

  16. Learner-generated drawing for phonological and orthographic dyslexic readers.

    PubMed

    Wang, Li-Chih; Yang, Hsien-Ming; Tasi, Hung-Ju; Chan, Shih-Yi

    2013-01-01

    This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students.

  17. Dyslexia (specific reading disability).

    PubMed

    Shaywitz, Sally E; Shaywitz, Bennett A

    2005-06-01

    Converging evidence from a number of lines of investigation indicates that dyslexia represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in imaging technology, particularly the development of functional magnetic resonance imaging, provide evidence of a neurobiological signature for dyslexia, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal, with compensatory engagement of anterior systems around the inferior frontal gyrus and a posterior (right occipito-temporal) system. Furthermore, good evidence indicates a computational role for the left occipito-temporal system: the development of fluent (automatic) reading. The brain systems for reading are malleable and their disruption in dyslexic children may be remediated by provision of an evidence-based, effective reading intervention. In addition, functional magnetic resonance imaging studies of young adults with reading difficulties followed prospectively and longitudinally from age 5 through their mid twenties suggests that there may be two types of reading difficulties, one primarily on a genetic basis, the other, and far more common, reflecting environmental influences. These studies offer the promise for more precise identification and effective management of dyslexia in children, adolescents and adults.

  18. High Reading Skills Mask Dyslexia in Gifted Children.

    PubMed

    van Viersen, Sietske; Kroesbergen, Evelyn H; Slot, Esther M; de Bree, Elise H

    2016-01-01

    This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with dyslexia). The test battery included measures of literacy (reading/spelling) and cognitive abilities related to literacy and language (phonological awareness [PA], rapid automatized naming [RAN], verbal short-term memory [VSTM], working memory [WM], grammar, and vocabulary). It was hypothesized that gifted children with dyslexia would outperform children with dyslexia on literacy tests. In addition, a core-deficit model including dyslexia-related weaknesses and a compensational model involving giftedness-related strengths were tested using Bayesian statistics to explain their reading/spelling performance. Gifted children with dyslexia performed on all literacy tests in between children with dyslexia and TD children. Their cognitive profile showed signs of weaknesses in PA and RAN and strengths in VSTM, WM, and language skills. Findings indicate that phonology is a risk factor for gifted children with dyslexia, but this is moderated by other skills such as WM, grammar, and vocabulary, providing opportunities for compensation of a cognitive deficit and masking of literacy difficulties.

  19. Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading.

    PubMed

    Wang, Li-Chih; Yang, Hsien-Ming

    2014-11-01

    This present study focuses on classifying developmental dyslexia by combining two famous models, the dual-route model and the triangle model of Chinese reading, re-examining validity of the subtypes, and observing the error types of word recognition for each subtype. Sixty-sixth graders with dyslexia in Chinese and 45 sixth graders who were matched by age and IQ with the dyslexic group were involved in the present study. Twelve (20%) sixth graders from the dyslexic group were classified as having phonological dyslexia, 11 (18.3%) were classified as surface dyslexia, 12 (20%) were classified as deep dyslexia, and five (8.3%) of them were classified as displaying more than one kind of deficit. Besides, still more than half (31; 51.7%) of the dyslexic group did not belong to any subtypes here. These subtypes had a good validity based on comparison of their phonological awareness, orthography, and semantics. Finally, for their error types of word recognition, both children with multiple-deficit dyslexia and children with non-subtype dyslexia showed a proportional pattern of six kinds of errors. Children with phonological dyslexia showed more phonetic errors and analogy errors, children with surface dyslexia showed more visual errors and analogy errors, and children with deep dyslexia showed more semantic errors and selective errors.

  20. Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese.

    PubMed

    Goswami, Usha; Wang, H-L Sharon; Cruz, Alicia; Fosker, Tim; Mead, Natasha; Huss, Martina

    2011-02-01

    Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of phonological processing, the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific difficulty with the neural representation of the phonological structure of speech. The identification of a robust sensory marker of phonological difficulties would enable early identification of risk for developmental dyslexia and early targeted intervention. Here, we explore whether phonological processing difficulties are associated with difficulties in processing acoustic cues to speech rhythm. Speech rhythm is used across languages by infants to segment the speech stream into words and syllables. Early difficulties in perceiving auditory sensory cues to speech rhythm and prosody could lead developmentally to impairments in phonology. We compared matched samples of children with and without dyslexia, learning three very different spoken and written languages, English, Spanish, and Chinese. The key sensory cue measured was rate of onset of the amplitude envelope (rise time), known to be critical for the rhythmic timing of speech. Despite phonological and orthographic differences, for each language, rise time sensitivity was a significant predictor of phonological awareness, and rise time was the only consistent predictor of reading acquisition. The data support a language-universal theory of the neural basis of developmental dyslexia on the basis of rhythmic perception and syllable segmentation. They also suggest that novel remediation strategies on the basis of rhythm and music may offer benefits for phonological and linguistic development.

  1. Examining the Relationship between Home Literacy Environment and Neural Correlates of Phonological Processing in Beginning Readers with and without a Familial Risk for Dyslexia: An fMRI Study

    ERIC Educational Resources Information Center

    Powers, Sara J.; Wang, Yingying; Beach, Sara D.; Sideridis, Georgios D.; Gaab, Nadine

    2016-01-01

    Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy…

  2. Neural systems predicting long-term outcome in dyslexia.

    PubMed

    Hoeft, Fumiko; McCandliss, Bruce D; Black, Jessica M; Gantman, Alexander; Zakerani, Nahal; Hulme, Charles; Lyytinen, Heikki; Whitfield-Gabrieli, Susan; Glover, Gary H; Reiss, Allan L; Gabrieli, John D E

    2011-01-04

    Individuals with developmental dyslexia vary in their ability to improve reading skills, but the brain basis for improvement remains largely unknown. We performed a prospective, longitudinal study over 2.5 y in children with dyslexia (n = 25) or without dyslexia (n = 20) to discover whether initial behavioral or brain measures, including functional MRI (fMRI) and diffusion tensor imaging (DTI), can predict future long-term reading gains in dyslexia. No behavioral measure, including widely used and standardized reading and language tests, reliably predicted future reading gains in dyslexia. Greater right prefrontal activation during a reading task that demanded phonological awareness and right superior longitudinal fasciculus (including arcuate fasciculus) white-matter organization significantly predicted future reading gains in dyslexia. Multivariate pattern analysis (MVPA) of these two brain measures, using linear support vector machine (SVM) and cross-validation, predicted significantly above chance (72% accuracy) which particular child would or would not improve reading skills (behavioral measures were at chance). MVPA of whole-brain activation pattern during phonological processing predicted which children with dyslexia would improve reading skills 2.5 y later with >90% accuracy. These findings identify right prefrontal brain mechanisms that may be critical for reading improvement in dyslexia and that may differ from typical reading development. Brain measures that predict future behavioral outcomes (neuroprognosis) may be more accurate, in some cases, than available behavioral measures.

  3. Temporal sampling in vision and the implications for dyslexia

    PubMed Central

    Pammer, Kristen

    2014-01-01

    It has recently been suggested that dyslexia may manifest as a deficit in the neural synchrony underlying language-based codes (Goswami, 2011), such that the phonological deficits apparent in dyslexia occur as a consequence of poor synchronisation of oscillatory brain signals to the sounds of language. There is compelling evidence to support this suggestion, and it provides an intriguing new development in understanding the aetiology of dyslexia. It is undeniable that dyslexia is associated with poor phonological coding, however, reading is also a visual task, and dyslexia has also been associated with poor visual coding, particularly visuo-spatial sensitivity. It has been hypothesized for some time that specific frequency oscillations underlie visual perception. Although little research has been done looking specifically at dyslexia and cortical frequency oscillations, it is possible to draw on converging evidence from visual tasks to speculate that similar deficits could occur in temporal frequency oscillations in the visual domain in dyslexia. Thus, here the plausibility of a visual correlate of the Temporal Sampling Framework is considered, leading to specific hypotheses and predictions for future research. A common underlying neural mechanism in dyslexia, may subsume qualitatively different manifestations of reading difficulty, which is consistent with the heterogeneity of the disorder, and may open the door for a new generation of exciting research. PMID:24596549

  4. Sub-types of deep dyslexia: a case study of central deep dyslexia.

    PubMed

    Dickerson, J; Johnson, H

    2004-02-01

    A case study is reported of a female patient (JAH), who following a left middle cerebral artery infarct, presented with the cardinal symptoms of deep dyslexia and deep dysphasia (semantic errors when reading and repeating words aloud, respectively). Detailed assessment revealed impaired performance across modalities for many tasks, but particularly those tasks that depend on an intact store of semantic knowledge. Her acquired dyslexia is best characterised as deep dyslexia of a central sub-type.

  5. Developmental letter position dyslexia.

    PubMed

    Friedmann, Naama; Rahamim, Einav

    2007-09-01

    Letter position dyslexia (LPD) is a peripheral dyslexia that causes errors of letter order within words. So far, only cases of acquired LPD have been reported. This study presents selective LPD in its developmental form, via the testing of II Hebrew-speaking individuals with developmental dyslexia. The study explores the types of errors and effects on reading in this dyslexia, using a variety of tests: reading aloud, lexical decision, same-different decision, definition and letter naming. The findings indicate that individuals with developmental LPD have a deficit in the letter position encoding function of the orthographic visual analyser, which leads to underspecification of letter position within words. Letter position errors occur mainly in adjacent middle letters, when the error creates another existing word. The participants did not show an output deficit or phonemic awareness deficit. The selectivity of the deficit, causing letter position errors but no letter identity errors and no migrations between words, supports the existence of letter position encoding function as separate from letter identification and letter-to-word binding.

  6. Are auditory and visual processing deficits related to developmental dyslexia?

    PubMed

    Georgiou, George K; Papadopoulos, Timothy C; Zarouna, Elena; Parrila, Rauno

    2012-05-01

    The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological awareness, orthographic processing, short-term memory, rapid automatized naming, auditory and visual processing, and reading fluency to 21 Grade 6 children with dyslexia, 21 chronological age-matched controls and 20 Grade 3 reading age-matched controls. The results indicated that the children with dyslexia did not experience auditory processing deficits, but about half of them showed visual processing deficits. Both orthographic processing and rapid automatized naming deficits were associated with dyslexia in our sample, but it is less clear that they were associated with visual processing deficits.

  7. Understanding Dyslexia

    MedlinePlus

    ... provide any book on tape, even textbooks. Computer software is also available that "reads" printed material aloud. ... dyslexia, offering them trained tutors, learning aids, computer software, reading assignments on tape, and special arrangements for ...

  8. Impaired Balance in Developmental Dyslexia? A Meta-Analysis of the Contending Evidence

    ERIC Educational Resources Information Center

    Rochelle, Kim S. H.; Talcott, Joel B.

    2006-01-01

    Background: Developmental dyslexia is typically defined by deficits in phonological skills, but it is also associated with anomalous performance on measures of balance. Although balance assessments are included in several screening batteries for dyslexia, the association between impairments in literacy and deficits in postural stability could be…

  9. Impaired Perception of Syllable Stress in Children with Dyslexia: A Longitudinal Study

    ERIC Educational Resources Information Center

    Goswami, Usha; Mead, Natasha; Fosker, Tim; Huss, Martina; Barnes, Lisa; Leong, Victoria

    2013-01-01

    Prosodic patterning is a key structural element of spoken language. However, the potential role of prosodic awareness in the phonological difficulties that characterise children with developmental dyslexia has been little studied. Here we report the first longitudinal study of sensitivity to syllable stress in children with dyslexia, enabling the…

  10. Speech Perception Abilities of Adults with Dyslexia: Is There Any Evidence for a True Deficit?

    ERIC Educational Resources Information Center

    Hazan, Valerie; Messaoud-Galusi, Souhila; Rosen, Stuart; Nouwens, Suzan; Shakespeare, Bethanie

    2009-01-01

    Purpose: This study investigated whether adults with dyslexia show evidence of a consistent speech perception deficit by testing phoneme categorization and word perception in noise. Method: Seventeen adults with dyslexia and 20 average readers underwent a test battery including standardized reading, language and phonological awareness tests, and…

  11. The Role of Sensorimotor Impairments in Dyslexia: A Multiple Case Study of Dyslexic Children

    ERIC Educational Resources Information Center

    White, Sarah; Milne, Elizabeth; Rosen, Stuart; Hansen, Peter; Swettenham, John; Frith, Uta; Ramus, Franck

    2006-01-01

    This study attempts to investigate the role of sensorimotor impairments in the reading disability that characterizes dyslexia. Twenty-three children with dyslexia were compared to 22 control children, matched for age and non-verbal intelligence, on tasks assessing literacy as well as phonological, visual, auditory and motor abilities. The dyslexic…

  12. Differentiating the Neural Response to Intervention in Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Odegard, Timothy N.; Ring, Jeremiah; Smith, Stephanie; Biggan, John; Black, Jeff

    2008-01-01

    Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101-110, 2004; Simos et al., Neuroscience 58: 1203-1213,…

  13. Language-Universal Sensory Deficits in Developmental Dyslexia: English, Spanish, and Chinese

    ERIC Educational Resources Information Center

    Goswami, Usha; Wang, H.-L. Sharon; Cruz, Alicia; Fosker, Tim; Mead, Natasha; Huss, Martina

    2011-01-01

    Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of "phonological processing", the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific…

  14. Adults with Dyslexia Show Deficits on Spatial Frequency Doubling and Visual Attention Tasks

    ERIC Educational Resources Information Center

    Buchholz, Judy; McKone, Elinor

    2004-01-01

    We examine the visual processing of high-functioning adults with developmental dyslexia (mean Performance IQ=126.5) and current phonological problems. In comparison to an age- and IQ-matched control group, the group with dyslexia showed deficits in two tasks associated with magnocellular/dorsal pathway function. For the "frequency doubling"…

  15. Impaired stress awareness in Spanish children with developmental dyslexia.

    PubMed

    Jiménez-Fernández, Gracia; Gutiérrez-Palma, Nicolás; Defior, Sylvia

    2015-02-01

    The role of segmental phonology in developmental dyslexia (DD) is well established (e.g., deficit in phonological awareness), but the role of suprasegmental phonology (prosody) has been less widely investigated. Stress is one of the main prosodic features and refers to the relative prominence of syllables (strong/weak) within a word. The aim of the present study is to examine stress awareness in children with dyslexia and the possible mediation of phonemic awareness on suprasegmental phonological skills. Thirty-one Spanish children with DD and 31 chronological age-control children participated. Two stress awareness tasks were administrated, one with words and another with pseudowords. Results show that the children with dyslexia performed more poorly on both tasks than control children. The pattern of results in accuracy and reaction time suggest that, while children without difficulties use different strategies depending on the type of item, the children with dyslexia employ the same strategy to resolve the two tasks without any benefit of lexical knowledge about stress. Even so, this strategy did not work so efficiently as it did in the control group, which led the group with dyslexia to make a greater number of mistakes. It was also found that, when phonemic awareness was entered as a covariate, accuracy differences disappeared, but only in the word stress task. However, when lexical knowledge was not necessary (as in the pseudoword stress task) differences still remained statistically significant. Implications on the importance of suprasegmental processing in reading acquisition disabilities are discussed.

  16. Disordered models of acquired dyslexia

    NASA Astrophysics Data System (ADS)

    Virasoro, M. A.

    We show that certain specific correlations in the probability of errors observed in dyslexic patients that are normally explained by introducing additional complexity in the model for the reading process are typical of any Neural Network system that has learned to deal with a quasiregular environment. On the other hand we show that in Neural Networks the more regular behavior does not become naturally the default behavior.

  17. Very Early Phonological and Language Skills: Estimating Individual Risk of Reading Disability

    ERIC Educational Resources Information Center

    Puolakanaho, Anne; Ahonen, Timo; Aro, Mikko; Eklund, Kenneth; Leppanen, Paavo H. T.; Poikkeus, Anna-Maija; Tolvanen, Asko; Torppa, Minna; Lyytinen, Heikki

    2007-01-01

    Background: Analyses from the Jyvaskyla Longitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabulary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n = 46) and the group without reading problems…

  18. Dyslexia in the Classroom.

    ERIC Educational Resources Information Center

    Jordan, Dale R.

    Dyslexia is defined in this book as the inability to process language symbols. Dyslexia is seen as a continuum ranging from mild forms of symbol confusion to complex syndromes of disabilities. Three specific kinds of dyslexia are identified: visual dyslexia, auditory dyslexia, and dysgraphia. Two chapters, one describing and one suggesting…

  19. Working-memory endophenotype and dyslexia-associated genetic variant predict dyslexia phenotype.

    PubMed

    Männel, Claudia; Meyer, Lars; Wilcke, Arndt; Boltze, Johannes; Kirsten, Holger; Friederici, Angela D

    2015-10-01

    Developmental dyslexia, a severe impairment of literacy acquisition, is known to have a neurological basis and a strong genetic background. However, effects of individual genetic variations on dyslexia-associated deficits are only moderate and call for the assessment of the genotype's impact on mediating neuro-endophenotypes by the imaging genetics approach. Using voxel-based morphometry (VBM) in German participants with and without dyslexia, we investigated gray matter changes and their association with impaired phonological processing, such as reduced verbal working memory. These endophenotypical alterations were, together with dyslexia-associated genetic variations, examined on their suitability as potential predictors of dyslexia. We identified two gray matter clusters in the left posterior temporal cortex related to verbal working memory capacity. Regional cluster differences correlated with genetic risk variants in TNFRSF1B. High-genetic-risk participants exhibit a structural predominance of auditory-association areas relative to auditory-sensory areas, which may partly compensate for deficient early auditory-sensory processing stages of verbal working memory. The reverse regional predominance observed in low-genetic-risk participants may in turn reflect reliance on these early auditory-sensory processing stages. Logistic regression analysis further supported that regional gray matter differences and genetic risk interact in the prediction of individuals' diagnostic status: With increasing genetic risk, the working-memory related structural predominance of auditory-association areas relative to auditory-sensory areas classifies participants with dyslexia versus control participants. Focusing on phonological deficits in dyslexia, our findings suggest endophenotypical changes in the left posterior temporal cortex could comprise novel pathomechanisms for verbal working memory-related processes translating TNFRSF1B genotype into the dyslexia phenotype.

  20. Auditory and visual processing in children with dyslexia.

    PubMed

    Wright, Craig M; Conlon, Elizabeth G

    2009-01-01

    This study investigated the temporal stability and longitudinal replicability of visual and auditory sensory processes found to be poor in children with dyslexia. Seventy children with dyslexia and 52 normal readers were tested twice, 9 months apart, on measures of visual and auditory sensory processing and on phonological and orthographic skills. About 30% of children with dyslexia were found to have sensory deficits. Associations were found between sensory and cognitive skills. Based on analyses of agreement, the temporal stability of the sensory tasks was poor. Future research should develop sensory measures with high temporal stability that can control for maturation.

  1. Planum Temporale Morphology in Children with Developmental Dyslexia

    PubMed Central

    Bloom, Juliana Sanchez; Garcia-Barrera, Mauricio A.; Miller, Carlin J.; Miller, Scott R.; Hynd, George W.

    2013-01-01

    The planum temporale is a highly lateralized cortical region, located within Wernicke’s area, which is thought to be involved in auditory processing, phonological processing, and language. Research has linked abnormal morphology of the planum temporale to developmental dyslexia, although results have varied in large part due to methodological inconsistencies in the literature. This study examined the asymmetry of the planum temporale in 29 children who met criteria for dyslexia and 26 children whose reading was unimpaired. Leftward asymmetry of the planum temporale was found in the total sample and this leftward asymmetry was significantly reduced in children with dyslexia. This reduced leftward asymmetry in children with dyslexia was due to a planum temporale that is larger in the right hemisphere. This study lends support to the idea that planum temporale asymmetry is altered in children with developmental dyslexia. PMID:23707683

  2. Altered brain activity for phonological manipulation in dyslexic Japanese children.

    PubMed

    Kita, Yosuke; Yamamoto, Hisako; Oba, Kentaro; Terasawa, Yuri; Moriguchi, Yoshiya; Uchiyama, Hitoshi; Seki, Ayumi; Koeda, Tatsuya; Inagaki, Masumi

    2013-12-01

    Because of unique linguistic characteristics, the prevalence rate of developmental dyslexia is relatively low in the Japanese language. Paradoxically, Japanese children have serious difficulty analysing phonological processes when they have dyslexia. Neurobiological deficits in Japanese dyslexia remain unclear and need to be identified, and may lead to better understanding of the commonality and diversity in the disorder among different linguistic systems. The present study investigated brain activity that underlies deficits in phonological awareness in Japanese dyslexic children using functional magnetic resonance imaging. We developed and conducted a phonological manipulation task to extract phonological processing skills and to minimize the influence of auditory working memory on healthy adults, typically developing children, and dyslexic children. Current experiments revealed that several brain regions participated in manipulating the phonological information including left inferior and middle frontal gyrus, left superior temporal gyrus, and bilateral basal ganglia. Moreover, dyslexic children showed altered activity in two brain regions. They showed hyperactivity in the basal ganglia compared with the two other groups, which reflects inefficient phonological processing. Hypoactivity in the left superior temporal gyrus was also found, suggesting difficulty in composing and processing phonological information. The altered brain activity shares similarity with those of dyslexic children in countries speaking alphabetical languages, but disparity also occurs between these two populations. These are initial findings concerning the neurobiological impairments in dyslexic Japanese children.

  3. Effective Spelling Strategies for Students with Dyslexia in Hong Kong Secondary Schools

    ERIC Educational Resources Information Center

    Wai, Nicole; Chan, Ying; Zhang, Kaili Chen

    2014-01-01

    This study examines the effectiveness of five spelling strategies used to teach junior secondary school students with dyslexia. Participants were 30 secondary school teachers in Hong Kong. The teachers commented on five spelling strategies: the phonological strategy, an integration of phonological and orthographical strategies, the rule-based…

  4. The Cognitive Deficits Responsible for Developmental Dyslexia: Review of Evidence for a Selective Visual Attentional Disorder

    ERIC Educational Resources Information Center

    Valdois, Sylviane; Bosse, Marie-Line; Tainturier, Marie-Josephe

    2004-01-01

    There is strong converging evidence suggesting that developmental dyslexia stems from a phonological processing deficit. However, this hypothesis has been challenged by the widely admitted heterogeneity of the dyslexic population, and by several reports of dyslexic individuals with no apparent phonological deficit. In this paper, we discuss the…

  5. Asymmetry and dyslexia.

    PubMed

    Leonard, Christiana M; Eckert, Mark A

    2008-01-01

    Developmental language disorders are characterized by a maturational trajectory that deviates or lags that of normal children. Given the wide variation in the rate of normal language development, diagnosis and classification of these disorders poses severe problems for the clinician. Our laboratory has been searching for anatomical signatures that could aid the development of a neurobiologically based classification. Quantitative analysis of the magnetic resonance imaging (MRI) brain scans of a series of samples of children and adults with reading and language disorders has identified two clusters with contrasting anatomical and reading profiles. Individuals with small symmetrical brain structures tend to have deficits in multiple domains of written and oral language whereas those with larger asymmetrical structures are more likely to have the isolated phonological deficits seen in adults with compensated dyslexia. Surprisingly, the anatomical risk factors that define these clusters do not form a continuum of increasing severity but deviate in opposite directions from normal. Individuals with moderate brain size and asymmetry typically demonstrate the best overall performance. Further research should determine if phonological impairments in the two clusters are associated with differing genetic and environmental risk factors requiring different types of intervention.

  6. Electrophysiological Indices of Spatial Attention during Global/Local Processing in Good and Poor Phonological Decoders

    ERIC Educational Resources Information Center

    Matthews, Allison Jane; Martin, Frances Heritage

    2009-01-01

    Previous research suggests a relationship between spatial attention and phonological decoding in developmental dyslexia. The aim of this study was to examine differences between good and poor phonological decoders in the allocation of spatial attention to global and local levels of hierarchical stimuli. A further aim was to investigate the…

  7. The cognitive deficits responsible for developmental dyslexia: review of evidence for a selective visual attentional disorder.

    PubMed

    Valdois, Sylviane; Bosse, Marie-Line; Tainturier, Marie-Josèphe

    2004-11-01

    There is strong converging evidence suggesting that developmental dyslexia stems from a phonological processing deficit. However, this hypothesis has been challenged by the widely admitted heterogeneity of the dyslexic population, and by several reports of dyslexic individuals with no apparent phonological deficit. In this paper, we discuss the hypothesis that a phonological deficit may not be the only core deficit in developmental dyslexia and critically examine several alternative proposals. To establish that a given cognitive deficit is causally related to dyslexia, at least two conditions need to be fulfilled. First, the hypothesized deficit needs to be associated with developmental dyslexia independently of additional phonological deficits. Second, the hypothesized deficit must predict reading ability, on both empirical and theoretical grounds. While most current hypotheses fail to fulfil these criteria, we argue that the visual attentional deficit hypothesis does. Recent studies providing evidence for the independence of phonological and visual attentional deficits in developmental dyslexia are reviewed together with empirical data showing that phonological and visual attentional processing skills contribute independently to reading performance. A theoretical model of reading is outlined in support of a causal link between a visual attentional disorder and a failure in reading acquisition.

  8. The level of audiovisual print-speech integration deficits in dyslexia.

    PubMed

    Kronschnabel, Jens; Brem, Silvia; Maurer, Urs; Brandeis, Daniel

    2014-09-01

    The classical phonological deficit account of dyslexia is increasingly linked to impairments in grapho-phonological conversion, and to dysfunctions in superior temporal regions associated with audiovisual integration. The present study investigates mechanisms of audiovisual integration in typical and impaired readers at the critical developmental stage of adolescence. Congruent and incongruent audiovisual as well as unimodal (visual only and auditory only) material was presented. Audiovisual presentations were single letters and three-letter (consonant-vowel-consonant) stimuli accompanied by matching or mismatching speech sounds. Three-letter stimuli exhibited fast phonetic transitions as in real-life language processing and reading. Congruency effects, i.e. different brain responses to congruent and incongruent stimuli were taken as an indicator of audiovisual integration at a phonetic level (grapho-phonological conversion). Comparisons of unimodal and audiovisual stimuli revealed basic, more sensory aspects of audiovisual integration. By means of these two criteria of audiovisual integration, the generalizability of audiovisual deficits in dyslexia was tested. Moreover, it was expected that the more naturalistic three-letter stimuli are superior to single letters in revealing group differences. Electrophysiological and hemodynamic (EEG and fMRI) data were acquired simultaneously in a simple target detection task. Applying the same statistical models to event-related EEG potentials and fMRI responses allowed comparing the effects detected by the two techniques at a descriptive level. Group differences in congruency effects (congruent against incongruent) were observed in regions involved in grapho-phonological processing, including the left inferior frontal and angular gyri and the inferotemporal cortex. Importantly, such differences also emerged in superior temporal key regions. Three-letter stimuli revealed stronger group differences than single letters. No

  9. Cross-modal binding in developmental dyslexia.

    PubMed

    Jones, Manon W; Branigan, Holly P; Parra, Mario A; Logie, Robert H

    2013-11-01

    The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based on a single exposure to pairs of visual and phonological features. Reading groups were therefore compared on the very early stages of associative learning. We used a working memory framework-including experimental designs used to investigate cross-modal binding. Two change-detection experiments showed a group discrepancy in binding that was dependent on spatial location encoding: Whereas group performance was similar when location was an inconsistent cue (Experiment 1), nondyslexic readers showed higher accuracy in binding than dyslexics when location was a consistent cue (Experiment 2). A cued-recall task confirmed that location information discriminates binding ability between reading groups in a more explicit memory recall task (Experiment 3). Our results show that recall for ephemeral cross-modal bindings is supported by location information in nondyslexics, but this information cannot be used to similar effect in dyslexic readers. Our findings support previous demonstrations of cross-modal association difficulty in dyslexia and show that a group discrepancy exists even in a single, initial presentation of visual-phonological pairs. Effective use of location information as a retrieval cue is one mechanism that discriminates reading groups, which may contribute to the longer term cross-modal association problems characteristic of dyslexia.

  10. Infant ERPs Separate Children at Risk of Dyslexia Who Become Good Readers from Those Who Become Poor Readers

    ERIC Educational Resources Information Center

    Zuijen, Titia L.; Plakas, Anna; Maassen, Ben A. M.; Maurits, Natasha M.; van der Leij, Aryan

    2013-01-01

    Dyslexia is heritable and associated with phonological processing deficits that can be reflected in the event-related potentials (ERPs). Here, we recorded ERPs from 2-month-old infants at risk of dyslexia and from a control group to investigate whether their auditory system processes /bAk/ and /dAk/ changes differently. The speech sounds were…

  11. Reading-Related Cognitive Deficits in Developmental Dyslexia, Attention-Deficit/Hyperactivity Disorder, and Developmental Coordination Disorder Among Chinese Children

    ERIC Educational Resources Information Center

    Ho, Connie Suk-Han; Chan, David Wai-Ock; Leung, Patrick W. L.; Lee, Suk-Han; Tsang, Suk-Man

    2005-01-01

    Most past research findings suggest that phonological deficit is unique to developmental dyslexia insofar as alphabetic languages are concerned. The present study investigated the existence of any similar unique reading-related cognitive deficits associated with developmental dyslexia in a nonalphabetic script, Chinese. The pattern of comorbidity…

  12. Are Auditory and Visual Processing Deficits Related to Developmental Dyslexia?

    ERIC Educational Resources Information Center

    Georgiou, George K.; Papadopoulos, Timothy C.; Zarouna, Elena; Parrila, Rauno

    2012-01-01

    The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological…

  13. Cognitive Profiles of Italian Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Tobia, Valentina; Marzocchi, Gian Marco

    2014-01-01

    The aim of this study was to investigate verbal and nonverbal cognitive deficits in Italian students with developmental dyslexia. The performances of 32 dyslexic students, 64 age-matched typically reading controls, and 64 reading age-matched controls were compared on tests of lexical knowledge, phonological awareness, rapid automatized naming,…

  14. Different Underlying Neurocognitive Deficits in Developmental Dyslexia: A Comparative Study

    ERIC Educational Resources Information Center

    Menghini, D.; Finzi, A.; Benassi, M.; Bolzani, R.; Facoetti, A.; Giovagnoli, S.; Ruffino, M.; Vicari, S.

    2010-01-01

    The aim of this study was to investigate the role of several specific neurocognitive functions in developmental dyslexia (DD). The performances of 60 dyslexic children and 65 age-matched normally reading children were compared on tests of phonological abilities, visual processing, selective and sustained attention, implicit learning, and executive…

  15. Developmental Dyslexia: The Visual Attention Span Deficit Hypothesis

    ERIC Educational Resources Information Center

    Bosse, Marie-Line; Tainturier, Marie Josephe; Valdois, Sylviane

    2007-01-01

    The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was…

  16. Cognitive Processing Skills and Developmental Dyslexia in Chinese

    ERIC Educational Resources Information Center

    Wang, Xiaochen; Georgiou, George K.; Das, J. P.; Li, Qing

    2012-01-01

    The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children…

  17. Network dynamics in dyslexia: Review and implications for remediation.

    PubMed

    Kershner, John R

    2016-12-01

    Extant neurobiological theories of dyslexia appear fractional in focusing on isolated brain regions, mechanisms, and functional pathways. A synthesis of current research shows support for an Interactive Specialization (IS) model of dyslexia involving the dysfunctional orchestration of a widely-distributed, attentionally-controlled, hierarchical, and interhemispheric circuit of intercommunicating neuronal networks. This circuitry is comprised principally of the frontostriatal-parietal cognitive control system of networks, the posterior corpus callosum, and the left arcuate fasciculus. During development, the coalescence of these functionally specialized regions, acting together, may be essential to preventing the core phonemic and phonological processing deficits defining the dyslexic phenotype. Research demonstrating an association of each with processing phonology presents the foundational outline for a comprehensive, integrative theory of dyslexia and suggests the importance of inclusive remedial efforts aimed at promoting interactions among all three networking territories.

  18. Current Issues in Dyslexia.

    ERIC Educational Resources Information Center

    Ansara, Alice, Ed.

    1979-01-01

    This bulletin is published annually in the interest of children with learning disabilities, language disabilities, or dyslexia. The 22 articles discuss the following topics: current issues in dyslexia, language disorders, subgroups in dyslexia, specificity and parameters in defining dyslexia, strategies for recognition and management of reading…

  19. Intact crowding and temporal masking in dyslexia.

    PubMed

    Doron, Adi; Manassi, Mauro; Herzog, Michael H; Ahissar, Merav

    2015-01-01

    Phonological deficits in dyslexia are well documented. However, there is an ongoing discussion about whether visual deficits limit the reading skills of people with dyslexia. Here, we investigated visual crowding and backward masking. We presented a Vernier (i.e., two vertical bars slightly offset to the left or right) and asked observers to indicate the offset direction. Vernier stimuli are visually similar to letters and are strongly affected by crowding, even in the fovea. To increase task difficulty, Verniers are often followed by a mask (i.e., backward masking). We measured Vernier offset discrimination thresholds for the basic Vernier task, under crowding, and under backward masking, in students with dyslexia (n = 19) and age and intelligence matched students (n = 27). We found no group differences in any of these conditions. Controls with fast visual processing (good backward masking performance), were faster readers. By contrast, no such correlation was found among the students with dyslexia, suggesting that backward masking does not limit their reading efficiency. These findings indicate that neither elevated crowding nor elevated backward masking pose a bottleneck to reading skills of people with dyslexia.

  20. Dyslexia and configural perception of character sequences.

    PubMed

    Houpt, Joseph W; Sussman, Bethany L; Townsend, James T; Newman, Sharlene D

    2015-01-01

    Developmental dyslexia is a complex and heterogeneous disorder characterized by unexpected difficulty in learning to read. Although it is considered to be biologically based, the degree of variation has made the nature and locus of dyslexia difficult to ascertain. Hypotheses regarding the cause have ranged from low-level perceptual deficits to higher order cognitive deficits, such as phonological processing and visual-spatial attention. We applied the capacity coefficient, a measure obtained from a mathematical cognitive model of response times to measure how efficiently participants processed different classes of stimuli. The capacity coefficient was used to test the extent to which individuals with dyslexia can be distinguished from normal reading individuals based on their ability to take advantage of word, pronounceable non-word, consonant sequence or unfamiliar context when categorizing character strings. Within subject variability of the capacity coefficient across character string types was fairly regular across normal reading adults and consistent with a previous study of word perception with the capacity coefficient-words and pseudowords were processed at super-capacity and unfamiliar characters strings at limited-capacity. Two distinct patterns were observed in individuals with dyslexia. One group had a profile similar to the normal reading adults while the other group showed very little variation in capacity across string-type. It is possible that these individuals used a similar strategy for all four string-types and were able to generalize this strategy when processing unfamiliar characters. This difference across dyslexia groups may be used to identify sub-types of the disorder and suggest significant differences in word level processing among these subtypes. Therefore, this approach may be useful in further delineating among types of dyslexia, which in turn may lead to better understanding of the etiologies of dyslexia.

  1. Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI

    PubMed Central

    Temple, Elise; Deutsch, Gayle K.; Poldrack, Russell A.; Miller, Steven L.; Tallal, Paula; Merzenich, Michael M.; Gabrieli, John D. E.

    2003-01-01

    Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing. Functional neuroimaging studies have shown a deficit in the neural mechanisms underlying phonological processing in children and adults with dyslexia. The present study examined whether behavioral remediation ameliorates these dysfunctional neural mechanisms in children with dyslexia. Functional MRI was performed on 20 children with dyslexia (8–12 years old) during phonological processing before and after a remediation program focused on auditory processing and oral language training. Behaviorally, training improved oral language and reading performance. Physiologically, children with dyslexia showed increased activity in multiple brain areas. Increases occurred in left temporo-parietal cortex and left inferior frontal gyrus, bringing brain activation in these regions closer to that seen in normal-reading children. Increased activity was observed also in right-hemisphere frontal and temporal regions and in the anterior cingulate gyrus. Children with dyslexia showed a correlation between the magnitude of increased activation in left temporo-parietal cortex and improvement in oral language ability. These results suggest that a partial remediation of language-processing deficits, resulting in improved reading, ameliorates disrupted function in brain regions associated with phonological processing and produces additional compensatory activation in other brain regions. PMID:12604786

  2. Clinical neurophysiology of visual and auditory processing in dyslexia: a review.

    PubMed

    Schulte-Körne, Gerd; Bruder, Jennifer

    2010-11-01

    Neurophysiological studies on children and adults with dyslexia provide a deeper understanding of how visual and auditory processing in dyslexia might relate to reading deficits. The goal of this review is to provide an overview of research findings in the last two decades on motion related and contrast sensitivity visual evoked potentials and on auditory event related potentials to basic tone and speech sound processing in dyslexia. These results are particularly relevant for three important theories about causality in dyslexia: the magnocellular deficit hypothesis, the temporal processing deficit hypothesis and the phonological deficit hypothesis. Support for magnocellular deficits in dyslexia are primarily provided from evidence for altered visual evoked potentials to rapidly moving stimuli presented at low contrasts. Consistently ERP findings revealed altered neurophysiological processes in individuals with dyslexia to speech stimuli, but evidence for deficits processing certain general acoustic information relevant for speech perception, such as frequency changes and temporal patterns, are also apparent.

  3. [Is dyslexia a visual perceptive disorder? New empirical data].

    PubMed

    Suárez Coalla, Paz; Cuetos Vega, Fernando

    2012-05-01

    Several studies have shown that a phonological deficit is the origin of developmental dyslexia, because dyslexics have important difficulties in mapping orthographic to phonological codes. However, visual criteria are still used for the diagnosis of dyslexia and to develop methods of intervention. This study attempts to determine whether there are visual problems in dyslexic children. To this aim, dyslexic children and children without reading difficulties, matched by chronological age, participated in two experiments. One study was based on the Reversal test and the other was a visual decision task in which participants had to decide whether two letters were the same or different. There were 40 pairs of letters, to measure reaction times and mistakes. The results showed that dyslexics had similar performance to controls in the detection of different visual stimuli. Developmental dyslexics do not appear to have visual perceptual problems, but a particular difficulty to retrieve the phonological code of graphemes.

  4. Phonological disorder

    MedlinePlus

    Articulation disorder; Developmental articulation disorder; Speech distortion; Sound distortion; Speech disorder - phonological ... of the muscles and bones that make speech sounds. These changes may include cleft palate and problems ...

  5. Prosodic Similarity Effects in Short-Term Memory in Developmental Dyslexia.

    PubMed

    Goswami, Usha; Barnes, Lisa; Mead, Natasha; Power, Alan James; Leong, Victoria

    2016-11-01

    Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this 'phonological deficit' in dyslexia has been investigated with tasks using single-syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short-term memory have not yet been investigated. Here we create a new instrument based on three-syllable words that vary in stress patterns, to investigate whether prosodic similarity (the same prosodic pattern of stressed and unstressed syllables) exerts systematic effects on short-term memory. We study participants with dyslexia and age-matched and younger reading-level-matched typically developing controls. We find that all participants, including dyslexic participants, show prosodic similarity effects in short-term memory. All participants exhibited better retention of words that differed in prosodic structure, although participants with dyslexia recalled fewer words accurately overall compared to age-matched controls. Individual differences in prosodic memory were predicted by earlier vocabulary abilities, by earlier sensitivity to syllable stress and by earlier phonological awareness. To our knowledge, this is the first demonstration of prosodic similarity effects in short-term memory. The implications of a prosodic similarity effect for theories of lexical representation and of dyslexia are discussed. © 2016 The Authors. Dyslexia published by John Wiley & Sons Ltd.

  6. Rise Time and Formant Transition Duration in the Discrimination of Speech Sounds: The Ba-Wa Distinction in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Goswami, Usha; Fosker, Tim; Huss, Martina; Mead, Natasha; Szucs, Denes

    2011-01-01

    Across languages, children with developmental dyslexia have a specific difficulty with the neural representation of the sound structure (phonological structure) of speech. One likely cause of their difficulties with phonology is a perceptual difficulty in auditory temporal processing (Tallal, 1980). Tallal (1980) proposed that basic auditory…

  7. Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment

    PubMed Central

    Nash, Hannah M.; Hulme, Charles; Gooch, Debbie; Snowling, Margaret J.

    2015-01-01

    Background Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls. Results Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology. As a group, the remaining children had difficulties on tasks tapping phonological skills at T1 and T2. At the individual level, we confirmed that some FR children had both phonological and broader oral language difficulties (compared with TD controls), some had only phonological difficulties and some appeared to be developing typically. Conclusions We have highlighted the early overlap between family risk of dyslexia and SLI. A family history of dyslexia carries an increased risk for SLI and the two disorders both show an increased incidence of phonological deficits which appear to a proximal risk factor for developing a reading impairment. PMID:23772651

  8. Mothers speak differently to infants at-risk for dyslexia.

    PubMed

    Kalashnikova, Marina; Goswami, Usha; Burnham, Denis

    2016-10-27

    Dyslexia is a neurodevelopmental disorder manifested in deficits in reading and spelling skills that is consistently associated with difficulties in phonological processing. Dyslexia is genetically transmitted, but its manifestation in a particular individual is thought to depend on the interaction of epigenetic and environmental factors. We adopt a novel interactional perspective on early linguistic environment and dyslexia by simultaneously studying two pre-existing factors, one maternal and one infant, that may contribute to these interactions; and two behaviours, one maternal and one infant, to index the effect of these factors. The maternal factor is whether mothers are themselves dyslexic or not (with/without dyslexia) and the infant factor is whether infants are at-/not-at family risk for dyslexia (due to their mother or father being dyslexic). The maternal behaviour is mothers' infant-directed speech (IDS), which typically involves vowel hyperarticulation, thought to benefit speech perception and language acquisition. The infant behaviour is auditory perception measured by infant sensitivity to amplitude envelope rise time, which has been found to be reduced in dyslexic children. Here, at-risk infants showed significantly poorer acoustic sensitivity than not-at-risk infants and mothers only hyperarticulated vowels to infants who were not at-risk for dyslexia. Mothers' own dyslexia status had no effect on IDS quality. Parental speech input is thus affected by infant risk status, with likely consequences for later linguistic development.

  9. Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia.

    PubMed

    Zhou, Yanling; McBride-Chang, Catherine; Law, Ada Bui-Yan; Li, Tong; Cheung, Amelie Cho-Yi; Wong, Anita M-Y; Shu, Hua

    2014-06-01

    This 2-year longitudinal study sought to identify a developmental pattern of Chinese and English reading skills in children with and without dyslexia from 6 to 8years of age. Three groups of 15 children each-those with dyslexia, age-matched (AM) controls, and reading-matched (RM) controls-participated. Dyslexia was diagnosed at 8years of age. All children were tested on phonological awareness, rapid automatized naming (RAN), morphological awareness, word reading, and vocabulary knowledge in both Chinese and English and also speed of processing skill. AM controls outperformed the group with dyslexia on all measures except for phonological awareness, English word reading, and vocabulary. However, those with dyslexia and AM controls developed at a similar rate across all reading-related skills from 6 to 8years of age. Compared with the RM controls, the group with dyslexia scored higher in phonological awareness, morphological awareness, and vocabulary knowledge in both Chinese and English and also in English word reading but scored similarly in RAN. Children with dyslexia, thus, manifested clear difficulties in Chinese vocabulary knowledge, morphological awareness, and RAN as well as general speed of processing, representing a developmental lag in cognitive skills. Among these, RAN deficits are likely to be the most severe deficits in Chinese children with dyslexia.

  10. Developmental dyslexia and vision

    PubMed Central

    Quercia, Patrick; Feiss, Léonard; Michel, Carine

    2013-01-01

    Developmental dyslexia affects almost 10% of school-aged children and represents a significant public health problem. Its etiology is unknown. The consistent presence of phonological difficulties combined with an inability to manipulate language sounds and the grapheme–phoneme conversion is widely acknowledged. Numerous scientific studies have also documented the presence of eye movement anomalies and deficits of perception of low contrast, low spatial frequency, and high frequency temporal visual information in dyslexics. Anomalies of visual attention with short visual attention spans have also been demonstrated in a large number of cases. Spatial orientation is also affected in dyslexics who manifest a preference for spatial attention to the right. This asymmetry may be so pronounced that it leads to a veritable neglect of space on the left side. The evaluation of treatments proposed to dyslexics whether speech or oriented towards the visual anomalies remains fragmentary. The advent of new explanatory theories, notably cerebellar, magnocellular, or proprioceptive, is an incentive for ophthalmologists to enter the world of multimodal cognition given the importance of the eye’s visual input. PMID:23690677

  11. The Consequences of Progressive Phonological Impairment for Reading Aloud

    ERIC Educational Resources Information Center

    Woollams, Anna M.; Patterson, Karalyn

    2012-01-01

    The "primary systems" view of reading disorders proposes that there are no neural regions devoted exclusively to reading, and therefore that acquired dyslexias should reliably co-occur with deficits in more general underlying capacities. This perspective predicted that surface dyslexia, a selective deficit in reading aloud "exception" words (those…

  12. Imaging genetics of FOXP2 in dyslexia.

    PubMed

    Wilcke, Arndt; Ligges, Carolin; Burkhardt, Jana; Alexander, Michael; Wolf, Christiane; Quente, Elfi; Ahnert, Peter; Hoffmann, Per; Becker, Albert; Müller-Myhsok, Bertram; Cichon, Sven; Boltze, Johannes; Kirsten, Holger

    2012-02-01

    Dyslexia is a developmental disorder characterised by extensive difficulties in the acquisition of reading or spelling. Genetic influence is estimated at 50-70%. However, the link between genetic variants and phenotypic deficits is largely unknown. Our aim was to investigate a role of genetic variants of FOXP2, a prominent speech and language gene, in dyslexia using imaging genetics. This technique combines functional magnetic resonance imaging (fMRI) and genetics to investigate relevance of genetic variants on brain activation. To our knowledge, this represents the first usage of fMRI-based imaging genetics in dyslexia. In an initial case/control study (n = 245) for prioritisation of FOXP2 polymorphisms for later use in imaging genetics, nine SNPs were selected. A non-synonymously coding mutation involved in verbal dyspraxia was also investigated. SNP rs12533005 showed nominally significant association with dyslexia (genotype GG odds ratio recessive model = 2.1 (95% confidence interval 1.1-3.9), P = 0.016). A correlated SNP was associated with altered expression of FOXP2 in vivo in human hippocampal tissue. Therefore, influence of the rs12533005-G risk variant on brain activity was studied. fMRI revealed a significant main effect for the factor 'genetic risk' in a temporo-parietal area involved in phonological processing as well as a significant interaction effect between the factors 'disorder' and 'genetic risk' in activation of inferior frontal brain areas. Hence, our data may hint at a role of FOXP2 genetic variants in dyslexia-specific brain activation and demonstrate use of imaging genetics in dyslexia research.

  13. Risk and protective factors in gifted children with dyslexia.

    PubMed

    van Viersen, Sietske; de Bree, Elise H; Kroesbergen, Evelyn H; Slot, Esther M; de Jong, Peter F

    2015-10-01

    This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children were assessed on literacy, phonology, language, and working memory. Competing hypotheses were formulated, comparing the core-deficit view to the twice-exceptionality view on compensation with giftedness-related strengths. The results showed no indication of compensation of dyslexia-related deficits by giftedness-related strengths in gifted children with dyslexia. The higher literacy levels of borderline children compared to gifted children with dyslexia seemed the result of both fewer combinations of risk factors and less severe phonological deficits in this group. There was no evidence for compensation by specific strengths more relevant to literacy development in the borderline group. Accordingly, the findings largely supported the core-deficit view, whereas no evidence for the twice-exceptionality view was found. Besides practical implications, the findings also add to knowledge about the different manifestations of dyslexia and associated underlying cognitive factors at the higher end of the intelligence spectrum.

  14. Information Paper 5: Dyslexia.

    ERIC Educational Resources Information Center

    Magowan, S. A.

    1980-01-01

    This brief overview on dyslexia notes the problems of defining this syndrome, presents a profile of a "typical" dyslexic child, and describes the three sub-types of dyslexia which have been identified. (SJL)

  15. Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14.

    PubMed

    Torppa, Minna; Eklund, Kenneth; van Bergen, Elsje; Lyytinen, Heikki

    2015-10-01

    This study focuses on the stability of dyslexia status from Grade 2 to Grade 8 in four groups: (a) no dyslexia in either grade (no-dyslexia, n = 127); (b) no dyslexia in Grade 2 but dyslexia in Grade 8 (late-emerging, n = 18); (c) dyslexia in Grade 2 but not in Grade 8 (resolving, n = 15); and (d) dyslexia in both grades (persistent-dyslexia, n = 22). We examined group differences from age 3.5 to age 14 in (a) reading, vocabulary, phonology, letter knowledge, rapid naming, IQ, verbal memory; (b) familial and environmental risk and supportive factors; and (c) parental skills in reading, phonology, rapid naming, verbal memory, and vocabulary. Our findings showed group differences both in reading and cognitive skills of children as well as their parents. Parental education, book-reading frequency, and children's IQ, however, did not differentiate the groups. The children in the persistent-dyslexia group exhibited widespread language and cognitive deficits across development. Those in the resolving group had problems in language and cognitive skills only prior to school entry. In the late-emerging group, children showed clearly compromised rapid naming. Additionally, their parents had the most severe difficulties in rapid naming, a finding that suggests strong genetic liability. The findings show instability in the diagnosis of dyslexia. The members of the late-emerging group did not have a distinct early cognitive profile, so late-emerging dyslexia appears difficult to predict. Indeed, these children are at risk of not being identified and not receiving required support. This study suggests the need for continued monitoring of children's progress in literacy after the early school years.

  16. From language to reading and dyslexia.

    PubMed

    Snowling, M J

    2001-01-01

    This paper reviews evidence in support of the phonological deficit hypothesis of dyslexia. Findings from two experimental studies suggest that the phonological deficits of dyslexic children and adults cannot be explained in terms of impairments in low-level auditory mechanisms, but reflect higher-level language weaknesses. A study of individual differences in the pattern of reading skills in dyslexic children rejects the notion of 'sub-types'. Instead, the findings suggest that the variation seen in reading processes can be accounted for by differences in the severity of individual children's phonological deficits, modified by compensatory factors including visual memory, perceptual speed and print exposure. Children at genetic risk who go on to be dyslexic come to the task of reading with poorly specified phonological representations in the context of a more general delay in oral language development. Their prognosis (and that of their unaffected siblings) depends upon the balance of strengths and difficulties they show, with better language skills being a protective factor. Taken together, these findings suggest that current challenges to the phonological deficit theory can be met.

  17. Forty years on: Uta Frith's contribution to research on autism and dyslexia, 1966–2006

    PubMed Central

    Bishop, Dorothy V. M.

    2008-01-01

    Uta Frith has made a major contribution to our understanding of developmental disorders, especially autism and dyslexia. She has studied the cognitive and neurobiological bases of both disorders and demonstrated distinctive impairments in social cognition and central coherence in autism, and in phonological processing in dyslexia. In this enterprise she has encouraged psychologists to work in a theoretical framework that distinguishes between observed behaviour and the underlying cognitive and neurobiological processes that mediate that behaviour. PMID:18038335

  18. Phonological Processing and Emergent Literacy in Spanish-speaking Preschool Children

    ERIC Educational Resources Information Center

    Anthony, Jason L.; Williams, Jeffrey M., McDonald, Renee; Corbitt-Shindler, Deborah , Carlson, Coleen D.; Francis, David J.

    2006-01-01

    Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was…

  19. Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children

    ERIC Educational Resources Information Center

    van Goch, Merel M.; McQueen, James M.; Verhoeven, Ludo

    2014-01-01

    How do children use phonological knowledge about spoken language in acquiring literacy? Phonological precursors of literacy include phonological awareness, speech decoding skill, and lexical specificity (i.e., the richness of phonological representations in the mental lexicon). An intervention study investigated whether early literacy skills can…

  20. Phonological Processing and Emergent Literacy in Younger and Older Preschool Children

    ERIC Educational Resources Information Center

    Anthony, Jason L.; Williams, Jeffrey M.; McDonald, Renee; Francis, David J.

    2007-01-01

    Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each…

  1. Identifying students with dyslexia in higher education.

    PubMed

    Tops, Wim; Callens, Maaike; Lammertyn, Jan; Van Hees, Valérie; Brysbaert, Marc

    2012-10-01

    An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.

  2. Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia

    PubMed Central

    Ozernov-Palchik, Ola; Gaab, Nadine

    2016-01-01

    Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5–17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre-reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that variant function in dyslexia susceptibility genes lead to atypical neural migration and/or axonal growth during early, most likely in utero, brain development. Yet, dyslexia is typically not diagnosed until a child has failed to learn to read as expected (usually in second grade or later). There is emerging evidence that neuroimaging measures, when combined with key behavioral measures, can enhance the accuracy of identification of dyslexia risk in prereading children but its sensitivity, specificity, and cost-efficiency is still unclear. Early identification of dyslexia risk carries important implications for dyslexia remediation and the amelioration of the psychosocial consequences commonly associated with reading failure. PMID:26836227

  3. Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors.

    PubMed

    Roy, P; Shergold, Z; Kyle, F E; Herman, R

    2014-11-01

    A written single word spelling to dictation test and a single word reading test were given to 68 severe-profoundly oral deaf 10-11-year-old children and 20 hearing children with a diagnosis of dyslexia. The literacy scores of the deaf children and the hearing children with dyslexia were lower than expected for children of their age and did not differ from each other. Three quarters of the spelling errors of hearing children with dyslexia compared with just over half the errors of the oral deaf group were phonologically plausible. Expressive vocabulary and speech intelligibility predicted the percentage of phonologically plausible errors in the deaf group only. Implications of findings for the phonological decoding self-teaching model and for supporting literacy development are discussed.

  4. Phonological Awareness.

    ERIC Educational Resources Information Center

    Swank, Linda K.; Catts, Hugh W.

    A study gathered data on the effectiveness of four phonological awareness measures in predicting reading outcome in first grade. The "Test of Non-Verbal Intelligence" (TONI) and the "Peabody Picture Vocabulary Test" (PPVT) were used to assess the cognitive abilities of 54 first-graders from a middle class elementary school in a…

  5. Learning disabilities, dyslexia, and vision.

    PubMed

    Handler, Sheryl M; Fierson, Walter M; Section on Ophthalmology

    2011-03-01

    Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, "training" glasses

  6. Single-digit arithmetic in children with dyslexia.

    PubMed

    Boets, Bart; De Smedt, Bert

    2010-05-01

    It has been suggested that individuals with dyslexia show poorer performance on those aspects of arithmetic that involve the manipulation of verbal representations, such as the use of fact retrieval strategies. The present study examined this in 13 children with dyslexia who showed normal general mathematics achievement and 16 matched controls. All children completed a multiplication and a subtraction task, which were specifically designed to elicit the use of retrieval and procedural strategies, respectively. Our findings revealed that despite normal mathematics achievement, children with dyslexia were less accurate and slower in single-digit arithmetic, particularly in multiplication. The reaction time data revealed an interesting group by operation interaction. Control children were significantly faster in multiplication than in subtraction, whereas no such operation effect was found in children with dyslexia. This suggests that in multiplication children with dyslexia used less retrieval or less efficient retrieval (or both). This is in line with the hypothesis that children with dyslexia may have difficulties with the verbal aspects of number and arithmetic, as retrieval strategies depend upon phonological representations in long-term memory.

  7. Paired associate learning in Chinese children with dyslexia.

    PubMed

    Li, Hong; Shu, Hua; McBride-Chang, Catherine; Liu, Hong Yun; Xue, Jin

    2009-06-01

    A total of 82 Chinese 11- and 12-year-olds with and without dyslexia were tested on four paired associate learning (PAL) tasks, phonological awareness, morphological awareness, rapid naming, and verbal short-term memory in three different experiments. Experiment 1 demonstrated that children with dyslexia were significantly poorer in visual-verbal PAL than nondyslexic children but that these groups did not differ in visual-visual PAL performance. In Experiment 2, children with dyslexia had more difficulties in transferring rules to new stimuli in a rule-based visual-verbal PAL task as compared with children without dyslexia. Long-term retention of PAL was not impaired in dyslexic children across either experiment. In Experiment 3, rates of visual-verbal PAL deficits among children with dyslexia were all at or above 39%, the highest among all cognitive deficits tested. Moreover, rule-based visual-verbal PAL, in addition to morphological awareness and rapid naming ability, uniquely distinguished children with and without dyslexia even with other metalinguistic skills statistically controlled. Results underscore the importance of visual-verbal PAL for understanding reading impairment in Chinese children.

  8. Dyslexia and Astronomy

    NASA Astrophysics Data System (ADS)

    Schneps, Matthew H.; Greenhill, L. J.; Rose, L. T.

    2007-12-01

    Dyslexia is a hereditary neurological disability that impairs reading. It is believed that anywhere from 5% to 20% of all people in the US may have dyslexia to a greater or lesser degree. Though dyslexia is common, it is a "silent disability" in the sense that it is not easy to tell which individuals suffer from dyslexia and which do not. There is a substantial body of evidence to suggest that people with dyslexia tend to do well in science. For example, Baruj Benacerraf, a Nobel laureate in medicine, is among those whose impairments have been documented and studied. Given that dyslexia was not diagnosed in schools prior to the late 1970's, many established science researchers may have dyslexia and be unaware of their impairment. Therefore, it would not be surprising to find that substantial numbers of scientists working in the fields of astronomy and astrophysics have dyslexia, and yet be unaware of the effects this disability has had on their research. A recently proposed theory by the authors suggests that there may be specific neurological reasons why those with dyslexia may be predisposed to science, and predicts that dyslexia may be associated with enhanced abilities for certain types of visual processing, with special implications for image processing. Our study, funded by the NSF, investigates this hypothesis in the context of astronomy and astrophysics. We expect this work will uncover and document challenges faced by scientists with dyslexia, but perhaps more importantly, lead to an understanding of the strengths these scientists bring to research. The program will serve as a clearing-house of information for scientists and students with dyslexia, and begin to provide mentoring for young people with dyslexia interested in astronomy. Scientists who have reason to believe they may have dyslexia are encouraged to contact the authors.

  9. Rhythm perception and production predict reading abilities in developmental dyslexia.

    PubMed

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Zoia, Stefania; Buda, Sonia; Tilli, Sara; Monasta, Lorenzo; Montico, Marcella; Sila, Alessandra; Ronfani, Luca; Schön, Daniele

    2014-01-01

    Rhythm organizes events in time and plays a major role in music, but also in the phonology and prosody of a language. Interestingly, children with developmental dyslexia-a learning disability that affects reading acquisition despite normal intelligence and adequate education-have a poor rhythmic perception. It has been suggested that an accurate perception of rhythmical/metrical structure, that requires accurate perception of rise time, may be critical for phonological development and subsequent literacy. This hypothesis is mostly based on results showing a high degree of correlation between phonological awareness and metrical skills, using a very specific metrical task. We present new findings from the analysis of a sample of 48 children with a diagnosis of dyslexia, without comorbidities. These children were assessed with neuropsychological tests, as well as specifically-devised psychoacoustic and musical tasks mostly testing temporal abilities. Associations were tested by multivariate analyses including data mining strategies, correlations and most importantly logistic regressions to understand to what extent the different auditory and musical skills can be a robust predictor of reading and phonological skills. Results show a strong link between several temporal skills and phonological and reading abilities. These findings are discussed in the framework of the neuroscience literature comparing music and language processing, with a particular interest in the links between rhythm processing in music and language.

  10. Phonological iconicity

    PubMed Central

    Schmidtke, David S.; Conrad, Markus; Jacobs, Arthur M.

    2014-01-01

    The arbitrariness of the linguistic sign is a fundamental assumption in modern linguistic theory. In recent years, however, a growing amount of research has investigated the nature of non-arbitrary relations between linguistic sounds and semantics. This review aims at illustrating the amount of findings obtained so far and to organize and evaluate different lines of research dedicated to the issue of phonological iconicity. In particular, we summarize findings on the processing of onomatopoetic expressions, ideophones, and phonaesthemes, relations between syntactic classes and phonology, as well as sound-shape and sound-affect correspondences at the level of phonemic contrasts. Many of these findings have been obtained across a range of different languages suggesting an internal relation between sublexical units and attributes as a potentially universal pattern. PMID:24575062

  11. DOES DYSLEXIA DEVELOP FROM LEFT-EYE DOMINANCE?

    PubMed

    Mather, David S; Milford, Todd M; Mcrae, Lona M

    2015-10-01

    The purpose of this theoretical analysis and synthesis is to indicate how left-eye sighting dominance may lead to reading failure through dysfunctional right hemisphere letter encoding. Differing compensatory strategies are postulated to lead to outcomes that include the development of the phonologically impaired and phonologically proficient subtypes of dyslexia as well as specific spelling disability. Evidence is presented indicating that these disorders might be prevented by delaying the introduction of letter writing until the age of 8 years. Early childhood speech categorization in children genetically at-risk of developing dyslexia is also considered from this perspective. Convergent support for this premature writing hypothesis is provided by a comparison with the development of the left-hand inverted writing posture.

  12. Spelling-stress regularity effects are intact in developmental dyslexia.

    PubMed

    Mundy, Ian R; Carroll, Julia M

    2013-01-01

    The current experiment investigated conflicting predictions regarding the effects of spelling-stress regularity on the lexical decision performance of skilled adult readers and adults with developmental dyslexia. In both reading groups, lexical decision responses were significantly faster and significantly more accurate when the orthographic structure of a word ending was a reliable as opposed to an unreliable predictor of lexical stress assignment. Furthermore, the magnitude of this spelling-stress regularity effect was found to be equivalent across reading groups. These findings are consistent with intact phoneme-level regularity effects also observed in dyslexia. The paper discusses how findings of intact spelling-sound regularity effects at both prosodic and phonemic levels, as well as other similar results, can be reconciled with the obvious difficulties that people with dyslexia experience in other domains of phonological processing.

  13. A dual-route perspective on poor reading in a regular orthography: Evidence from phonological and orthographic lexical decisions

    PubMed Central

    Bergmann, Jürgen; Wimmer, Heinz

    2010-01-01

    Impairments of the lexical and the nonlexical reading route were examined for German-speaking dyslexic readers by measuring accuracy and speed of phonological and orthographic lexical decisions. Different from English-based findings, we found little difficulty with the phonological distinction between pseudohomophones and nonwords, but a major difficulty with the orthographic distinction between words and pseudohomophones. Subtyping identified pure surface dyslexia cases but no case of pure phonological dyslexia. Dyslexic speed impairments were traced to three loci in the dual-route model: an impoverished orthographic lexicon, slow access from orthographic to phonological lexicon entries (lexical route) and from graphemes to phonemes (nonlexical route). A review of distal cognitive deficits suggested that the orthographic lexicon is affected by phonological deficits and that the slow functioning of the lexical and the nonlexical route reflects a general visual-verbal speed impairment and not a purely visual-attentional deficit. PMID:18642138

  14. Machine learning and dyslexia: Classification of individual structural neuro-imaging scans of students with and without dyslexia.

    PubMed

    Tamboer, P; Vorst, H C M; Ghebreab, S; Scholte, H S

    2016-01-01

    Meta-analytic studies suggest that dyslexia is characterized by subtle and spatially distributed variations in brain anatomy, although many variations failed to be significant after corrections of multiple comparisons. To circumvent issues of significance which are characteristic for conventional analysis techniques, and to provide predictive value, we applied a machine learning technique--support vector machine--to differentiate between subjects with and without dyslexia. In a sample of 22 students with dyslexia (20 women) and 27 students without dyslexia (25 women) (18-21 years), a classification performance of 80% (p < 0.001; d-prime = 1.67) was achieved on the basis of differences in gray matter (sensitivity 82%, specificity 78%). The voxels that were most reliable for classification were found in the left occipital fusiform gyrus (LOFG), in the right occipital fusiform gyrus (ROFG), and in the left inferior parietal lobule (LIPL). Additionally, we found that classification certainty (e.g. the percentage of times a subject was correctly classified) correlated with severity of dyslexia (r = 0.47). Furthermore, various significant correlations were found between the three anatomical regions and behavioural measures of spelling, phonology and whole-word-reading. No correlations were found with behavioural measures of short-term memory and visual/attentional confusion. These data indicate that the LOFG, ROFG and the LIPL are neuro-endophenotype and potentially biomarkers for types of dyslexia related to reading, spelling and phonology. In a second and independent sample of 876 young adults of a general population, the trained classifier of the first sample was tested, resulting in a classification performance of 59% (p = 0.07; d-prime = 0.65). This decline in classification performance resulted from a large percentage of false alarms. This study provided support for the use of machine learning in anatomical brain imaging.

  15. Adults with Dyslexia Demonstrate Space-Based and Object-Based Covert Attention Deficits: Shifting Attention to the Periphery and Shifting Attention between Objects in the Left Visual Field

    ERIC Educational Resources Information Center

    Buchholz, J.; Davies, A.A.

    2005-01-01

    Performance on a covert visual attention task is compared between a group of adults with developmental dyslexia (specifically phonological difficulties) and a group of age and IQ matched controls. The group with dyslexia were generally slower to detect validly-cued targets. Costs of shifting attention toward the periphery when the target was…

  16. Neurobiology of dyslexia.

    PubMed

    Norton, Elizabeth S; Beach, Sara D; Gabrieli, John D E

    2015-02-01

    Dyslexia is one of the most common learning disabilities, yet its brain basis and core causes are not yet fully understood. Neuroimaging methods, including structural and functional magnetic resonance imaging, diffusion tensor imaging, and electrophysiology, have significantly contributed to knowledge about the neurobiology of dyslexia. Recent studies have discovered brain differences before formal instruction that likely encourage or discourage learning to read effectively, distinguished between brain differences that likely reflect the etiology of dyslexia versus brain differences that are the consequences of variation in reading experience, and identified distinct neural networks associated with specific psychological factors that are associated with dyslexia.

  17. Functional Brain Network Abnormalities during Verbal Working Memory Performance in Adolescents and Young Adults with Dyslexia

    ERIC Educational Resources Information Center

    Wolf, Robert Christian; Sambataro, Fabio; Lohr, Christina; Steinbrink, Claudia; Martin, Claudia; Vasic, Nenad

    2010-01-01

    Behavioral and functional neuroimaging studies indicate deficits in verbal working memory (WM) and frontoparietal dysfunction in individuals with dyslexia. Additionally, structural brain abnormalities in dyslexics suggest a dysconnectivity of brain regions associated with phonological processing. However, little is known about the functional…

  18. Dyslexia and Fluency: Parafoveal and Foveal Influences on Rapid Automatized Naming

    ERIC Educational Resources Information Center

    Jones, Manon W.; Ashby, Jane; Branigan, Holly P.

    2013-01-01

    The ability to coordinate serial processing of multiple items is crucial for fluent reading but is known to be impaired in dyslexia. To investigate this impairment, we manipulated the orthographic and phonological similarity of adjacent letters online as dyslexic and nondyslexic readers named letters in a serial naming (RAN) task. Eye movements…

  19. Subtypes of Developmental Dyslexia: Testing the Predictions of the Dual-Route and Connectionist Frameworks

    ERIC Educational Resources Information Center

    Peterson, Robin L.; Pennington, Bruce F.; Olson, Richard K.

    2013-01-01

    We investigated the phonological and surface subtypes of developmental dyslexia in light of competing predictions made by two computational models of single word reading, the Dual-Route Cascaded Model (DRC; Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) and Harm and Seidenberg's connectionist model (HS model; Harm & Seidenberg, 1999). The…

  20. Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?

    PubMed

    Bexkens, Anika; van den Wildenberg, Wery P M; Tijms, Jurgen

    2015-08-01

    Rapid automatized naming (RAN) is widely seen as an important indicator of dyslexia. The nature of the cognitive processes involved in rapid naming is however still a topic of controversy. We hypothesized that in addition to the involvement of phonological processes and processing speed, RAN is a function of inhibition processes, in particular of interference control. A total 86 children with dyslexia and 31 normal readers were recruited. Our results revealed that in addition to phonological processing and processing speed, interference control predicts rapid naming in dyslexia, but in contrast to these other two cognitive processes, inhibition is not significantly associated with their reading and spelling skills. After variance in reading and spelling associated with processing speed, interference control and phonological processing was partialled out, naming speed was no longer consistently associated with the reading and spelling skills of children with dyslexia. Finally, dyslexic children differed from normal readers on naming speed, literacy skills, phonological processing and processing speed, but not on inhibition processes. Both theoretical and clinical interpretations of these results are discussed.

  1. On the Importance of Anchoring and the Consequences of Its Impairment in Dyslexia

    ERIC Educational Resources Information Center

    Banai, Karen; Ahissar, Merav

    2010-01-01

    One of the main impediments of individuals with reading difficulties and individuals with language difficulties is poor working memory. Typically measured using verbal stimuli, working memory deficits have often been considered as one aspect of the phonological difficulty putatively underlying dyslexia. Over the years it has been shown that a…

  2. Specifying Theories of Developmental Dyslexia: A Diffusion Model Analysis of Word Recognition

    ERIC Educational Resources Information Center

    Zeguers, Maaike H. T.; Snellings, Patrick; Tijms, Jurgen; Weeda, Wouter D.; Tamboer, Peter; Bexkens, Anika; Huizenga, Hilde M.

    2011-01-01

    The nature of word recognition difficulties in developmental dyslexia is still a topic of controversy. We investigated the contribution of phonological processing deficits and uncertainty to the word recognition difficulties of dyslexic children by mathematical diffusion modeling of visual and auditory lexical decision data. The first study showed…

  3. The Role of Visual and Auditory Temporal Processing for Chinese Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Chung, Kevin K. H.; McBride-Chang, Catherine; Wong, Simpson W. L.; Cheung, Him; Penney, Trevor B.; Ho, Connie S. -H.

    2008-01-01

    This study examined temporal processing in relation to Chinese reading acquisition and impairment. The performances of 26 Chinese primary school children with developmental dyslexia on tasks of visual and auditory temporal order judgement, rapid naming, visual-orthographic knowledge, morphological, and phonological awareness were compared with…

  4. The Visual Magnocellular Pathway in Chinese-Speaking Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Wang, Jiu-Ju; Bi, Hong-Yan; Gao, Li-Qun; Wydell, Taeko N.

    2010-01-01

    Previous research into the cognitive processes involved in reading Chinese and developmental dyslexia in Chinese, revealed that the single most important factor appears to be orthographic processing skills rather than phonological skills. Also some studies have indicated that even in alphabetic languages some dyslexic individuals reveal deficits…

  5. Neural Correlates of Working Memory Performance in Adolescents and Young Adults with Dyslexia

    ERIC Educational Resources Information Center

    Vasic, Nenad; Lohr, Christina; Steinbrink, Claudia; Martin, Claudia; Wolf, Robert Christian

    2008-01-01

    Behavioral studies indicate deficits in phonological working memory (WM) and executive functioning in dyslexics. However, little is known about the underlying functional neuroanatomy. In the present study, neural correlates of WM in adolescents and young adults with dyslexia were investigated using event-related functional magnetic resonance…

  6. Brain Responses to Lexical-Semantic Priming in Children At-Risk for Dyslexia

    ERIC Educational Resources Information Center

    Torkildsen, Janne von Koss; Syversen, Gro; Simonsen, Hanne Gram; Moen, Inger; Lindgren, Magnus

    2007-01-01

    Deviances in early event-related potential (ERP) components reflecting auditory and phonological processing are well-documented in children at familial risk for dyslexia. However, little is known about brain responses which index processing in other linguistic domains such as lexicon, semantics and syntax in this group. The present study…

  7. Behavioral and ERP Evidence for Amodal Sluggish Attentional Shifting in Developmental Dyslexia

    ERIC Educational Resources Information Center

    Lallier, Marie; Tainturier, Marie-Josephe; Dering, Benjamin; Donnadieu, Sophie; Valdois, Sylviane; Thierry, Guillaume

    2010-01-01

    The goal of this study was to examine the claim that amodal deficits in attentional shifting may be the source of reading acquisition disorders in phonological developmental dyslexia (sluggish attentional shifting, SAS, theory, Hari & Renvall, 2001). We investigated automatic attentional shifting in the auditory and visual modalities in 13…

  8. Probabilistic Category Learning in Developmental Dyslexia: Evidence from Feedback and Paired-Associate Weather Prediction Tasks

    PubMed Central

    Gabay, Yafit; Vakil, Eli; Schiff, Rachel; Holt, Lori L.

    2015-01-01

    Objective Developmental dyslexia is presumed to arise from specific phonological impairments. However, an emerging theoretical framework suggests that phonological impairments may be symptoms stemming from an underlying dysfunction of procedural learning. Method We tested procedural learning in adults with dyslexia (n=15) and matched-controls (n=15) using two versions of the Weather Prediction Task: Feedback (FB) and Paired-associate (PA). In the FB-based task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of response. In the PA-based learning task, participants viewed the cue and its associated outcome simultaneously without overt response or feedback. In both versions, participants trained across 150 trials. Learning was assessed in a subsequent test without presentation of the outcome, or corrective feedback. Results The Dyslexia group exhibited impaired learning compared with the Control group on both the FB and PA versions of the weather prediction task. Conclusions The results indicate that the ability to learn by feedback is not selectively impaired in dyslexia. Rather it seems that the probabilistic nature of the task, shared by the FB and PA versions of the weather prediction task, hampers learning in those with dyslexia. Results are discussed in light of procedural learning impairments among participants with dyslexia. PMID:25730732

  9. What is Dyslexia? | NIH MedlinePlus the Magazine

    MedlinePlus

    ... of this page please turn JavaScript on. Feature: Dyslexia What is Dyslexia? Past Issues / Winter 2016 Table of Contents Dyslexia ... that may predispose an individual to developing dyslexia. Dyslexia Symptoms People with dyslexia often show: Difficulty and ...

  10. Dissociation between exact and approximate addition in developmental dyslexia.

    PubMed

    Yang, Xiujie; Meng, Xiangzhi

    2016-09-01

    Previous research has suggested that number sense and language are involved in number representation and calculation, in which number sense supports approximate arithmetic, and language permits exact enumeration and calculation. Meanwhile, individuals with dyslexia have a core deficit in phonological processing. Based on these findings, we thus hypothesized that children with dyslexia may exhibit exact calculation impairment while doing mental arithmetic. The reaction time and accuracy while doing exact and approximate addition with symbolic Arabic digits and non-symbolic visual arrays of dots were compared between typically developing children and children with dyslexia. Reaction time analyses did not reveal any differences across two groups of children, the accuracies, interestingly, revealed a distinction of approximation and exact addition across two groups of children. Specifically, two groups of children had no differences in approximation. Children with dyslexia, however, had significantly lower accuracy in exact addition in both symbolic and non-symbolic tasks than that of typically developing children. Moreover, linguistic performances were selectively associated with exact calculation across individuals. These results suggested that children with dyslexia have a mental arithmetic deficit specifically in the realm of exact calculation, while their approximation ability is relatively intact.

  11. Teacher knowledge of basic language concepts and dyslexia.

    PubMed

    Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S

    2011-05-01

    Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit.

  12. Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia.

    PubMed

    Ho, Connie Suk-Han; Chan, David Wai-Ock; Lee, Suk-Han; Tsang, Suk-Man; Luan, Vivian Hui

    2004-02-01

    The present study examined the cognitive profile and subtypes of developmental dyslexia in a nonalphabetic script, Chinese. One hundred and forty-seven Chinese primary school children with developmental dyslexia were tested on a number of literacy and cognitive tasks. The results showed that rapid naming deficit and orthographic deficit were the two most dominant types of cognitive deficits in Chinese developmental dyslexia, and that rapid naming and orthographic processing had significant unique contributions to literacy performance. Seven subtypes of dyslexia--global deficit, orthographic deficit, phonological memory deficit, mild difficulty, and three other subtypes with rapid-naming-related deficits--were identified using scores of the cognitive tasks as classification measures in cluster analyses. These subtypes were validated with a behaviour checklist and three literacy measures. The authors suggested that orthographic and rapid naming deficits in Chinese dyslexic children might pose an interrelated problem in developing orthographic knowledge and representation. Therefore, orthographic-related difficulties may be the crux of the problem in Chinese developmental dyslexia.

  13. Atypical neural synchronization to speech envelope modulations in dyslexia.

    PubMed

    De Vos, Astrid; Vanvooren, Sophie; Vanderauwera, Jolijn; Ghesquière, Pol; Wouters, Jan

    2017-01-01

    A fundamental deficit in the synchronization of neural oscillations to temporal information in speech could underlie phonological processing problems in dyslexia. In this study, the hypothesis of a neural synchronization impairment is investigated more specifically as a function of different neural oscillatory bands and temporal information rates in speech. Auditory steady-state responses to 4, 10, 20 and 40Hz modulations were recorded in normal reading and dyslexic adolescents to measure neural synchronization of theta, alpha, beta and low-gamma oscillations to syllabic and phonemic rate information. In comparison to normal readers, dyslexic readers showed reduced non-synchronized theta activity, reduced synchronized alpha activity and enhanced synchronized beta activity. Positive correlations between alpha synchronization and phonological skills were found in normal readers, but were absent in dyslexic readers. In contrast, dyslexic readers exhibited positive correlations between beta synchronization and phonological skills. Together, these results suggest that auditory neural synchronization of alpha and beta oscillations is atypical in dyslexia, indicating deviant neural processing of both syllabic and phonemic rate information. Impaired synchronization of alpha oscillations in particular demonstrated to be the most prominent neural anomaly possibly hampering speech and phonological processing in dyslexic readers.

  14. Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia

    PubMed Central

    Leong, Victoria; Goswami, Usha

    2014-01-01

    Dyslexia is associated with impaired neural representation of the sound structure of words (phonology). The “phonological deficit” in dyslexia may arise in part from impaired speech rhythm perception, thought to depend on neural oscillatory phase-locking to slow amplitude modulation (AM) patterns in the speech envelope. Speech contains AM patterns at multiple temporal rates, and these different AM rates are associated with phonological units of different grain sizes, e.g., related to stress, syllables or phonemes. Here, we assess the ability of adults with dyslexia to use speech AMs to identify rhythm patterns (RPs). We study 3 important temporal rates: “Stress” (~2 Hz), “Syllable” (~4 Hz) and “Sub-beat” (reduced syllables, ~14 Hz). 21 dyslexics and 21 controls listened to nursery rhyme sentences that had been tone-vocoded using either single AM rates from the speech envelope (Stress only, Syllable only, Sub-beat only) or pairs of AM rates (Stress + Syllable, Syllable + Sub-beat). They were asked to use the acoustic rhythm of the stimulus to identity the original nursery rhyme sentence. The data showed that dyslexics were significantly poorer at detecting rhythm compared to controls when they had to utilize multi-rate temporal information from pairs of AMs (Stress + Syllable or Syllable + Sub-beat). These data suggest that dyslexia is associated with a reduced ability to utilize AMs <20 Hz for rhythm recognition. This perceptual deficit in utilizing AM patterns in speech could be underpinned by less efficient neuronal phase alignment and cross-frequency neuronal oscillatory synchronization in dyslexia. Dyslexics' perceptual difficulties in capturing the full spectro-temporal complexity of speech over multiple timescales could contribute to the development of impaired phonological representations for words, the cognitive hallmark of dyslexia across languages. PMID:24605099

  15. Decoding Dyslexia, a Common Learning Disability

    MedlinePlus

    ... of this page please turn JavaScript on. Feature: Dyslexia Decoding Dyslexia, a Common Learning Disability Past Issues / Winter 2016 ... Dyslexic" Articles In Their Own Words: Dealing with Dyslexia / Decoding Dyslexia, a Common Learning Disability / What is ...

  16. Native Language Phonological Skills in Low-Proficiency Second Language Learners

    ERIC Educational Resources Information Center

    Borodkin, Katy; Faust, Miriam

    2014-01-01

    This study investigated the link between low second language performance and difficulties with native language phonological processing. Participants were native Hebrew speakers, 19-31 years of age, who learned English as a second language in a school setting. Individuals with dyslexia performed below high-proficiency second language learners on…

  17. Modelling Relations between Sensory Processing, Speech Perception, Orthographic and Phonological Ability, and Literacy Achievement

    ERIC Educational Resources Information Center

    Boets, Bart; Wouters, Jan; van Wieringen, Astrid; De Smedt, Bert; Ghesquiere, Pol

    2008-01-01

    The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling…

  18. Cortical Reorganization in Dyslexic Children after Phonological Training: Evidence from Early Evoked Potentials

    ERIC Educational Resources Information Center

    Spironelli, Chiara; Penolazzi, Barbara; Vio, Claudio; Angrilli, Alessandro

    2010-01-01

    Brain plasticity was investigated in 14 Italian children affected by developmental dyslexia after 6 months of phonological training. The means used to measure language reorganization was the recognition potential, an early wave, also called N150, elicited by automatic word recognition. This component peaks over the left temporo-occipital cortex…

  19. Dyslexia in the Workplace.

    ERIC Educational Resources Information Center

    Bartlett, Diana; Moody, Sylvia

    This book is designed for both adults with dyslexia and for professionals concerned with helping them, such as psychologists, tutors, therapists, researchers, disability advisors, and welfare officers. It also offers advice to employers on how to help staff with dyslexia. The text covers the nature of dyslexic difficulties and their effects, both…

  20. Dyslexia Assessment in Arabic

    ERIC Educational Resources Information Center

    Elbeheri, Gad; Everatt, John; Reid, Gavin; Mannai, Haya al

    2006-01-01

    Despite advancements in empirical studies of developmental dyslexia, progress on methods of dyslexia assessment have been hampered by ongoing debate concerning diverse issues such as the role and validity of IQ in the assessment process, labelling and definitions (Miles, 1994; Stanovich, 1991, 1992). With the emergence of cross-linguistic studies…

  1. "Dyslexia": Toward Semantical Clarification.

    ERIC Educational Resources Information Center

    Manzo, Anthony V.; Duffelmeyer, Fred

    A formulated definition of the term dyslexia is proposed in this paper in order to clarify the semantical confusion which exists among both specialists and the general public. Dyslexia is explained as a generic term for severe and puzzling reading disability, found to be both acute (where reading-age lags 25 percent or more below mental age) and…

  2. Age, dyslexia subtype and comorbidity modulate rapid auditory processing in developmental dyslexia

    PubMed Central

    Lorusso, Maria Luisa; Cantiani, Chiara; Molteni, Massimo

    2014-01-01

    The nature of Rapid Auditory Processing (RAP) deficits in dyslexia remains debated, together with the specificity of the problem to certain types of stimuli and/or restricted subgroups of individuals. Following the hypothesis that the heterogeneity of the dyslexic population may have led to contrasting results, the aim of the study was to define the effect of age, dyslexia subtype and comorbidity on the discrimination and reproduction of non-verbal tone sequences. Participants were 46 children aged 8–14 (26 with dyslexia, subdivided according to age, presence of a previous language delay, and type of dyslexia). Experimental tasks were a Temporal Order Judgment (TOJ) (manipulating tone length, ISI and sequence length), and a Pattern Discrimination Task. Dyslexic children showed general RAP deficits. Tone length and ISI influenced dyslexic and control children's performance in a similar way, but dyslexic children were more affected by an increase from 2 to 5 sounds. As to age, older dyslexic children's difficulty in reproducing sequences of 4 and 5 tones was similar to that of normally reading younger (but not older) children. In the analysis of subgroup profiles, the crucial variable appears to be the advantage, or lack thereof, in processing long vs. short sounds. Dyslexic children with a previous language delay obtained the lowest scores in RAP measures, but they performed worse with shorter stimuli, similar to control children, while dyslexic-only children showed no advantage for longer stimuli. As to dyslexia subtype, only surface dyslexics improved their performance with longer stimuli, while phonological dyslexics did not. Differential scores for short vs. long tones and for long vs. short ISIs predict non-word and word reading, respectively, and the former correlate with phonemic awareness. In conclusion, the relationship between non-verbal RAP, phonemic skills and reading abilities appears to be characterized by complex interactions with subgroup

  3. Age, dyslexia subtype and comorbidity modulate rapid auditory processing in developmental dyslexia.

    PubMed

    Lorusso, Maria Luisa; Cantiani, Chiara; Molteni, Massimo

    2014-01-01

    The nature of Rapid Auditory Processing (RAP) deficits in dyslexia remains debated, together with the specificity of the problem to certain types of stimuli and/or restricted subgroups of individuals. Following the hypothesis that the heterogeneity of the dyslexic population may have led to contrasting results, the aim of the study was to define the effect of age, dyslexia subtype and comorbidity on the discrimination and reproduction of non-verbal tone sequences. Participants were 46 children aged 8-14 (26 with dyslexia, subdivided according to age, presence of a previous language delay, and type of dyslexia). Experimental tasks were a Temporal Order Judgment (TOJ) (manipulating tone length, ISI and sequence length), and a Pattern Discrimination Task. Dyslexic children showed general RAP deficits. Tone length and ISI influenced dyslexic and control children's performance in a similar way, but dyslexic children were more affected by an increase from 2 to 5 sounds. As to age, older dyslexic children's difficulty in reproducing sequences of 4 and 5 tones was similar to that of normally reading younger (but not older) children. In the analysis of subgroup profiles, the crucial variable appears to be the advantage, or lack thereof, in processing long vs. short sounds. Dyslexic children with a previous language delay obtained the lowest scores in RAP measures, but they performed worse with shorter stimuli, similar to control children, while dyslexic-only children showed no advantage for longer stimuli. As to dyslexia subtype, only surface dyslexics improved their performance with longer stimuli, while phonological dyslexics did not. Differential scores for short vs. long tones and for long vs. short ISIs predict non-word and word reading, respectively, and the former correlate with phonemic awareness. In conclusion, the relationship between non-verbal RAP, phonemic skills and reading abilities appears to be characterized by complex interactions with subgroup

  4. Double-letter processing in surface dyslexia and dysgraphia following a left temporal lesion: A multimodal neuroimaging study.

    PubMed

    Tomasino, Barbara; Marin, Dario; Maieron, Marta; D'Agostini, Serena; Fabbro, Franco; Skrap, Miran; Luzzatti, Claudio

    2015-12-01

    Neuropsychological data about acquired impairments in reading and writing provide a strong basis for the theoretical framework of the dual-route models. The present study explored the functional neuroanatomy of the reading and spelling processing system. We describe the reading and writing performance of patient CF, an Italian native speaker who developed an extremely selective reading and spelling deficit (his spontaneous speech, oral comprehension, repetition and oral picture naming were almost unimpaired) in processing double letters associated with surface dyslexia and dysgraphia, following a tumor in the left temporal lobe. In particular, the majority of CF's errors in spelling were phonologically plausible substitutions, errors concerning letter numerosity of consonants, and syllabic phoneme-to-grapheme conversion (PGC) errors. A similar pattern of impairment also emerged in his reading behavior, with a majority of lexical stress errors (the only possible type of surface reading errors in the Italian language, due the extreme regularity of print-to-sound correspondence). CF's neuropsychological profile was combined with structural neuroimaging data, fiber tracking, and functional maps and compared to that of healthy control participants. We related CF's deficit to a dissociation between impaired ventral/lexical route (as evidenced by a fractional anisotropy - FA decrease along the inferior fronto-occipital fasciculus - IFOF) and relatively preserved dorsal/phonological route (as evidenced by a rather full integrity of the superior longitudinal fasciculus - SLF). In terms of functional processing, the lexical-semantic ventral route network was more activated in controls than in CF, while the network supporting the dorsal route was shared by CF and the control participants. Our results are discussed within the theoretical framework of dual-route models of reading and spelling, emphasize the importance of the IFOF both in lexical reading and spelling, and offer

  5. Neuropsychological profile on the WISC-IV of French children with dyslexia.

    PubMed

    De Clercq-Quaegebeur, Maryse; Casalis, Séverine; Lemaitre, Marie-Pierre; Bourgois, Béatrice; Getto, Marie; Vallée, Louis

    2010-01-01

    This study examined the pattern of results on the Wechsler Intelligence Scale for Children (WISC-IV; French version) for 60 French children with dyslexia, from 8 to 16 years of age. Although use of WISC-III failed to clearly identify typical profiles and cognitive deficits in dyslexia, WISC-IV offers an opportunity to reach these objectives with new indexes and subtests. The mean performance analysis showed a Working Memory Index (WMI) at a limit level, significantly lower compared to the three other indexes. The WMI was the lowest index for 68% of the population studied and was significantly weaker for children with phonological dyslexia compared to children with surface dyslexia. WISC-IV evidenced preserved language and reasoning abilities in contrast to limited verbal working memory efficiency. Theoretical and clinical implications are discussed.

  6. Auditory Temporal Processing and Working Memory: Two Independent Deficits for Dyslexia

    ERIC Educational Resources Information Center

    Fostick, Leah; Bar-El, Sharona; Ram-Tsur, Ronit

    2012-01-01

    Dyslexia is a neuro-cognitive disorder with a strong genetic basis, characterized by a difficulty in acquiring reading skills. Several hypotheses have been suggested in an attempt to explain the origin of dyslexia, among which some have suggested that dyslexic readers might have a deficit in auditory temporal processing, while others hypothesized…

  7. Phonological Specificity of Vowels and Consonants in Early Lexical Representations

    ERIC Educational Resources Information Center

    Mani, Nivedita; Plunkett, Kim

    2007-01-01

    Infants become selectively sensitive to phonological distinctions relevant to their native language at an early age. One might expect that infants bring some of this phonological knowledge to bear in encoding the words they subsequently acquire. In line with this expectation, studies have found that 14-month-olds are sensitive to mispronunciations…

  8. The phonological mind.

    PubMed

    Berent, Iris

    2013-07-01

    Humans weave phonological patterns instinctively. We form phonological patterns at birth, we spontaneously generate them de novo, and we impose phonological design on both our linguistic communication and cultural technologies--reading and writing. Why are humans compelled to generate phonological patterns? Why are phonological patterns intimately grounded in their sensorimotor channels (speech or gesture) while remaining partly amodal and fully productive? And why does phonology shape natural communication and cultural inventions alike? Here, I suggest these properties emanate from the architecture of the phonological mind, an algebraic system of core knowledge. I evaluate this hypothesis in light of linguistic evidence, behavioral studies, and comparative animal research that gauges the design of the phonological mind and its productivity.

  9. Parents of children with dyslexia: cognitive, emotional and behavioural profile.

    PubMed

    Bonifacci, Paola; Montuschi, Martina; Lami, Laura; Snowling, Margaret J

    2014-05-01

    Within a dimensional view of reading disorders, it is important to understand the role of environmental factors in determining individual differences in literacy outcome. In the present study, we compared a group of 40 parents of children with dyslexia (PDys) with a group of 40 parents of typically developing children. The two parent groups did not differ in socioeconomic status or nonverbal IQ. Participants were assessed on cognitive (IQ, digit span) and literacy (reading fluency and accuracy) tasks, phonological awareness and verbal fluency measures. Questionnaires addressed reading history, parental distress, family functioning, anxiety and depression. The PDys group performed worse in all literacy measures and more frequently reported a history of poor reading; they also showed more parental distress. There were no differences between the two groups in depression or family functioning and no differences between mothers and fathers. Findings indicate that PDys show a cognitive profile consistent with the broader phenotype of dyslexia (i.e. reading impairment and poor phonological awareness), whereas, considering the emotional profile, the impact of dyslexia on the family system is limited to parental distress associated with the perception of having a child with specific needs.

  10. Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies.

    PubMed

    Cavalli, Eddy; Casalis, Séverine; El Ahmadi, Abdessadek; Zira, Mélody; Poracchia-George, Florence; Colé, Pascale

    2016-01-01

    Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed.

  11. Second language learning difficulties in Chinese children with dyslexia: what are the reading-related cognitive skills that contribute to English and Chinese word reading?

    PubMed

    Chung, Kevin Kien Hoa; Ho, Connie Suk-Han

    2010-01-01

    This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children-28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls-participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses.

  12. Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing.

    PubMed

    Männel, Claudia; Schaadt, Gesa; Illner, Franziska K; van der Meer, Elke; Friederici, Angela D

    2017-02-01

    Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness.

  13. Understanding Dyslexia (For Parents)

    MedlinePlus

    ... a bigger reading problem and a drop in self-esteem. So it's important to recognize symptoms early in ... and falling further behind their classmates. And their self-esteem may take a beating. Treating Dyslexia Fortunately, with ...

  14. Dyslexia Heterogeneity: Cognitive Profiling of Portuguese Children with Dyslexia

    ERIC Educational Resources Information Center

    Pacheco, Andreia; Reis, Alexandra; Araújo, Susana; Inácio, Filomena; Petersson, Karl Magnus; Faísca, Luís

    2014-01-01

    Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from…

  15. Developmental trajectories for children with dyslexia and low IQ poor readers.

    PubMed

    Kuppen, Sarah E A; Goswami, Usha

    2016-05-01

    Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories. (PsycINFO Database Record

  16. Developmental Trajectories for Children With Dyslexia and Low IQ Poor Readers

    PubMed Central

    2016-01-01

    Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories. PMID:27110928

  17. Rhythm perception and production predict reading abilities in developmental dyslexia

    PubMed Central

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Zoia, Stefania; Buda, Sonia; Tilli, Sara; Monasta, Lorenzo; Montico, Marcella; Sila, Alessandra; Ronfani, Luca; Schön, Daniele

    2014-01-01

    Rhythm organizes events in time and plays a major role in music, but also in the phonology and prosody of a language. Interestingly, children with developmental dyslexia—a learning disability that affects reading acquisition despite normal intelligence and adequate education—have a poor rhythmic perception. It has been suggested that an accurate perception of rhythmical/metrical structure, that requires accurate perception of rise time, may be critical for phonological development and subsequent literacy. This hypothesis is mostly based on results showing a high degree of correlation between phonological awareness and metrical skills, using a very specific metrical task. We present new findings from the analysis of a sample of 48 children with a diagnosis of dyslexia, without comorbidities. These children were assessed with neuropsychological tests, as well as specifically-devised psychoacoustic and musical tasks mostly testing temporal abilities. Associations were tested by multivariate analyses including data mining strategies, correlations and most importantly logistic regressions to understand to what extent the different auditory and musical skills can be a robust predictor of reading and phonological skills. Results show a strong link between several temporal skills and phonological and reading abilities. These findings are discussed in the framework of the neuroscience literature comparing music and language processing, with a particular interest in the links between rhythm processing in music and language. PMID:24926248

  18. Neural Correlates of Temporal Auditory Processing in Developmental Dyslexia during German Vowel Length Discrimination: An fMRI Study

    ERIC Educational Resources Information Center

    Steinbrink, Claudia; Groth, Katarina; Lachmann, Thomas; Riecker, Axel

    2012-01-01

    This fMRI study investigated phonological vs. auditory temporal processing in developmental dyslexia by means of a German vowel length discrimination paradigm (Groth, Lachmann, Riecker, Muthmann, & Steinbrink, 2011). Behavioral and fMRI data were collected from dyslexics and controls while performing same-different judgments of vowel duration in…

  19. Evidence for a Specific Cross-Modal Association Deficit in Dyslexia: An Electrophysiological Study of Letter-Speech Sound Processing

    ERIC Educational Resources Information Center

    Froyen, Dries; Willems, Gonny; Blomert, Leo

    2011-01-01

    The phonological deficit theory of dyslexia assumes that degraded speech sound representations might hamper the acquisition of stable letter-speech sound associations necessary for learning to read. However, there is only scarce and mainly indirect evidence for this assumed letter-speech sound association problem. The present study aimed at…

  20. The Deficit of Letter Processing in Developmental Dyslexia: Combining Evidence from Dyslexics, Typical Readers and Illiterate Adults

    ERIC Educational Resources Information Center

    Fernandes, Tânia; Vale, Ana P.; Martins, Bruno; Morais, José; Kolinsky, Régine

    2014-01-01

    To clarify the link between anomalous letter processing and developmental dyslexia, we examined the impact of surrounding contours on letter vs. pseudo-letter processing by three groups of children--phonological dyslexics and two controls, one matched for chronological age, the other for reading level--and three groups of adults differing by…

  1. Factors Influencing Early Lexical Acquisition: Lexical Orientation and Phonological Composition.

    ERIC Educational Resources Information Center

    Leonard, Laurence B.; And Others

    1981-01-01

    Children exhibiting a referential orientation seem more likely to acquire new object names than nonreferentially oriented children. Also, children's selection of words may be influenced by the phonological structure of the words. (Author/RH)

  2. Auditory processing in developmental dyslexia: an exploratory study of an auditory and visual matching training program with Swedish children with developmental dyslexia.

    PubMed

    Törmänen, Minna R K; Takala, Marjatta

    2009-06-01

    This study examined whether training using a nonverbal auditory-visual matching task had a remedial effect on reading skills in developmental dyslexia. The pretest/post-test design was used with Swedish children (N= 41), between the ages of 7 and 12. Training comprised twice-weekly sessions of 15 minutes, over eight weeks. There was an improvement in auditory-visual matching during the training period. There were also improvements in some reading test scores, especially in reading nonsense words and in reading speed. These improvements in tasks which are thought to rely on phonological processing suggest that such reading difficulties in dyslexia may stem in part from more basic perceptual difficulties, including those required to manage the visual and auditory components of the decoding task. The utility of the concept of auditory structuring is discussed in relation to auditory and phonological processing skills when a child learns to read.

  3. Developmental Dyslexia: Predicting Individual Risk

    ERIC Educational Resources Information Center

    Thompson, Paul A.; Hulme, Charles; Nash, Hannah M.; Gooch, Debbie; Hayiou-Thomas, Emma; Snowling, Margaret J.

    2015-01-01

    Background: Causal theories of dyslexia suggest that it is a heritable disorder, which is the outcome of multiple risk factors. However, whether early screening for dyslexia is viable is not yet known. Methods: The study followed children at high risk of dyslexia from preschool through the early primary years assessing them from age 3 years and 6…

  4. Dyslexia: A Generation of Inquiry

    ERIC Educational Resources Information Center

    Sawyer, Diane J.

    2006-01-01

    This article provides a brief overview of the various areas of research that have served to clarify the condition of dyslexia. Using topics and content appearing in A. L. Benton and D. Pearl's (1978) text, Dyslexia: An Appraisal of Current Knowledge, as the point of departure, evolution of the definitions of dyslexia is traced to the current and…

  5. [Intervention in dyslexic disorders: phonological awareness training].

    PubMed

    Etchepareborda, M C

    2003-02-01

    Taking into account the systems for the treatment of brain information when drawing up a work plan allows us to recreate processing routines that go from multisensory perception to motor, oral and cognitive production, which is the step prior to executive levels of thought, bottom-up and top-down processing systems. In recent years, the use of phonological methods to prevent or resolve reading disorders has become the fundamental mainstay in the treatment of dyslexia. The work is mainly based on phonological proficiency, which enables the patient to detect phonemes (input), to think about them (performance) and to use them to build words (output). Daily work with rhymes, the capacity to listen, the identification of phrases and words, and handling syllables and phonemes allows us to perform a preventive intervention that enhances the capacity to identify letters, phonological analysis and the reading of single words. We present the different therapeutic models that are most frequently employed. Fast For Word (FFW) training helps make progress in phonematic awareness and other linguistic skills, such as phonological awareness, semantics, syntax, grammar, working memory and event sequencing. With Deco-Fon, a programme for training phonological decoding, work is carried out on the auditory discrimination of pure tones, letters and consonant clusters, auditory processing speed, auditory and phonematic memory, and graphophonological processing, which is fundamental for speech, language and reading writing disorders. Hamlet is a programme based on categorisation activities for working on phonological conceptualisation. It attempts to encourage the analysis of the segments of words, syllables or phonemes, and the classification of a certain segment as belonging or not to a particular phonological or orthographical category. Therapeutic approaches in the early phases of reading are oriented towards two poles based on the basic mechanisms underlying the process of learning

  6. Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder

    PubMed Central

    Alves, Luciana Mendonça; Siqueira, Cláudia M.; Ferreira, Maria do Carmo Mangelli; Alves, Juliana Flores Mendonça; Lodi, Débora F.; Bicalho, Lorena; Celeste, Letícia C.

    2016-01-01

    Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the main components of phonological processing is rapid automatized naming (RAN)—the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention deficit hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8 and 11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 were diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age was an important variable to be analyzed separately. As they aged, children with typical language development had fast answers on colors and digits tasks while children with dyslexia or ADHD did not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tended to improve with age, which was not the case, however, with schoolchildren who had ADHD or dyslexia. PMID:26858672

  7. Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning

    PubMed Central

    Berninger, Virginia W.; Abbott, Robert D.

    2013-01-01

    New findings are presented for children in grades 1 to 9 who qualified their families for a multi-generational family genetics study of dyslexia (impaired word decoding/spelling) who had either superior verbal reasoning (n=33 at or above 1 2/3 standard deviation, superior or better range; 19% of these children) or average verbal reasoning (n=31 below population mean, but above – 2/3 standard deviation, average range; 18% of these children). Evidence-based rationale and results supporting the tested hypotheses are provided: (a) twice exceptional students with superior verbal reasoning and dyslexia significantly outperformed those with average verbal reasoning and dyslexia on reading, spelling, morphological, and syntactic skills, (b) but not on verbal working-memory behavioral markers of genetically based dyslexia related to impaired phonological and orthographic word-form storage and processing, naming orthographic symbols (phonological loop), writing orthographic symbols (orthographic loop), and supervisory attention (focus, switch, sustain, or monitor attention). Superior verbal reasoning may mask dyslexia if only very low achievement is used to identify this disorder of oral word reading and written spelling. Instruction for twice exceptional students who have dyslexia, but are also verbally gifted, should focus not only on oral word reading and written spelling but also the impaired working memory components within intellectually engaging lesson sets. These findings for gifted students with dyslexia are situated within the broader context of the many kinds of twice exceptionalities related to specific learning disabilities that exist in school-age children and youth. PMID:24249873

  8. Out-of-synchrony speech entrainment in developmental dyslexia.

    PubMed

    Molinaro, Nicola; Lizarazu, Mikel; Lallier, Marie; Bourguignon, Mathieu; Carreiras, Manuel

    2016-08-01

    Developmental dyslexia is a reading disorder often characterized by reduced awareness of speech units. Whether the neural source of this phonological disorder in dyslexic readers results from the malfunctioning of the primary auditory system or damaged feedback communication between higher-order phonological regions (i.e., left inferior frontal regions) and the auditory cortex is still under dispute. Here we recorded magnetoencephalographic (MEG) signals from 20 dyslexic readers and 20 age-matched controls while they were listening to ∼10-s-long spoken sentences. Compared to controls, dyslexic readers had (1) an impaired neural entrainment to speech in the delta band (0.5-1 Hz); (2) a reduced delta synchronization in both the right auditory cortex and the left inferior frontal gyrus; and (3) an impaired feedforward functional coupling between neural oscillations in the right auditory cortex and the left inferior frontal regions. This shows that during speech listening, individuals with developmental dyslexia present reduced neural synchrony to low-frequency speech oscillations in primary auditory regions that hinders higher-order speech processing steps. The present findings, thus, strengthen proposals assuming that improper low-frequency acoustic entrainment affects speech sampling. This low speech-brain synchronization has the strong potential to cause severe consequences for both phonological and reading skills. Interestingly, the reduced speech-brain synchronization in dyslexic readers compared to normal readers (and its higher-order consequences across the speech processing network) appears preserved through the development from childhood to adulthood. Thus, the evaluation of speech-brain synchronization could possibly serve as a diagnostic tool for early detection of children at risk of dyslexia. Hum Brain Mapp 37:2767-2783, 2016. © 2016 Wiley Periodicals, Inc.

  9. Allophonic mode of speech perception in Dutch children at risk for dyslexia: a longitudinal study.

    PubMed

    Noordenbos, M W; Segers, E; Serniclaes, W; Mitterer, H; Verhoeven, L

    2012-01-01

    There is ample evidence that individuals with dyslexia have a phonological deficit. A growing body of research also suggests that individuals with dyslexia have problems with categorical perception, as evidenced by weaker discrimination of between-category differences and better discrimination of within-category differences compared to average readers. Whether the categorical perception problems of individuals with dyslexia are a result of their reading problems or a cause has yet to be determined. Whether the observed perception deficit relates to a more general auditory deficit or is specific to speech also has yet to be determined. To shed more light on these issues, the categorical perception abilities of children at risk for dyslexia and chronological age controls were investigated before and after the onset of formal reading instruction in a longitudinal study. Both identification and discrimination data were collected using identical paradigms for speech and non-speech stimuli. Results showed the children at risk for dyslexia to shift from an allophonic mode of perception in kindergarten to a phonemic mode of perception in first grade, while the control group showed a phonemic mode already in kindergarten. The children at risk for dyslexia thus showed an allophonic perception deficit in kindergarten, which was later suppressed by phonemic perception as a result of formal reading instruction in first grade; allophonic perception in kindergarten can thus be treated as a clinical marker for the possibility of later reading problems.

  10. Evaluation of the Bangor Dyslexia Test (BDT) for use with Adults.

    PubMed

    Reynolds, Andrea Elaine; Caravolas, Markéta

    2016-02-01

    The Bangor Dyslexia Test (BDT) is a short, easy-to-administer screener for use with a broad age range, which has been in use in the UK for over three decades. A distinctive feature of the battery is its focus on skills requiring aspects of verbal and phonological processing without, however, measuring literacy skills per se. Despite its longstanding existence and usage, there has been no evaluation of the psychometric properties of the battery as an adult dyslexia screener. We examined the psychometric properties of the BDT and evaluated its capacity to discriminate between adults with and without dyslexia. A large archival sample of university students with dyslexia (n = 193) and students with no reported literacy difficulties (n = 40) were compared on the BDT as well as on literacy and cognitive measures. Statistical analyses revealed the BDT to be a reliable (α = .72) and valid dyslexia screening tool with the capacity to effectively identify adults at risk of the disorder with an overall classification rate of 94% (sensitivity 96.4% and specificity 82.5%). In addition, higher indices of dyslexia risk on the BDT were associated with lower scores on standardized measures of literacy.

  11. The Nature of Verbal Short-Term Impairment in Dyslexia: The Importance of Serial Order

    PubMed Central

    Majerus, Steve; Cowan, Nelson

    2016-01-01

    Verbal short-term memory (STM) impairment is one of the most consistent associated deficits observed in developmental reading disorders such as dyslexia. Few studies have addressed the nature of this STM impairment, especially as regards the ability to temporarily store serial order information. This question is important as studies in typically developing children have shown that serial order STM abilities are predictors of oral and written language development. Associated serial order STM deficits in dyslexia may therefore further increase the learning difficulties in these populations. In this mini review, we show that specific serial order STM impairment is frequently reported in both dyslexic children and adults with a history of dyslexia. Serial order STM impairment appears to occur for the retention of both verbal and visuo-spatial sequence information. Serial order STM impairment is, however, not a characteristic of every individual dyslexic subject and is not specific to dyslexia. Future studies need to determine whether serial order STM impairment is a risk factor which, in association with phonological processing deficits, can lead to dyslexia or whether serial order STM impairment reflects associated deficits causally unrelated to dyslexia. PMID:27752247

  12. Deep Dyslexia and Semantic Errors: A Test of the Failure of Inhibition Hypothesis Using a Semantic Blocking Paradigm

    ERIC Educational Resources Information Center

    Colangelo, Annette; Buchanan, Lori; Westbury, Chris

    2004-01-01

    Deep dyslexia is an acquired reading disorder that involves the production of semantic errors and the inability to read aloud nonwords successfully. Several explanations for this reading impairment posit multiple loci of damage to account for the various error types produced in deep dyslexia. In contrast, the failure of inhibition hypothesis…

  13. Impaired Statistical Learning in Developmental Dyslexia

    PubMed Central

    Thiessen, Erik D.; Holt, Lori L.

    2015-01-01

    Purpose Developmental dyslexia (DD) is commonly thought to arise from phonological impairments. However, an emerging perspective is that a more general procedural learning deficit, not specific to phonological processing, may underlie DD. The current study examined if individuals with DD are capable of extracting statistical regularities across sequences of passively experienced speech and nonspeech sounds. Such statistical learning is believed to be domain-general, to draw upon procedural learning systems, and to relate to language outcomes. Method DD and control groups were familiarized with a continuous stream of syllables or sine-wave tones, the ordering of which was defined by high or low transitional probabilities across adjacent stimulus pairs. Participants subsequently judged two 3-stimulus test items with either high or low statistical coherence as being the most similar to the sounds heard during familiarization. Results As with control participants, the DD group was sensitive to the transitional probability structure of the familiarization materials as evidenced by above-chance performance. However, the performance of participants with DD was significantly poorer than controls across linguistic and nonlinguistic stimuli. In addition, reading-related measures were significantly correlated with statistical learning performance of both speech and nonspeech material. Conclusion Results are discussed in light of procedural learning impairments among participants with DD. PMID:25860795

  14. Reading networks in children with dyslexia compared to children with ocular motility disturbances revealed by fMRI

    PubMed Central

    Saralegui, Ibone; Ontañón, José M.; Fernandez-Ruanova, Begoña; Garcia-Zapirain, Begonya; Basterra, Alejandro; Sanz-Arigita, Ernesto J.

    2014-01-01

    Key Points Dyslexia is a neurological disorder with a genetic origin, but the underlying biological and cognitive causes are still being investigated.This study compares the brain activation pattern while reading in Spanish, a semitransparent language, in three groups of children: typically developing readers, dyslexic readers and readers with functional monocular vision.Based on our results Dyslexia would be a neurological disorder not related to vision impairments and would require a multidisciplinary treatment based on improving phonological awareness and language development. Developmental dyslexia is a neurological disorder the underlying biological and cognitive causes of which are still being investigated, a key point, because the findings will determine the best therapeutic approach to use. Using functional magnetic resonance imaging, we studied the brain activation pattern while reading in the language-related cortical areas from the two reading routes, phonological and orthographic, and the strength of their association with reading scores in 66 Spanish-speaking children aged 9–12 years divided into three groups: typically developing readers (controls), dyslexic readers and readers with monocular vision due to ocular motility disorders but with normal reading development, to assess whether (or not) the neuronal network for reading in children with dyslexia has similarities with that in children with impaired binocular vision due to ocular motility disorders. We found that Spanish-speaking children with dyslexia have a brain circuit for reading that differs from that in children with monocular vision. Individuals with dyslexia tend to hypoactivate some of the language-related areas in the left hemisphere engaged by the phonological route, especially the visual word form area and left Wernicke's area, and try to compensate this deficit by activating language-related areas related to the orthographic route, such as the anterior part of the visual word form

  15. Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort.

    PubMed

    Conlon, Elizabeth G; Sanders, Mary A; Wright, Craig M

    2009-02-01

    The aim of the first of two experiments was to investigate the effect of practice on sensitivity to global motion and global form in a group of adults with dyslexia, a group of normal readers with visual discomfort, a group with dyslexia and visual discomfort, and a control group. In comparison to the control group, and regardless of the effect of practice, the group with dyslexia was significantly less sensitive to global motion. No differences in global motion sensitivity were found when individuals with dyslexia, with or without visual discomfort, were compared. The normal reading group with visual discomfort was less sensitive to global motion than the control group at baseline, but not when a second estimate of motion sensitivity was obtained. About 30% of the group with dyslexia had a global motion deficit on each threshold estimate. In contrast, there were no significant effects of practice or group on sensitivity to global form. In Experiment 2, performance on a number of cognitive and visual processing tasks was measured in four groups: two with dyslexia; one with and one without a global motion deficit, a normal reading group with visual discomfort, and a control group. The group with visual discomfort had reduced visual processing speed only. Regardless of whether a global motion processing deficit was present or absent in individuals with dyslexia, reduced accuracy was found on the language and visual processing measures, and on a rapid temporal sequencing task. Individuals with dyslexia and a global motion deficit had poorer accuracy than individuals with dyslexia and no motion deficit on the phonological processing and verbal short term memory tasks. We concluded that some adults with dyslexia have a persistent deficit when processing global motion but not global form. This is consistent with reports of a magnocellular pathway deficit in this group. Individuals with visual discomfort do not have a magnocellular processing deficit, but have perceptual

  16. Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

    PubMed Central

    Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W.

    2016-01-01

    The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia. PMID:26855554

  17. Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults.

    PubMed

    Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W

    The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.

  18. Phonological Knowledge Guides 2-Year-Olds' and Adults' Interpretation of Salient Pitch Contours in Word Learning

    ERIC Educational Resources Information Center

    Quam, Carolyn; Swingley, Daniel

    2010-01-01

    Phonology provides a system by which a limited number of types of phonetic variation can signal communicative intentions at multiple levels of linguistic analysis. Because phonologies vary from language to language, acquiring the phonology of a language demands learning to attribute phonetic variation appropriately. Here, we studied the case of…

  19. Phonological coding during reading

    PubMed Central

    Leinenger, Mallorie

    2014-01-01

    The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early (pre-lexical) or that phonological codes come online late (post-lexical)) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eyetracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model (Van Order, 1987), dual-route model (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), parallel distributed processing model (Seidenberg & McClelland, 1989)) are discussed. PMID:25150679

  20. Dichotic listening performance under high and low lexical work load in subtypes of developmental dyslexia.

    PubMed

    Lamm, O; Epstein, R

    1994-07-01

    This study examined dichotic listening performance in different subtypes of developmental dyslexia under high and low verbal work load conditions. Free recall tests of digits and words were administered to 320 dyslexic children from grade 3 to grade 10 and their matched controls. Results indicate significant differences within subtypes. Surface dyslexics manifested extreme ear neglect or total performance collapse but only under high verbal work load conditions. Phonological dyslexia was distinguished by poor total performance both under high and low work load levels. Visuo-motor dyslexics, however, did not differ in any measure from their controls. These results lend support to the contention that the main neuropsychological factor impeding reading acquisition varies according to dyslexia subtype.

  1. Specific language impairment and developmental dyslexia: What are the boundaries? Data from Greek children.

    PubMed

    Talli, I; Sprenger-Charolles, L; Stavrakaki, S

    2016-01-01

    This study examines the significance (between-groups comparisons) and frequency (within-group analyses) of deficits in developmental dyslexia (DD, mainly deficits in decoding and phonemic awareness), specific language impairment (SLI, mainly deficits in listening comprehension), or both (mainly deficits in phonological short-term memory [STM]). Participants included two groups of children who had received a diagnosis of either SLI (N=15) or DD (N=15). For the between-groups comparison, the groups were matched pairwise on nonverbal IQ to 30 chronological age controls (CAC) and 30 reading level controls (RLC). For the within-group analyses, the participants were compared to 91 CACs and 63 RLCs. We developed tasks not used for the diagnoses to assess phonological skills (decoding, phonemic awareness, phonological STM) and non-phonological skills (listening and reading comprehension). SLI children scored lower than both DD children and RLCs on tasks assessing listening and reading comprehension, and lower than RLCs on phonological STM and phonemic awareness. Within-group comparisons showed that a higher proportion of SLI than DD children presented severe deficits in the same four domains. The opposite pattern was found for decoding skills (7 SLI children with a severe deficit, versus 13 in the DD group). These findings are discussed in the light of models explaining the overlap between SLI and DD. They highlight the need to assess both phonological and non-phonological skills in SLI and DD children, using both between- and within-groups designs.

  2. Gradient Weight in Phonology

    ERIC Educational Resources Information Center

    Ryan, Kevin Michael

    2011-01-01

    Research on syllable weight in generative phonology has focused almost exclusively on systems in which weight is treated as an ordinal hierarchy of clearly delineated categories (e.g. light and heavy). As I discuss, canonical weight-sensitive phenomena in phonology, including quantitative meter and quantity-sensitive stress, can also treat weight…

  3. Metrical Phonology and SLA.

    ERIC Educational Resources Information Center

    Tice, Bradley S.

    Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English language with the intention that it may be used in second language instruction. Stress is defined by its physical and acoustical correlates, and the principles of…

  4. Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia?

    PubMed

    Ziegler, Johannes C; Pech-Georgel, Catherine; Dufau, Stéphane; Grainger, Jonathan

    2010-07-01

    Visual-attentional theories of dyslexia predict deficits for dyslexic children not only for the perception of letter strings but also for non-alphanumeric symbol strings. This prediction was tested in a two-alternative forced-choice paradigm with letters, digits, and symbols. Children with dyslexia showed significant deficits for letter and digit strings but not for symbol strings. This finding is difficult to explain for visual-attentional theories of dyslexia which postulate identical deficits for letters, digits and symbols. Moreover, dyslexics showed normal W-shaped serial position functions for letter and digit strings, which suggests that their deficit is not due to an abnormally small attentional window. Finally, the size of the deficit was identical for letters and digits, which suggests that poor letter perception is not just a consequence of the lack of reading. Together then, our results show that symbols that map onto phonological codes are impaired (i.e. letters and digits), whereas symbols that do not map onto phonological codes are not impaired. This dissociation suggests that impaired symbol-sound mapping rather than impaired visual-attentional processing is the key to understanding dyslexia.

  5. Project DyAdd: implicit learning in adult dyslexia and ADHD.

    PubMed

    Laasonen, Marja; Väre, Jenni; Oksanen-Hennah, Henna; Leppämäki, Sami; Tani, Pekka; Harno, Hanna; Hokkanen, Laura; Pothos, Emmanuel; Cleeremans, Axel

    2014-04-01

    In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18-55 years) with dyslexia (n = 36) or with attention deficit/hyperactivity disorder (ADHD, n = 22) and in controls (n = 35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia.

  6. Dyslexia and the Individual.

    ERIC Educational Resources Information Center

    Meredith, Patrick

    The main objective of this book is to explain the thinking that is involved in working out a systematic scheme of the variables related to dyslexia. The contents of the book include "Origins of the Approach,""Some Principles of Instruction"; "Verbal Behavior"; "Our Ideas about Language"; "Left and Right"; "The Biology of the Book"; "Exploring…

  7. Procedural Learning and Dyslexia

    ERIC Educational Resources Information Center

    Nicolson, R. I.; Fawcett, A. J.; Brookes, R. L.; Needle, J.

    2010-01-01

    Three major "neural systems", specialized for different types of information processing, are the sensory, declarative, and procedural systems. It has been proposed ("Trends Neurosci.",30(4), 135-141) that dyslexia may be attributable to impaired function in the procedural system together with intact declarative function. We provide a brief…

  8. Translating Dyslexia across Species

    ERIC Educational Resources Information Center

    Gabel, Lisa A.; Manglani, Monica; Escalona, Nicholas; Cysner, Jessica; Hamilton, Rachel; Pfaffmann, Jeffrey; Johnson, Evelyn

    2016-01-01

    Direct relationships between induced mutation in the "DCDC2" candidate dyslexia susceptibility gene in mice and changes in behavioral measures of visual spatial learning have been reported. We were interested in determining whether performance on a visual-spatial learning and memory task could be translated across species (study 1) and…

  9. Rise time and formant transition duration in the discrimination of speech sounds: the Ba-Wa distinction in developmental dyslexia.

    PubMed

    Goswami, Usha; Fosker, Tim; Huss, Martina; Mead, Natasha; Szucs, Dénes

    2011-01-01

    Across languages, children with developmental dyslexia have a specific difficulty with the neural representation of the sound structure (phonological structure) of speech. One likely cause of their difficulties with phonology is a perceptual difficulty in auditory temporal processing (Tallal, 1980). Tallal (1980) proposed that basic auditory processing of brief, rapidly successive acoustic changes is compromised in dyslexia, thereby affecting phonetic discrimination (e.g. discriminating /b/ from /d/) via impaired discrimination of formant transitions (rapid acoustic changes in frequency and intensity). However, an alternative auditory temporal hypothesis is that the basic auditory processing of the slower amplitude modulation cues in speech is compromised (Goswami et al., 2002). Here, we contrast children's perception of a synthetic speech contrast (ba/wa) when it is based on the speed of the rate of change of frequency information (formant transition duration) versus the speed of the rate of change of amplitude modulation (rise time). We show that children with dyslexia have excellent phonetic discrimination based on formant transition duration, but poor phonetic discrimination based on envelope cues. The results explain why phonetic discrimination may be allophonic in developmental dyslexia (Serniclaes et al., 2004), and suggest new avenues for the remediation of developmental dyslexia.

  10. Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia.

    PubMed

    Lohvansuu, Kaisa; Hämäläinen, Jarmo A; Tanskanen, Annika; Ervast, Leena; Heikkinen, Elisa; Lyytinen, Heikki; Leppänen, Paavo H T

    2014-12-01

    Specific reading disability, dyslexia, is a prevalent and heritable disorder impairing reading acquisition characterized by a phonological deficit. However, the underlying mechanism of how the impaired phonological processing mediates resulting dyslexia or reading disabilities remains still unclear. Using ERPs we studied speech sound processing of 30 dyslexic children with familial risk for dyslexia, 51 typically reading children with familial risk for dyslexia, and 58 typically reading control children. We found enhanced brain responses to shortening of a phonemic length in pseudo-words (/at:a/ vs. /ata/) in dyslexic children with familial risk as compared to other groups. The enhanced brain responses were associated with better performance in behavioral phonemic length discrimination task, as well as with better reading and writing accuracy. Source analyses revealed that the brain responses of sub-group of dyslexic children with largest responses originated from a more posterior area of the right temporal cortex as compared to the responses of the other participants. This is the first electrophysiological evidence for a possible compensatory speech perception mechanism in dyslexia. The best readers within the dyslexic group have probably developed alternative strategies which employ compensatory mechanisms substituting their possible earlier deficit in phonological processing and might therefore be able to perform better in phonemic length discrimination and reading and writing accuracy tasks. However, we speculate that for reading fluency compensatory mechanisms are not that easily built and dyslexic children remain slow readers during their adult life.

  11. Evidence for a General Auditory Processing Deficit in Developmental Dyslexia from a Discrimination Paradigm Using Speech versus Nonspeech Sounds Matched in Complexity

    ERIC Educational Resources Information Center

    Christmann, Corinna A.; Lachmann, Thomas; Steinbrink, Claudia

    2015-01-01

    Purpose: It is unknown whether phonological deficits are the primary cause of developmental dyslexia or whether they represent a secondary symptom resulting from impairments in processing basic acoustic parameters of speech. This might be due, in part, to methodological difficulties. Our aim was to overcome two of these difficulties: the…

  12. Dyslexia and reasoning: the importance of visual processes.

    PubMed

    Bacon, Alison M; Handley, Simon J

    2010-08-01

    Recent research has suggested that individuals with dyslexia rely on explicit visuospatial representations for syllogistic reasoning while most non-dyslexics opt for an abstract verbal strategy. This paper investigates the role of visual processes in relational reasoning amongst dyslexic reasoners. Expt 1 presents written and verbal protocol evidence to suggest that reasoners with dyslexia generate detailed representations of relational properties and use these to make a visual comparison of objects. Non-dyslexics use a linear array of objects to make a simple transitive inference. Expt 2 examined evidence for the visual-impedance effect which suggests that visual information detracts from reasoning leading to longer latencies and reduced accuracy. While non-dyslexics showed the impedance effects predicted, dyslexics showed only reduced accuracy on problems designed specifically to elicit imagery. Expt 3 presented problems with less semantically and visually rich content. The non-dyslexic group again showed impedance effects, but dyslexics did not. Furthermore, in both studies, visual memory predicted reasoning accuracy for dyslexic participants, but not for non-dyslexics, particularly on problems with highly visual content. The findings are discussed in terms of the importance of visual and semantic processes in reasoning for individuals with dyslexia, and we argue that these processes play a compensatory role, offsetting phonological and verbal memory deficits.

  13. Dyslexia: What Teachers Need to Know

    ERIC Educational Resources Information Center

    Williams, Joan A.; Lynch, Sharon A.

    2010-01-01

    Though the term dyslexia is familiar to the American public and is frequently seen in the media, it often is misunderstood, even in the educational setting. The International Dyslexia Association established the following definition of dyslexia: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by…

  14. Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.

    PubMed

    Feng, Xiaoxia; Li, Le; Zhang, Manli; Yang, Xiujie; Tian, Mengyu; Xie, Weiyi; Lu, Yao; Liu, Li; Bélanger, Nathalie N; Meng, Xiangzhi; Ding, Guosheng

    2017-04-01

    Previous neuroimaging studies have found atypical cerebellar activation in individuals with dyslexia in either motor-related tasks or language tasks. However, studies investigating atypical cerebellar activation in individuals with dyslexia have mostly used tasks tapping phonological processing. A question that is yet unanswered is whether the cerebellum in individuals with dyslexia functions properly during orthographic processing of words, as growing evidence shows that the cerebellum is also involved in visual and spatial processing. Here, we investigated cerebellar activation and cerebro-cerebellar functional connectivity during word processing in dyslexic readers and typically developing readers using tasks that tap orthographic and phonological codes. In children with dyslexia, we observed an abnormally higher engagement of the bilateral cerebellum for the orthographic task, which was negatively correlated with literacy measures. The greater the reading impairment was for young dyslexic readers, the stronger the cerebellar activation was. This suggests a compensatory role of the cerebellum in reading for children with dyslexia. In addition, a tendency for higher cerebellar activation in dyslexic readers was found in the phonological task. Moreover, the functional connectivity was stronger for dyslexic readers relative to typically developing readers between the lobule VI of the right cerebellum and the left fusiform gyrus during the orthographic task and between the lobule VI of the left cerebellum and the left supramarginal gyrus during the phonological task. This pattern of results suggests that the cerebellum compensates for reading impairment through the connections with specific brain regions responsible for the ongoing reading task. These findings enhance our understanding of the cerebellum's involvement in reading and reading impairment.

  15. Visual attention in adults with developmental dyslexia: evidence from manual reaction time and saccade latency.

    PubMed

    Judge, Jeannie; Caravolas, Markéta; Knox, Paul C

    2007-05-01

    Two studies were conducted to investigate visual attention deficits in dyslexia. In Experiment 1, adults with dyslexia and age- and IQ-matched controls completed a simple cueing task; participants responded to briefly presented (20 ms) eccentric targets (3 degrees , 6 degrees , or 9 degrees ) with a key press. In Experiment 2, the same participants completed a saccade version of the task, and saccade amplitude, accuracy, and latency were measured. The results revealed comparable performance between the groups on the manual reaction time task. The groups also performed similarly in saccade accuracy and latency. Moreover, neither group showed a visual field asymmetry in their performance, with the exception that adults with dyslexia showed longer saccade latency for 9 degrees targets presented to their left visual field than did controls. However, on the latter measure, the majority (78%) of those with dyslexia performed within the range of the control group. Correlational analyses revealed associations between reading and phoneme awareness in both groups, but phoneme awareness was not associated with visual attention in adult dyslexics. Together, the results are not compatible with a visual attention deficit in adult dyslexia, while they provide support for the phonological deficit hypothesis.

  16. Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.

    PubMed

    Norton, Elizabeth S; Black, Jessica M; Stanley, Leanne M; Tanaka, Hiroko; Gabrieli, John D E; Sawyer, Carolyn; Hoeft, Fumiko

    2014-08-01

    The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, the brain basis of poor reading with a double-deficit has never been investigated. The goal of the study was to evaluate the double-deficit hypothesis using functional MRI. Activation patterns during a printed word rhyme judgment task in 90 children with a wide range of reading abilities showed dissociation between brain regions that were sensitive to phonological awareness (left inferior frontal and inferior parietal regions) and rapid naming (right cerebellar lobule VI). More specifically, the double-deficit group showed less activation in the fronto-parietal reading network compared to children with only a deficit in phonological awareness, who in turn showed less activation than the typically-reading group. On the other hand, the double-deficit group showed less cerebellar activation compared to children with only a rapid naming deficit, who in turn showed less activation than the typically-reading children. Functional connectivity analyses revealed that bilateral prefrontal regions were key for linking brain regions associated with phonological awareness and rapid naming, with the double-deficit group being the most aberrant in their connectivity. Our study provides the first functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.

  17. Phonological acquisition of a Korean child: An acoustic study

    NASA Astrophysics Data System (ADS)

    Jun, Sun-Ah

    2005-09-01

    Studies on child phonology suggest that there exist phonological universals in the timing of phonological events and the ordering of phonological categories, but the acquisition of speech sounds is influenced by the language-specific aspects of the ambient language such as phonetics, phonology, and the frequency of the sound in child-directed speech. This study investigates a Korean child's phonological acquisition based on tape recordings of longitudinal data (from 2 months to 2 years, recorded in 1- to 2-week intervals). Special attention is given to the change in prosody and the acquisition of the Korean three-way manner contrast (fortis, aspirated, lenis). It is known that Korean fortis and aspirated obstruents trigger high pitch at vowel onset while lenis obstruents trigger low pitch [Jun (1993), (1998)]. Preliminary results suggest that fortis obstruents are acquired first, followed by aspirated, and then lenis. The segmental properties (e.g., voice onset time, breathy phonation) appropriate for the lenis category were acquired later than the pitch. In addition, unlike the universal tendencies, velar and labial consonants were acquired earlier than alveolar consonants. Factors affecting the order of acquisition, including frequency effect and perceptual salience, will be discussed.

  18. The effect of syntax on reading in neglect dyslexia.

    PubMed

    Friedmann, Naama; Tzailer-Gross, Lital; Gvion, Aviah

    2011-08-01

    Individuals with text-based neglect dyslexia omit words on the neglected side of the sentence or text, usually on the left side. This study tested whether the syntactic structure of the target sentence affects reading in this type of neglect dyslexia. Because Hebrew is read from right to left, it enables testing whether the beginning of the sentence and its syntactic properties determine if the final, leftmost, constituent is omitted or not. The participants were 7 Hebrew-speaking individuals with acquired left text-based neglect dyslexia, without syntactic impairments. Each participant read 310 sentences, in which we compared 5 types of minimal pairs of sentences that differed in the obligatoriness of the final (left) constituent. Complements were compared with adjuncts, obligatory pronouns were compared with optional resumptive pronouns, and the object of a past tense verb was compared with the object of a present tense verb, which can also be taken to be an adjective, which does not require an object. Questions that require a verb were compared with questions that can appear without a verb, and clauses that serve as sentential complements of a verb were compared with coordinated clauses, which are not required by the verb. In addition, we compared the reading of noun sequences to the reading of meaningful sentences, and assessed the neglect point in reading 2 texts. The results clearly indicated that the syntactic knowledge of the readers with neglect dyslexia modulated their sentence reading. They tended to keep on reading as long as the syntactic and lexical-syntactic requirements of the sentence had not been met. In 4 of the conditions twice as many omissions occurred when the final constituent was optional than when it was obligatory. Text reading was also guided by a search for a "happy end" that does not violate syntactic or semantic requirements. Thus, the syntactic structure of the target sentence modulates reading and neglect errors in text

  19. Inflectional spelling deficits in developmental dyslexia.

    PubMed

    Egan, Joanne; Tainturier, Marie-Josèphe

    2011-01-01

    The goal of this study was to examine past-tense spelling deficits in developmental dyslexia and their relationship to phonological abilities, spoken morphological awareness and word specific orthographic memory. Three groups of children (28 9-year-old dyslexic, 28 chronological age-matched and 28 reading/spelling age-matched children) completed a battery of tests including spelling regularly inflected words (e.g., kissed) and matched one-morpheme words (e.g., wrist). They were also assessed on a range of tests of reading and spelling abilities and associated linguistic measures. Dyslexic children were impaired in relation to chronological age-matched controls on all measures. Furthermore, they were significantly poorer than younger reading and spelling age-matched controls at spelling inflected verbs, supporting the existence of a specific deficit in past-tense spelling in dyslexia. In addition to under-using the -ed spelling on inflected verbs, the dyslexic children were less likely to erroneously apply this spelling to one-morpheme words than younger controls. Dyslexics were also poorer than younger controls at using a consistent spelling for stems presented in isolation versus as part of an inflected word, indicating that they make less use of the morphological relations between words to support their spelling. In line with this interpretation, regression analyses revealed another qualitative difference between the spelling and reading age-matched group and the dyslexic group: while both spoken morphological awareness and orthographic word specific memory were significant predictors of the accuracy of past-tense spelling in the former group, only orthographic memory (irregular word reading and spelling) was a significant factor in the dyslexic group. Finally, we identified a subgroup of seven dyslexic children who were severely deficient in past-tense spelling. This subgroup was also significantly worse than other dyslexics and than younger controls on scores

  20. A Critical Approach towards Dyslexia

    ERIC Educational Resources Information Center

    Leonard, Bobby

    2005-01-01

    This article discusses dyslexia (one of the many complex issues that affects students) and the ways to tackle it appropriately. Dyslexia is described as a syndrome in which a person's reading and/or writing ability is significantly lower than that which would be predicted by his or her general level of intelligence. People are diagnosed as…

  1. Dyslexia: Neuroanatomical/Neurolinguistic Perspectives.

    ERIC Educational Resources Information Center

    Hynd, George W.; Hynd, Cynthia R.

    1984-01-01

    Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)

  2. Tackling the 'dyslexia paradox': reading brain and behavior for early markers of developmental dyslexiax.

    PubMed

    Ozernov-Palchik, Ola; Gaab, Nadine

    2016-01-01

    Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5-17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre-reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that variant function in dyslexia susceptibility genes lead to atypical neural migration and/or axonal growth during early, most likely in utero, brain development. Yet, dyslexia is typically not diagnosed until a child has failed to learn to read as expected (usually in second grade or later). There is emerging evidence that neuroimaging measures, when combined with key behavioral measures, can enhance the accuracy of identification of dyslexia risk in pre-reading children but its sensitivity, specificity, and cost-efficiency is still unclear. Early identification of dyslexia risk carries important implications for dyslexia remediation and the amelioration of the psychosocial consequences commonly associated with reading failure.

  3. Neuroanatomical anomalies of dyslexia: Disambiguating the effects of disorder, performance, and maturation.

    PubMed

    Xia, Zhichao; Hoeft, Fumiko; Zhang, Linjun; Shu, Hua

    2016-01-29

    An increasing body of studies has revealed neuroanatomical impairments in developmental dyslexia. However, whether these structural anomalies are driven by dyslexia (disorder-specific effects), absolute reading performance (performance-dependent effects), and/or further influenced by age (maturation-sensitive effects) remains elusive. To help disentangle these sources, the current study used a novel disorder (dyslexia vs. control) by maturation (younger vs. older) factorial design in 48 Chinese children who were carefully matched. This design not only allows for direct comparison between dyslexics versus controls matched for chronological age and reading ability, but also enables examination of the influence of maturation and its interaction with dyslexia. Voxel-based morphometry (VBM) showed that dyslexic children had reduced regional gray matter volume in the left temporo-parietal cortex (spanning over Heschl's gyrus, planum temporale and supramarginal gyrus), middle frontal gyrus, superior occipital gyrus, and reduced regional white matter in bilateral parieto-occipital regions (left cuneus and right precuneus) compared with both age-matched and reading-level matched controls. Therefore, maturational stage-invariant neurobiological signatures of dyslexia were found in brain regions that have been associated with impairments in the auditory/phonological and attentional systems. On the other hand, maturational stage-dependent effects on dyslexia were observed in three regions (left ventral occipito-temporal cortex, left dorsal pars opercularis and genu of the corpus callosum), all of which were previously reported to be involved in fluent reading and its development. These striking dissociations collectively suggest potential atypical developmental trajectories of dyslexia, where underlying mechanisms are currently unknown but may be driven by interactions between genetic and/or environmental factors. In summary, this is the first study to disambiguate

  4. Neuroanatomical Anomalies of Dyslexia: Disambiguating the Effects of Disorder, Performance, and Maturation

    PubMed Central

    Xia, Zhichao; Hoeft, Fumiko; Zhang, Linjun; Shu, Hua

    2016-01-01

    An increasing body of studies has revealed neuroanatomical impairments in developmental dyslexia. However, whether these structural anomalies are driven by dyslexia (disorder-specific effects), absolute reading performance (performance-dependent effects), and/or further influenced by age (maturation-sensitive effects) remains elusive. To help disentangle these sources, the current study used a novel disorder (dyslexia vs. control) by maturation (younger vs. older) factorial design in 48 Chinese children who were carefully matched. This design not only allows for direct comparison between dyslexics versus controls matched for chronological age and reading ability, but also enables examination of the influence of maturation and its interaction with dyslexia. Voxel-based morphometry (VBM) showed that dyslexic children had reduced regional gray matter volume in the left temporo-parietal cortex (spanning over Heschl’s gyrus, planum temporale and supramarginal gyrus), middle frontal gyrus, superior occipital gyrus, and reduced regional white matter in bilateral parieto-occipital regions (left cuneus and right precuneus) compared with both age-matched and reading-level matched controls. Therefore, maturational stage-invariant neurobiological signatures of dyslexia were found in brain regions that have been associated with impairments in the auditory/phonological and attentional systems. On the other hand, maturational stage-dependent effects on dyslexia were observed in three regions (left ventral occipito-temporal cortex, left dorsal pars opercularis and genu of the corpus callosum), all of which were previously reported to be involved in fluent reading and its development. These striking dissociations collectively suggest potential atypical developmental trajectories of dyslexia, where underlying mechanisms are currently unknown but may be driven by interactions between genetic and/or environmental factors. In summary, this is the first study to disambiguate

  5. The magnocellular theory of developmental dyslexia.

    PubMed

    Stein, J

    2001-01-01

    Low literacy is termed 'developmental dyslexia' when reading is significantly behind that expected from the intelligence quotient (IQ) in the presence of other symptoms--incoordination, left-right confusions, poor sequencing--that characterize it as a neurological syndrome. 5-10% of children, particularly boys, are found to be dyslexic. Reading requires the acquisition of good orthographic skills for recognising the visual form of words which allows one to access their meaning directly. It also requires the development of good phonological skills for sounding out unfamiliar words using knowledge of letter sound conversion rules. In the dyslexic brain, temporoparietal language areas on the two sides are symmetrical without the normal left-sided advantage. Also brain 'warts' (ectopias) are found, particularly clustered round the left temporoparietal language areas. The visual magnocellular system is responsible for timing visual events when reading. It therefore signals any visual motion that occurs if unintended movements lead to images moving off the fovea ('retinal slip'). These signals are then used to bring the eyes back on target. Thus, sensitivity to visual motion seems to help determine how well orthographic skill can develop in both good and bad readers. In dyslexics, the development of the visual magnocellular system is impaired: development of the magnocellular layers of the dyslexic lateral geniculate nucleus (LGN) is abnormal; their motion sensitivity is reduced; many dyslexics show unsteady binocular fixation; hence poor visual localization, particularly on the left side (left neglect). Dyslexics' binocular instability and visual perceptual instability, therefore, can cause the letters they are trying to read to appear to move around and cross over each other. Hence, blanking one eye (monocular occlusion) can improve reading. Thus, good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper

  6. L2 Spelling Errors in Italian Children with Dyslexia.

    PubMed

    Palladino, Paola; Cismondo, Dhebora; Ferrari, Marcella; Ballagamba, Isabella; Cornoldi, Cesare

    2016-05-01

    The present study aimed to investigate L2 spelling skills in Italian children by administering an English word dictation task to 13 children with dyslexia (CD), 13 control children (comparable in age, gender, schooling and IQ) and a group of 10 children with an English learning difficulty, but no L1 learning disorder. Patterns of difficulties were examined for accuracy and type of errors, in spelling dictated short and long words (i.e. disyllables and three syllables). Notably, CD were poor in spelling English words. Furthermore, their errors were mainly related with phonological representation of words, as they made more 'phonologically' implausible errors than controls. In addition, CD errors were more frequent for short than long words. Conversely, the three groups did not differ in the number of plausible ('non-phonological') errors, that is, words that were incorrectly written, but whose reading could correspond to the dictated word via either Italian or English rules. Error analysis also showed syllable position differences in the spelling patterns of CD, children with and English learning difficulty and control children. Copyright © 2016 John Wiley & Sons, Ltd.

  7. The Influence of Pathologies upon Sensory Perception and Sensory Coordination in Children with Developmental Dyslexia and Learning Disorders: A Unified Theory of Developmental Dyslexia

    PubMed Central

    Ewing, Graham Wilfred; Parvez, Syed Hasan

    2012-01-01

    This case is presented to explain that developmental dyslexia and related autistic spectrum disorders have solely pathological origins. There is a general consensus of opinion which supports the phonological theory. However, this largely ignores the biological basis for all aspects of the brain's development and function, and hence, for its dysfunction. A unified explanation must take into account all salient features including cognitive dysfunction, encephalograph (EEG) frequencies, neural networks, physiological systems, autonomic nervous system and the function of the cerebellum. It must explain the significance of the brain waves and neurons and their normally synchronized or coherent function. This article builds upon an earlier article by the authors, which incorporates a review and discussion of the prevailing theories or models for developmental dyslexia. It looks at the issues from a top-down ‘systems biology’ perspective. It concludes that it may be only the body's biochemistry and, in particular, the onset of pathologies that explain the phenomena which we recognize as developmental dyslexia. Pathologies experienced in the early prepubescent years influence neural development. They influence the speed and coherent transmission of data between the senses and neural centers. It is proposed that this explains the nature and occurrence of what we recognize as developmental dyslexia. PMID:22454821

  8. Phonological Awareness: From Research to Practice. Challenges in Language and Literacy

    ERIC Educational Resources Information Center

    Gillon, Gail T.

    2007-01-01

    This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in…

  9. A Single-Stage Approach to Learning Phonological Categories: Insights from Inuktitut

    ERIC Educational Resources Information Center

    Dillon, Brian; Dunbar, Ewan; Idsardi, William

    2013-01-01

    To acquire one's native phonological system, language-specific phonological categories and relationships must be extracted from the input. The acquisition of the categories and relationships has each in its own right been the focus of intense research. However, it is remarkable that research on the acquisition of categories and the relations…

  10. Hermit Crabs: Formal Renewal of Morphology by Phonologically Mediated Affix Substitution.

    ERIC Educational Resources Information Center

    Heath, Jeffrey

    1998-01-01

    Grammatical affix undergoing phonetic erosion is sometimes abruptly replaced by a conveniently-available lexical stem sharing one or more phonological segments. The new affix has phonological shape of the old independent stem, but acquires basic grammatical function of the old affix. Because the old affixal form is eliminated, the historical…

  11. Neural Correlates of Phonological Processing in Speech Sound Disorder: A Functional Magnetic Resonance Imaging Study

    ERIC Educational Resources Information Center

    Tkach, Jean A.; Chen, Xu; Freebairn, Lisa A.; Schmithorst, Vincent J.; Holland, Scott K.; Lewis, Barbara A.

    2011-01-01

    Speech sound disorders (SSD) are the largest group of communication disorders observed in children. One explanation for these disorders is that children with SSD fail to form stable phonological representations when acquiring the speech sound system of their language due to poor phonological memory (PM). The goal of this study was to examine PM in…

  12. Phonological Awareness and Reading Speed Deficits in Reading Disabled Greek-Speaking Children

    ERIC Educational Resources Information Center

    Constantinidou, Maria; Stainthorp, Rhona

    2009-01-01

    There is evidence that phonological awareness skills secure decoding ability and that phonological deficits underlie failure to acquire adequate word recognition. Slow word-reading rate may be an additional defining characteristic of reading disability. The present study aimed to investigate whether: (1) reading disabled (RD) Greek-speaking…

  13. Low-level deficits in beat perception: neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography.

    PubMed

    Papadopoulos, Timothy C; Georgiou, George K; Parrila, Rauno K

    2012-01-01

    This article reports two different studies examining the theoretical account of low-level deficits in beat perception as an alternative explanation of developmental dyslexia in Greek, an orthographically consistent language. Study I examined the relationship of amplitude rise time and frequency discrimination with measures of phonological processing, working memory, and reading fluency in a large unselected sample of Grade 4 children. Study II examined the presence of beat perception deficits in groups of Grade 2, 4, and 6 children with dyslexia and their chronological age controls. The results provided no evidence to support meaningful associations between beat perception tasks and reading or the theoretical account of beat perception deficits as a sufficient explanation or contributing factor to dyslexia. Implications on the importance of auditory processing in reading in orthographically consistent languages are discussed.

  14. Development of Phonological Constancy

    PubMed Central

    Best, Catherine T.; Tyler, Michael D.; Gooding, Tiffany N.; Orlando, Corey B.; Quann, Chelsea A.

    2009-01-01

    Efficient word recognition depends on detecting critical phonetic differences among similar-sounding words, or sensitivity to phonological distinctiveness, an ability evident at 19 months of age but unreliable at 14 to 15 months of age. However, little is known about phonological constancy, the equally crucial ability to recognize a word's identity across natural phonetic variations, such as those in cross-dialect pronunciation differences. We show that 15- and 19-month-old children recognize familiar words spoken in their native dialect, but that only the older children recognize familiar words in a dissimilar nonnative dialect, providing evidence for emergence of phonological constancy by 19 months. These results are compatible with a perceptual-attunement account of developmental change in early word recognition, but not with statistical-learning or phonological accounts. Thus, the complementary skills of phonological constancy and distinctiveness both appear at around 19 months of age, together providing the child with a fundamental insight that permits rapid vocabulary growth and later reading acquisition. PMID:19368700

  15. A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: genotypes, phenotypes, brain, and instruction.

    PubMed

    Berninger, Virginia W; Raskind, Wendy; Richards, Todd; Abbott, Robert; Stock, Pat

    2008-01-01

    A unifying theoretical framework of three working memory components provides a systems perspective for discussing past and new findings in a 12-year research program that point to heterogeneity in the genetic and brain basis and behavioral expression of dyslexia: (a) codes for word-form storage and processing, (b) time-sensitive phonological and orthographic loops for maintaining information in working memory or outputting it, and (c) executive functions for language (e.g., rapid automatic switching of attention). Results, which span the genetic to neurological to behavioral levels of analysis, point to possible impairment in any one or combination of these working memory components in individuals with dyslexia. A DNA variation on chromosome 15 may be linked with the phonological word-form in the first working-memory component. A DNA variation on chromosome 6 may be linked with slow rapid automatic switching, inattention ratings, and impaired goal-directed activity ratings in the third working-memory component. Brain and behavioral findings support (a) Triple Word Form Theory: phonological, orthographic, and morphological word-forms and their parts contribute to learning to read and spell words; and (b) Cross-Word Form Mapping: in the process of learning to read and spell words children compute the inter-relationships among the three word-forms and their parts. However, children with dyslexia may require more focus on the morphological word-form and its parts and their relationships with the other two word-forms and their parts than do normal readers. Also, children with dyslexia have unusual difficulties in sustaining phonological loop function in working memory over time; their impaired orthographic loop function may interfere with learning to write alphabet letters and spell, which may be as impaired as word decoding and reading. Impaired executive functions may interfere with the efficiency of working memory in processing oral and written language.

  16. The Structure of Phonological Theory

    ERIC Educational Resources Information Center

    Samuels, Bridget D.

    2009-01-01

    This dissertation takes a Minimalist approach to phonology, treating the phonological module as a system of abstract symbolic computation, divorced from phonetic content. I investigate the position of the phonological module within the architecture of grammar and the evolutionary scenario developed by Hauser et al. (2002a) and Fitch et al. (2005).…

  17. Metrical Phonology: German Sound System.

    ERIC Educational Resources Information Center

    Tice, Bradley S.

    Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English and German languages. The objective is to promote use of metrical phonology as a tool for enhancing instruction in stress patterns in words and sentences, particularly in…

  18. Spelling errors in text copying by children with dyslexia and ADHD symptoms.

    PubMed

    Re, Anna Maria; Cornoldi, Cesare

    2015-01-01

    Spelling errors are usually studied in dictations, but teachers report that children with school difficulties often make spelling mistakes when they copy a text too. The present study examines the performance on a text copying task and a text dictation task of two groups of children known for their difficulties in spelling, that is, 22 with symptoms of ADHD and 13 with dyslexia, comparing them with matched controls to see whether children with spelling difficulties make more copying task errors than do controls, whether they make fewer mistakes when copying than when writing under dictation, and whether the pattern of errors remains the same or differs in copy and dictation tasks. Our results show that although children with spelling difficulties made fewer errors in the copying task than under dictation, they still made phonological errors and mistakes relating to accents and duplicates. The pattern of errors differed slightly between the children with dyslexia and those with ADHD, presumably as a consequence of their different underlying weaknesses-related mainly to phonology and orthographic representation in the case of dyslexia and to attentional control in the case of ADHD.

  19. Adults with dyslexia show deficits on spatial frequency doubling and visual attention tasks.

    PubMed

    Buchholz, Judy; McKone, Elinor

    2004-02-01

    We examine the visual processing of high-functioning adults with developmental dyslexia (mean Performance IQ = 126.5) and current phonological problems. In comparison to an age- and IQ-matched control group, the group with dyslexia showed deficits in two tasks associated with magnocellular/dorsal pathway function. For the 'frequency doubling' stimulus (grating of 0.25 cpd modulated at 25 Hz counterphase flicker), contrast thresholds for detection were raised in the dyslexic group. In conjunction visual search, a display time sufficient for controls to achieve ceiling accuracy at all set sizes (30 ms per item) was inadequate to allow shifts of attention around the display for the group with dyslexia. In contrast, normal performance was found on 'popout' visual search and on a ventral stream acuity task. Correlational analysis revealed a significant relationship between degree of deficit in conjunction search and phonological difficulty. The deficits revealed were specific to functions that rely on magnocellular input. They cannot be attributed to concentration lapses, eye movement problems or slow reaction times in the dyslexic group.

  20. Impaired visual expertise for print in French adults with dyslexia as shown by N170 tuning.

    PubMed

    Mahé, Gwendoline; Bonnefond, Anne; Gavens, Nathalie; Dufour, André; Doignon-Camus, Nadège

    2012-12-01

    Efficient reading relies on expertise in the visual word form area, with abnormalities in the functional specialization of this area observed in individuals with developmental dyslexia. We have investigated event related potentials in print tuning in adults with dyslexia, based on their N170 response at 135-255 ms. Control and dyslexic adults performed a lexical decision task with symbol strings and four sets of word-like stimuli (consonant strings, pseudowords, low frequency words and high frequency words). N170 tuning was observed in the control group, with larger left occipito-temporal negativities for word-like stimuli than for symbol strings. In contrast, N170 specialization was lacking in dyslexics, suggesting no visual expertise for print. Moreover, behavioral data indicated that adults with dyslexia had longer latencies and more errors for pseudowords than for other stimuli, suggesting a persistent phonological deficit in these individuals. These findings suggest that altered decoding abilities may disrupt perceptual expertise for print. The results are discussed in the context of the phonological mapping deficit theory.

  1. Encoding order and developmental dyslexia: A family of skills predicting different orthographic components

    PubMed Central

    Romani, Cristina; Tsouknida, Effie; Olson, Andrew

    2015-01-01

    We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially—to tap spatial and temporal order encoding, respectively—and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder. PMID:25246235

  2. Encoding order and developmental dyslexia: a family of skills predicting different orthographic components.

    PubMed

    Romani, Cristina; Tsouknida, Effie; Olson, Andrew

    2015-01-01

    We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially--to tap spatial and temporal order encoding, respectively--and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder.

  3. Phonology without universal grammar

    PubMed Central

    Archangeli, Diana; Pulleyblank, Douglas

    2015-01-01

    The question of identifying the properties of language that are specific human linguistic abilities, i.e., Universal Grammar, lies at the center of linguistic research. This paper argues for a largely Emergent Grammar in phonology, taking as the starting point that memory, categorization, attention to frequency, and the creation of symbolic systems are all nonlinguistic characteristics of the human mind. The articulation patterns of American English rhotics illustrate categorization and systems; the distribution of vowels in Bantu vowel harmony uses frequencies of particular sequences to argue against Universal Grammar and in favor of Emergent Grammar; prefix allomorphy in Esimbi illustrates the Emergent symbolic system integrating phonological and morphological generalizations. The Esimbi case has been treated as an example of phonological opacity in a Universal Grammar account; the Emergent analysis resolves the pattern without opacity concerns. PMID:26388791

  4. Phonology without universal grammar.

    PubMed

    Archangeli, Diana; Pulleyblank, Douglas

    2015-01-01

    The question of identifying the properties of language that are specific human linguistic abilities, i.e., Universal Grammar, lies at the center of linguistic research. This paper argues for a largely Emergent Grammar in phonology, taking as the starting point that memory, categorization, attention to frequency, and the creation of symbolic systems are all nonlinguistic characteristics of the human mind. The articulation patterns of American English rhotics illustrate categorization and systems; the distribution of vowels in Bantu vowel harmony uses frequencies of particular sequences to argue against Universal Grammar and in favor of Emergent Grammar; prefix allomorphy in Esimbi illustrates the Emergent symbolic system integrating phonological and morphological generalizations. The Esimbi case has been treated as an example of phonological opacity in a Universal Grammar account; the Emergent analysis resolves the pattern without opacity concerns.

  5. Do Children with Phonological Delay Have Phonological Short-Term and Phonological Working Memory Deficits?

    ERIC Educational Resources Information Center

    Waring, Rebecca; Eadie, Patricia; Liow, Susan Rickard; Dodd, Barbara

    2017-01-01

    While little is known about why children make speech errors, it has been hypothesized that cognitive-linguistic factors may underlie phonological speech sound disorders. This study compared the phonological short-term and phonological working memory abilities (using immediate memory tasks) and receptive vocabulary size of 14 monolingual preschool…

  6. Phonological acquisition in preschoolers learning a second language via immersion: a longitudinal study.

    PubMed

    Anderson, Raquel T

    2004-01-01

    Phonological development in first and second languages (L1 and L2 respectively) has not been extensively studied in young children who are acquiring a second language via immersion. This lack of information is unfortunate, as the number of children who are acquiring a second language in this context is growing and such children make up a part of the clinical caseload of many speech-language pathologists. To address the need for information regarding phonological development of children acquiring a second language in immersion, the present investigation sought to provide longitudinal data on the development of both L1 and L2 phonologies. Five preschoolers who were acquiring English as a L2 and who spoke different L1s participated in the study. A picture identification task was used to assess productive phonological skills in L1 and English. Analyses included a description of the children's phonetic inventories, accuracy rates, and non-target response patterns. Both within child (across languages) and between child comparisons were made to discern possible patterns of use and to identify factors that may impact phonological skill in the L1 and L2. Results of the investigation suggest that children who are learning a L2 utilize their knowledge of the L1 to aid them in acquiring the phonological system of the L2. At the same time, they appear to maintain, at least as measured via perceptual analysis of their speech, distinct phonological systems.

  7. Visual memory transformations in dyslexia.

    PubMed

    Barnes, James; Hinkley, Lisa; Masters, Stuart; Boubert, Laura

    2007-06-01

    Representational Momentum refers to observers' distortion of recognition memory for pictures that imply motion because of an automatic mental process which extrapolates along the implied trajectory of the picture. Neuroimaging evidence suggests that activity in the magnocellular visual pathway is necessary for representational momentum to occur. It has been proposed that individuals with dyslexia have a magnocellular deficit, so it was hypothesised that these individuals would show reduced or absent representational momentum. In this study, 30 adults with dyslexia and 30 age-matched controls were compared on two tasks, one linear and one rotation, which had previously elicited the representational momentum effect. Analysis indicated significant differences in the performance of the two groups, with the dyslexia group having a reduced susceptibility to representational momentum in both linear and rotational directions. The findings highlight that deficits in temporal spatial processing may contribute to the perceptual profile of dyslexia.

  8. Procedural learning and dyslexia.

    PubMed

    Nicolson, R I; Fawcett, A J; Brookes, R L; Needle, J

    2010-08-01

    Three major 'neural systems', specialized for different types of information processing, are the sensory, declarative, and procedural systems. It has been proposed (Trends Neurosci., 30(4), 135-141) that dyslexia may be attributable to impaired function in the procedural system together with intact declarative function. We provide a brief overview of the increasing evidence relating to the hypothesis, noting that the framework involves two main claims: first that 'neural systems' provides a productive level of description avoiding the underspecificity of cognitive descriptions and the overspecificity of brain structural accounts; and second that a distinctive feature of procedural learning is its extended time course, covering from minutes to months. In this article, we focus on the second claim. Three studies-speeded single word reading, long-term response learning, and overnight skill consolidation-are reviewed which together provide clear evidence of difficulties in procedural learning for individuals with dyslexia, even when the tasks are outside the literacy domain. The educational implications of the results are then discussed, and in particular the potential difficulties that impaired overnight procedural consolidation would entail. It is proposed that response to intervention could be better predicted if diagnostic tests on the different forms of learning were first undertaken.

  9. In Their Own Words: Dealing with Dyslexia

    MedlinePlus

    ... turn JavaScript on. Feature: Dyslexia In Their Own Words: Dealing with Dyslexia Past Issues / Winter 2016 Table ... prescription for glasses … My eyes would jump four words and go back two, and I also had ...

  10. Phonological Feature Re-Assembly and the Importance of Phonetic Cues

    ERIC Educational Resources Information Center

    Archibald, John

    2009-01-01

    It is argued that new phonological features can be acquired in second languages, but that both feature acquisition and feature re-assembly are affected by the robustness of phonetic cues in the input.

  11. Multiple Causal Links Between Magnocellular-Dorsal Pathway Deficit and Developmental Dyslexia.

    PubMed

    Gori, Simone; Seitz, Aaron R; Ronconi, Luca; Franceschini, Sandro; Facoetti, Andrea

    2015-09-22

    Although impaired auditory-phonological processing is the most popular explanation of developmental dyslexia (DD), the literature shows that the combination of several causes rather than a single factor contributes to DD. Functioning of the visual magnocellular-dorsal (MD) pathway, which plays a key role in motion perception, is a much debated, but heavily suspected factor contributing to DD. Here, we employ a comprehensive approach that incorporates all the accepted methods required to test the relationship between the MD pathway dysfunction and DD. The results of 4 experiments show that (1) Motion perception is impaired in children with dyslexia in comparison both with age-match and with reading-level controls; (2) pre-reading visual motion perception-independently from auditory-phonological skill-predicts future reading development, and (3) targeted MD trainings-not involving any auditory-phonological stimulation-leads to improved reading skill in children and adults with DD. Our findings demonstrate, for the first time, a causal relationship between MD deficits and DD, virtually closing a 30-year long debate. Since MD dysfunction can be diagnosed much earlier than reading and language disorders, our findings pave the way for low resource-intensive, early prevention programs that could drastically reduce the incidence of DD.

  12. Dynamics of Phonological Cognition

    ERIC Educational Resources Information Center

    Gafos, Adamantios I.; Benus, Stefan

    2006-01-01

    A fundamental problem in spoken language is the duality between the continuous aspects of phonetic performance and the discrete aspects of phonological competence. We study 2 instances of this problem from the phenomenon of voicing neutralization and vowel harmony. In each case, we present a model where the experimentally observed continuous…

  13. Learning Phonological Categories

    ERIC Educational Resources Information Center

    Goldsmith, John; Xanthos, Aris

    2009-01-01

    This article describes in detail several explicit computational methods for approaching such questions in phonology as the vowel/consonant distinction, the nature of vowel harmony systems, and syllable structure, appealing solely to distributional information. Beginning with the vowel/consonant distinction, we consider a method for its discovery…

  14. Phonological Concept Learning

    ERIC Educational Resources Information Center

    Moreton, Elliott; Pater, Joe; Pertsova, Katya

    2017-01-01

    Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by…

  15. Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia.

    PubMed

    Moll, Kristina; Thompson, Paul A; Mikulajova, Marina; Jagercikova, Zuzana; Kucharska, Anna; Franke, Helena; Hulme, Charles; Snowling, Margaret J

    2016-05-01

    Children with preschool language difficulties are at high risk of literacy problems; however, the nature of the relationship between delayed language development and dyslexia is not understood. Three hundred eight Slovak and Czech children were recruited into three groups: family risk of dyslexia, speech/language difficulties and controls, and were assessed three times from kindergarten until Grade 1. There was a twofold increase in probability of reading problems in each risk group. Precursors of 'dyslexia' included difficulties in oral language and code-related skills (phoneme awareness, letter-knowledge and rapid automatized naming); poor performance in phonological memory and vocabulary was observed in both affected and unaffected high-risk peers. A two-group latent variable path model shows that early language skills predict code-related skills, which in turn predict literacy skills. Findings suggest that dyslexia in Slavic languages has its origins in early language deficits, and children who succumb to reading problems show impaired code-related skills before the onset of formal reading instruction. Copyright © 2016 John Wiley & Sons, Ltd.

  16. A perceptual learning deficit in Chinese developmental dyslexia as revealed by visual texture discrimination training.

    PubMed

    Wang, Zhengke; Cheng-Lai, Alice; Song, Yan; Cutting, Laurie; Jiang, Yuzheng; Lin, Ou; Meng, Xiangzhi; Zhou, Xiaolin

    2014-08-01

    Learning to read involves discriminating between different written forms and establishing connections with phonology and semantics. This process may be partially built upon visual perceptual learning, during which the ability to process the attributes of visual stimuli progressively improves with practice. The present study investigated to what extent Chinese children with developmental dyslexia have deficits in perceptual learning by using a texture discrimination task, in which participants were asked to discriminate the orientation of target bars. Experiment l demonstrated that, when all of the participants started with the same initial stimulus-to-mask onset asynchrony (SOA) at 300 ms, the threshold SOA, adjusted according to response accuracy for reaching 80% accuracy, did not show a decrement over 5 days of training for children with dyslexia, whereas this threshold SOA steadily decreased over the training for the control group. Experiment 2 used an adaptive procedure to determine the threshold SOA for each participant during training. Results showed that both the group of dyslexia and the control group attained perceptual learning over the sessions in 5 days, although the threshold SOAs were significantly higher for the group of dyslexia than for the control group; moreover, over individual participants, the threshold SOA negatively correlated with their performance in Chinese character recognition. These findings suggest that deficits in visual perceptual processing and learning might, in part, underpin difficulty in reading Chinese.

  17. The role of functional magnetic resonance imaging in understanding reading and dyslexia.

    PubMed

    Shaywitz, Bennett A; Lyon, G Reid; Shaywitz, Sally E

    2006-01-01

    Converging evidence from a number of lines of investigation indicates that dyslexia represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in imaging technology, particularly the development of functional magnetic resonance imaging (fMRI), provide evidence of a neurobiological signature for dyslexia, specifically a disruption of 2 left hemisphere posterior brain systems, 1 parietal-temporal, the other occipital-temporal, with compensatory engagement of anterior systems around the inferior frontal gyrus and a posterior (right occipital-temporal) system. Furthermore, good evidence indicates a computational role for the left occipital-temporal system: the development of fluent (automatic) reading. In addition, fMRI studies of young adults with reading difficulties followed prospectively and longitudinally from age 5 through their mid 20s suggests that there may be 2 types of reading difficulties, 1 primarily reflecting a genetic basis, the other, and far more common, reflecting environmental influences. The brain systems for reading are malleable and their disruption in children with dyslexia may be remediated by provision of an evidence-based, effective reading intervention. These studies offer the promise for more precise identification and effective management of dyslexia in children, adolescents, and adults.

  18. Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia

    PubMed Central

    Brysbaert, Marc

    2012-01-01

    For languages other than English there is a lack of empirical evidence about the cognitive profile of students entering higher education with a diagnosis of dyslexia. To obtain such evidence, we compared a group of 100 Dutch-speaking students diagnosed with dyslexia with a control group of 100 students without learning disabilities. Our study showed selective deficits in reading and writing (effect sizes for accuracy between d = 1 and d = 2), arithmetic (d≈1), and phonological processing (d>0.7). Except for spelling, these deficits were larger for speed related measures than for accuracy related measures. Students with dyslexia also performed slightly inferior on the KAIT tests of crystallized intelligence, due to the retrieval of verbal information from long-term memory. No significant differences were observed in the KAIT tests of fluid intelligence. The profile we obtained agrees with a recent meta-analysis of English findings suggesting that it generalizes to all alphabetic languages. Implications for special arrangements for students with dyslexia in higher education are outlined. PMID:22719864

  19. Reading Difficulties in Spanish Adults with Dyslexia

    ERIC Educational Resources Information Center

    Suárez-Coalla, Paz; Cuetos, Fernando

    2015-01-01

    Recent studies show that dyslexia persists into adulthood, even in highly educated and well-read people. The main characteristic that adults with dyslexia present is a low speed when reading. In Spanish, a shallow orthographic system, no studies about adults with dyslexia are available; and it is possible that the consistency of the orthographic…

  20. Teachers' Understandings, Perspectives, and Experiences of Dyslexia

    ERIC Educational Resources Information Center

    Worthy, Jo; DeJulio, Samuel; Svrcek, Natalie; Villarreal, Doris Ann; Derbyshire, Christine; LeeKeenan, Kira; Wiebe, Molly Trinh; Lammert, Catherine; Rubin, Jessica Cira; Salmerón, Cori

    2016-01-01

    Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers' perspectives are…

  1. Coexisting Problem Behaviour in Severe Dyslexia

    ERIC Educational Resources Information Center

    Dahle, Anne Elisabeth; Knivsberg, Ann-Mari; Andreassen, Anne Brit

    2011-01-01

    A small group of children and young adolescent with dyslexia has severely impaired reading skills despite prolonged special education. These are the students in focus. In dyslexia, problem behaviour, internalised as well as externalised, has previously been reported, so also for the participants with dyslexia in this study. The aim of the present…

  2. Naming Speed in Dyslexia and Dyscalculia

    ERIC Educational Resources Information Center

    Willburger, Edith; Fussenegger, Barbara; Moll, Kristina; Wood, Guilherme; Landerl, Karin

    2008-01-01

    In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit…

  3. Dyslexia: Its History, Etiology, and Treatment.

    ERIC Educational Resources Information Center

    Griesbach, Gay

    Of all human maladies which account for learning disabilities among young and old alike, few remain as poorly understood and inconclusively defined as dyslexia. The general public perceives dyslexia to be a reading problem; some psychologists believe that dyslexia can stem from a low socio-economic status; educators see the term as involving…

  4. What Educators Really Believe about Dyslexia

    ERIC Educational Resources Information Center

    Wadlington, Elizabeth M.; Wadlington, Patrick L.

    2005-01-01

    The purposes of this study were (a) to create and validate a scale measuring beliefs regarding dyslexia, (b) to use the scale to investigate the beliefs of educators regarding dyslexia, and (c) to recommend ways that educators can be better prepared to help students with dyslexia. Participants included university faculty as well as undergraduate…

  5. Adult Dyslexia and the "Conundrum of Failure"

    ERIC Educational Resources Information Center

    Tanner, Kathleen

    2009-01-01

    While there is a wealth of literature about childhood dyslexia, adult dyslexia remains relatively undocumented, particularly from a lived perspective. This paper focuses on the "deficit perspective of failure", as highlighted in current literature, which addresses issues confronting adults with dyslexia. Within this theme of failure a…

  6. Using a Process Dissociation Approach to Assess Verbal Short-Term Memory for Item and Order Information in a Sample of Individuals with a Self-Reported Diagnosis of Dyslexia

    PubMed Central

    Wang, Xiaoli; Xuan, Yifu; Jarrold, Christopher

    2016-01-01

    Previous studies have examined whether difficulties in short-term memory for verbal information, that might be associated with dyslexia, are driven by problems in retaining either information about to-be-remembered items or the order in which these items were presented. However, such studies have not used process-pure measures of short-term memory for item or order information. In this work we adapt a process dissociation procedure to properly distinguish the contributions of item and order processes to verbal short-term memory in a group of 28 adults with a self-reported diagnosis of dyslexia and a comparison sample of 29 adults without a dyslexia diagnosis. In contrast to previous work that has suggested that individuals with dyslexia experience item deficits resulting from inefficient phonological representation and language-independent order memory deficits, the results showed no evidence of specific problems in short-term retention of either item or order information among the individuals with a self-reported diagnosis of dyslexia, despite this group showing expected difficulties on separate measures of word and non-word reading. However, there was some suggestive evidence of a link between order memory for verbal material and individual differences in non-word reading, consistent with other claims for a role of order memory in phonologically mediated reading. The data from the current study therefore provide empirical evidence to question the extent to which item and order short-term memory are necessarily impaired in dyslexia. PMID:26941679

  7. Using a Process Dissociation Approach to Assess Verbal Short-Term Memory for Item and Order Information in a Sample of Individuals with a Self-Reported Diagnosis of Dyslexia.

    PubMed

    Wang, Xiaoli; Xuan, Yifu; Jarrold, Christopher

    2016-01-01

    Previous studies have examined whether difficulties in short-term memory for verbal information, that might be associated with dyslexia, are driven by problems in retaining either information about to-be-remembered items or the order in which these items were presented. However, such studies have not used process-pure measures of short-term memory for item or order information. In this work we adapt a process dissociation procedure to properly distinguish the contributions of item and order processes to verbal short-term memory in a group of 28 adults with a self-reported diagnosis of dyslexia and a comparison sample of 29 adults without a dyslexia diagnosis. In contrast to previous work that has suggested that individuals with dyslexia experience item deficits resulting from inefficient phonological representation and language-independent order memory deficits, the results showed no evidence of specific problems in short-term retention of either item or order information among the individuals with a self-reported diagnosis of dyslexia, despite this group showing expected difficulties on separate measures of word and non-word reading. However, there was some suggestive evidence of a link between order memory for verbal material and individual differences in non-word reading, consistent with other claims for a role of order memory in phonologically mediated reading. The data from the current study therefore provide empirical evidence to question the extent to which item and order short-term memory are necessarily impaired in dyslexia.

  8. Phonetics and Phonology. Occasional Papers, No. 16.

    ERIC Educational Resources Information Center

    Essex Univ., Colchester (England). Dept. of Language and Linguistics.

    This volume is devoted to phonetics and phonology. It consists of the following papers: (1) "Generative Phonology, Dependency Phonology and Southern French," by J. Durand, which discusses aspects of a regional pronunciation of French, the status of syllables in generative phonology, and concepts of dependency phonology; (2) "On the…

  9. The left occipitotemporal system in reading: disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia.

    PubMed

    van der Mark, Sanne; Klaver, Peter; Bucher, Kerstin; Maurer, Urs; Schulz, Enrico; Brem, Silvia; Martin, Ernst; Brandeis, Daniel

    2011-02-01

    Developmental dyslexia is a severe reading disorder, which is characterized by dysfluent reading and impaired automaticity of visual word processing. Adults with dyslexia show functional deficits in several brain regions including the so-called "Visual Word Form Area" (VWFA), which is implicated in visual word processing and located within the larger left occipitotemporal VWF-System. The present study examines functional connections of the left occipitotemporal VWF-System with other major language areas in children with dyslexia. Functional connectivity MRI was used to assess connectivity of the VWF-System in 18 children with dyslexia and 24 age-matched controls (age 9.7-12.5 years) using five neighboring left occipitotemporal regions of interest (ROIs) during a continuous reading task requiring phonological and orthographic processing. First, the results revealed a focal origin of connectivity from the VWF-System, in that mainly the VWFA was functionally connected with typical left frontal and parietal language areas in control children. Adjacent posterior and anterior VWF-System ROIs did not show such connectivity, confirming the special role that the VWFA plays in word processing. Second, we detected a significant disruption of functional connectivity between the VWFA and left inferior frontal and left inferior parietal language areas in the children with dyslexia. The current findings add to our understanding of dyslexia by showing that functional disconnection of the left occipitotemporal system is limited to the small VWFA region crucial for automatic visual word processing, and emerges early during reading acquisition in children with dyslexia, along with deficits in orthographic and phonological processing of visual word forms.

  10. Visual spatial attention and speech segmentation are both impaired in preschoolers at familial risk for developmental dyslexia.

    PubMed

    Facoetti, Andrea; Corradi, Nicola; Ruffino, Milena; Gori, Simone; Zorzi, Marco

    2010-08-01

    Phonological skills are foundational of reading acquisition and impaired phonological processing is widely assumed to characterize dyslexic individuals. However, reading by phonological decoding also requires rapid selection of sublexical orthographic units through serial attentional orienting, and recent studies have shown that visual spatial attention is impaired in dyslexic children. Our study investigated these different neurocognitive dysfunctions, before reading acquisition, in a sample of preschoolers including children with (N=20) and without (N=67) familial risk for developmental dyslexia. Children were tested on phonological skills, rapid automatized naming, and visual spatial attention. At-risk children presented deficits in both visual spatial attention and syllabic segmentation at the group level. Moreover, the combination of visual spatial attention and syllabic segmentation scores was more reliable than either single measure for the identification of at-risk children. These findings suggest that both visuo-attentional and perisylvian-auditory dysfunctions might adversely affect reading acquisition, and may offer a new approach for early identification and remediation of developmental dyslexia.

  11. A Phonological Analysis of Onomatopoeia in Early Word Production

    ERIC Educational Resources Information Center

    Laing, Catherine E.

    2014-01-01

    This article analyses longitudinal diary data from one infant acquiring German to seek a better understanding of the role of onomatopoeia in early language development. Onomatopoeic words (OWs) are traced over time in relation to their corresponding conventional forms (CWs), and an analysis of their phonological transitions is considered in…

  12. Dyslexia Defined. NetNews. Volume 5, Number 2

    ERIC Educational Resources Information Center

    LDA of Minnesota, 2004

    2004-01-01

    Learning Disabilities Association (LDA) of Minnesota has gotten many questions over the years about dyslexia. Examples of questions answered in this issue include: (1) When a learner reverses letters, is this dyslexia? (2) How does one teach an adult with dyslexia? (3) Can dyslexia be cured? and (4) Can GED accommodations be received for dyslexia?…

  13. Developmental attentional dyslexia.

    PubMed

    Friedmann, Naama; Kerbel, Noa; Shvimer, Lilach

    2010-01-01

    Attentional dyslexia is a reading deficit in which letters migrate between neighboring words, but are correctly identified and keep their correct relative position within the word. Thus, for example, fig tree can be read as fig free or even tie free. This study reports on 10 Hebrew-speaking individuals with developmental attentional dyslexia and explores in detail the characteristics of their between-word errors. Each participant read 2290 words, presented in word pairs: 845 horizontally presented word pairs, 240 vertically presented word pairs, and 60 nonword pairs. The main results are that almost all migrations preserve the relative position of the migrating letter within the word, indicating that the between-word position can be impaired while the within-word position encoding remains intact. This result is also supported by the finding that the participants did not make many letter position errors within words. Further analyses indicated that more errors occur in longer words, that most migrations occur in final letters (which are the leftmost letters in Hebrew), and that letters migrate both horizontally and vertically, and more frequently from the first to the second word in horizontal presentation. More migrations occurred when the result of migration was an existing word. Similarity between words in a pair did not increase error rates, and more migrations occurred when the words shared fewer letters. The between-word errors included the classic errors of migration of a letter between words, but also omission of one instance of a letter that appeared in the same position in the two words, an error that constituted a considerable percentage of the between-word errors, and intrusion of a letter from one word to the corresponding position in the neighboring word without erasing the original letter in the same position.

  14. Phonological Interpretation into Preordered Algebras

    NASA Astrophysics Data System (ADS)

    Kubota, Yusuke; Pollard, Carl

    We propose a novel architecture for categorial grammar that clarifies the relationship between semantically relevant combinatoric reasoning and semantically inert reasoning that only affects surface-oriented phonological form. To this end, we employ a level of structured phonology that mediates between syntax (abstract combinatorics) and phonology proper (strings). To notate structured phonologies, we employ a lambda calculus analogous to the φ-terms of [8]. However, unlike Oehrle's purely equational φ-calculus, our phonological calculus is inequational, in a way that is strongly analogous to the functional programming language LCF [10]. Like LCF, our phonological terms are interpreted into a Henkin frame of posets, with degree of definedness ('height' in the preorder that interprets the base type) corresponding to degree of pronounceability; only maximal elements are actual strings and therefore fully pronounceable. We illustrate with an analysis (also new) of some complex constituent-order phenomena in Japanese.

  15. On the importance of anchoring and the consequences of its impairment in dyslexia.

    PubMed

    Banai, Karen; Ahissar, Merav

    2010-08-01

    One of the main impediments of individuals with reading difficulties and individuals with language difficulties is poor working memory. Typically measured using verbal stimuli, working memory deficits have often been considered as one aspect of the phonological difficulty putatively underlying dyslexia. Over the years it has been shown that a broad range of auditory discrimination abilities are also mildly impaired. Here we present evidence that a domain general, rather than a phonology specific, deficits in the ability to implicitly use contextual information, which we term anchoring, can account for both types of deficits. We propose that anchoring ability, which reflects a basic biological mechanism for replacing effortful mechanisms of explicit working memory with automatic mechanisms of implicit memory, and consequently boost performance in both perceptual and cognitive tasks, is a crucial factor in our ability to be expert users of oral and written language.

  16. Dyslexia laws in the USA.

    PubMed

    Youman, Martha; Mather, Nancy

    2013-07-01

    Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and regulations for both identification and treatment, and the provision of equal access to students who are diagnosed with dyslexia. The majority of states, however, have not developed such laws and guidelines. The purposes of this article are to review the present status and content of these dyslexia laws, highlight some differences among the laws and regulations across states, and suggest strategies for initiating such laws.

  17. Effective Learning and Retention of Braille Letter Tactile Discrimination Skills in Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Hayek, Maisam; Dorfberger, Shoshi; Karni, Avi

    2016-01-01

    Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…

  18. Phonological Patterns in Normally Developing Spanish-Speaking 3-and 4-Year Olds of Puerto Rican Descent.

    ERIC Educational Resources Information Center

    Goldstein, Brian A.; Iglesias, Aquiles

    1996-01-01

    This study used quantitative and qualitative methodology to examine the phonological patterns of 24 3-year-old and 30 4-year-old Spanish-speaking preschoolers of Puerto Rican descent. The children acquired the sounds of their language at an early age and did not exhibit high percentages of occurrence on targeted phonological processes. (DB)

  19. Do Bilingual Children Possess Better Phonological Awareness? Investigation of Korean Monolingual and Korean-English Bilingual Children

    ERIC Educational Resources Information Center

    Kang, Jennifer Yusun

    2012-01-01

    This study examined whether there are bilingual advantages in terms of phonological awareness (PA) for children acquiring two phonologically and orthographically different alphabetic languages and investigated the emergent literacy factors that explain variances in their PA, in comparison to monolingual children. The study participants comprised…

  20. Developmental dyslexia in a regular orthography: can the reading profile be reduced to strategic control?

    PubMed

    Trenta, Mara; Benassi, Mariagrazia; Di Filippo, Gloria; Pontillo, Maria; Zoccolotti, Pierluigi

    2013-01-01

    In languages with regular orthographies, the identification of different forms of reading impairment (such as surface or phonological dyslexia) has proved elusive. Alternatively, it has been proposed that different patterns of errors depend upon strategic choices on the part of the reader. The present study aimed to test this strategic interpretation by evaluating the effectiveness of instructions to read quickly (or accurately) in modifying the reading rate and types of errors of dyslexic children. Further, drawing on an error classification based on the contrast between sounding-out behaviour and word substitution, we examined the types of reading error that best characterize the deficit in a language with regular orthography (Italian). Thirty children with dyslexia and 30 chronologically age-matched controls read aloud passages and word lists with instructions to emphasize either rate or accuracy. When asked to read quickly, children with dyslexia increased their reading rate (although less than skilled children). However, the type of instructions had little influence on reading errors. Therefore, the results did not support the view that strategic control has an important role in modulating the types of reading errors made by children with dyslexia. For word lists, sounding-out behaviour, errors in stress assignment, and form-related nonwords were useful to correctly identifying children with dyslexia. For text passages, sounding-out behaviour and form-related errors were the best predictors of group membership. Thus, specific types of errors are a fundamental component of the reading deficit in children who speak a language with regular orthography over and above their reading slowness.

  1. Gray and White Matter Distribution in Dyslexia: A VBM Study of Superior Temporal Gyrus Asymmetry

    PubMed Central

    Dole, Marjorie; Meunier, Fanny; Hoen, Michel

    2013-01-01

    In the present study, we investigated brain morphological signatures of dyslexia by using a voxel-based asymmetry analysis. Dyslexia is a developmental disorder that affects the acquisition of reading and spelling abilities and is associated with a phonological deficit. Speech perception disabilities have been associated with this deficit, particularly when listening conditions are challenging, such as in noisy environments. These deficits are associated with known neurophysiological correlates, such as a reduction in the functional activation or a modification of functional asymmetry in the cortical regions involved in speech processing, such as the bilateral superior temporal areas. These functional deficits have been associated with macroscopic morphological abnormalities, which potentially include a reduction in gray and white matter volumes, combined with modifications of the leftward asymmetry along the perisylvian areas. The purpose of this study was to investigate gray/white matter distribution asymmetries in dyslexic adults using automated image processing derived from the voxel-based morphometry technique. Correlations with speech-in-noise perception abilities were also investigated. The results confirmed the presence of gray matter distribution abnormalities in the superior temporal gyrus (STG) and the superior temporal Sulcus (STS) in individuals with dyslexia. Specifically, the gray matter of adults with dyslexia was symmetrically distributed over one particular region of the STS, the temporal voice area, whereas normal readers showed a clear rightward gray matter asymmetry in this area. We also identified a region in the left posterior STG in which the white matter distribution asymmetry was correlated to speech-in-noise comprehension abilities in dyslexic adults. These results provide further information concerning the morphological alterations observed in dyslexia, revealing the presence of both gray and white matter distribution anomalies and the

  2. The neural basis of surface dyslexia in semantic dementia.

    PubMed

    Wilson, Stephen M; Brambati, Simona M; Henry, Roland G; Handwerker, Daniel A; Agosta, Federica; Miller, Bruce L; Wilkins, David P; Ogar, Jennifer M; Gorno-Tempini, Maria Luisa

    2009-01-01

    Semantic dementia (SD) is a neurodegenerative disease characterized by atrophy of anterior temporal regions and progressive loss of semantic memory. SD patients often present with surface dyslexia, a relatively selective impairment in reading low-frequency words with exceptional or atypical spelling-to-sound correspondences. Exception words are typically 'over-regularized' in SD and pronounced as they are spelled (e.g. 'sew' is pronounced as 'sue'). This suggests that in the absence of sufficient item-specific knowledge, exception words are read by relying mainly on subword processes for regular mapping of orthography to phonology. In this study, we investigated the functional anatomy of surface dyslexia in SD using functional magnetic resonance imaging (fMRI) and studied its relationship to structural damage with voxel-based morphometry (VBM). Five SD patients and nine healthy age-matched controls were scanned while they read regular words, exception words and pseudowords in an event-related design. Vocal responses were recorded and revealed that all patients were impaired in reading low-frequency exception words, and made frequent over-regularization errors. Consistent with prior studies, fMRI data revealed that both groups activated a similar basic network of bilateral occipital, motor and premotor regions for reading single words. VBM showed that these regions were not significantly atrophied in SD. In control subjects, a region in the left intraparietal sulcus was activated for reading pseudowords and low-frequency regular words but not exception words, suggesting a role for this area in subword mapping from orthographic to phonological representations. In SD patients only, this inferior parietal region, which was not atrophied, was also activated by reading low-frequency exception words, especially on trials where over-regularization errors occurred. These results suggest that the left intraparietal sulcus is involved in subword reading processes that are

  3. The effects of spelling consistency on phonological awareness: a comparison of English and German.

    PubMed

    Goswami, Usha; Ziegler, Johannes C; Richardson, Ulla

    2005-12-01

    Within alphabetic languages, spelling-to-sound consistency can differ dramatically. For example, English and German are very similar in their phonological and orthographic structure but not in their consistency. In English the letter a is pronounced differently in the words bank, ball, and park, whereas in German the letter a always has the same pronunciation (e.g., Ball, Park, Bank). It is often argued that reading acquisition has a reciprocal effect on phonological awareness. As reading is acquired, therefore, spoken language representation may be affected differently for English and German children. Prior to literacy acquisition, however, phonological representation in English and German children should be similar due to the similar phonological structure of the two languages. We explored this hypothesis by comparing phonological awareness at the rime and phoneme levels in prereaders and beginning readers in English and German. Similar developmental effects were indeed observed in prereaders, but differential effects had emerged within the first year of reading instruction.

  4. Auditory and visual stream segregation in children and adults: an assessment of the amodality assumption of the 'sluggish attentional shifting' theory of dyslexia.

    PubMed

    Lallier, Marie; Thierry, Guillaume; Tainturier, Marie-Josèphe; Donnadieu, Sophie; Peyrin, Carole; Billard, Catherine; Valdois, Sylviane

    2009-12-11

    Among the hypotheses relating dyslexia to a temporal processing disorder, Hari and Renvall (Hari, R., Renvall, H., 2001. Impaired processing of rapid stimulus sequences in dyslexia. Trends. Cognit. Sci. 5, 525-532.) argued that dyslexic individuals would show difficulties at an attentional level, through sluggish attentional shifting (SAS) in all sensory modalities. However, the amodality assumption of the SAS theory was never straightforwardly assessed in the same group of dyslexic participants using similar paradigms in both the visual and auditory modalities. Here, the attentional sequential performance of control and dyslexic participants was evaluated using rapid serial presentation paradigms measuring individual stream segregation thresholds in the two modalities. The first experiment conducted on French dyslexic children with a phonological disorder revealed an SAS only in the auditory modality only which was strongly related to reading performance. The second experiment carried out on British dyslexic young adults with a phonological disorder using the same auditory segregation task but a different visual paradigm revealed an SAS in both the visual and the auditory modalities. In addition, a relationship was found in this group between SAS, poor reading and poor phonological skills. Two further control experiments showed that differences in task design or participants' language between Experiments 1 and 2 could not account for the differences in terms of visual segregation patterns. Overall, our results support the view that the auditory SAS plays a role in developmental dyslexia via its impact on phonological abilities. In addition, a visual temporal disorder in dyslexia might emerge at a later developmental stage, when the visual system normally becomes more expert at rapid temporal processing.

  5. Phonological Awareness Is Child's Play!

    ERIC Educational Resources Information Center

    Yopp, Hallie Kay; Yopp, Helen

    2009-01-01

    Noticing and being able to manipulate the sounds of spoken language-phonological awareness-is highly related to later success in reading and spelling. The authors define and explain the levels of phonological awareness-syllable awareness, onset-rime awareness, phoneme awareness. They give teachers step-by-step instructions for implementing a…

  6. Addressing Phonological Questions with Ultrasound

    ERIC Educational Resources Information Center

    Davidson, Lisa

    2005-01-01

    Ultrasound can be used to address unresolved questions in phonological theory. To date, some studies have shown that results from ultrasound imaging can shed light on how differences in phonological elements are implemented. Phenomena that have been investigated include transitional schwa, vowel coalescence, and transparent vowels. A study of…

  7. Phonological Priming and Irregular Past

    ERIC Educational Resources Information Center

    Stemberger, Joseph Paul

    2004-01-01

    It has been shown that the processing of irregular past-tense forms is affected by phonological factors that are inherent in the relationship of the past-tense forms to other words in the lexicon (rhyming families of irregulars) or to their base forms (vowel dominance effects). This paper addresses more ephemeral phonological effects. In a…

  8. The Dynamics of Phonological Planning

    ERIC Educational Resources Information Center

    Roon, Kevin D.

    2013-01-01

    This dissertation proposes a dynamical computational model of the timecourse of phonological parameter setting. In the model, phonological representations embrace phonetic detail, with phonetic parameters represented as activation fields that evolve over time and determine the specific parameter settings of a planned utterance. Existing models of…

  9. Early Predictors of Dyslexia in Chinese Children: Familial History of Dyslexia, Language Delay, and Cognitive Profiles

    ERIC Educational Resources Information Center

    McBride-Chang, Catherine; Lam, Fanny; Lam, Catherine; Chan, Becky; Fong, Cathy Y. C.; Wong, Terry T. Y.; Wong, Simpson W. L.

    2011-01-01

    Background: This work tested the rates at which Chinese children with either language delay or familial history of dyslexia at age 5 manifested dyslexia at age 7, identified which cognitive skills at age 5 best distinguished children with and without dyslexia at age 7, and examined how these early abilities predicted subsequent literacy skills.…

  10. Practitioners' Perceptions of Dyslexia and Approaches towards Teaching Learners with Dyslexia in Adult Literacy Classes

    ERIC Educational Resources Information Center

    Ade-Ojo, Gordon O.

    2012-01-01

    Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the…

  11. Teacher Attitudes toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia

    ERIC Educational Resources Information Center

    Hornstra, Lisette; Denessen, Eddie; Bakker, Joep; van den Bergh, Linda; Voeten, Marinus

    2010-01-01

    The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an…

  12. Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old

    PubMed Central

    Morken, Frøydis

    2015-01-01

    The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre‐literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo‐spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre‐literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo‐spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd. PMID:26511662

  13. Debunking the Myths of Dyslexia

    ERIC Educational Resources Information Center

    Thorwarth, Christine

    2014-01-01

    Dyslexia is a specific learning disability, which affects reading in as many as one in five people. Many children go without proper interventions because of ineffective teaching strategies, and common myths associated with this disability. The purpose of this study was to test how deeply ingrained some myths might be, and decipher where educators…

  14. Dyslexia and Hyperlexia in Bilinguals

    ERIC Educational Resources Information Center

    Malatesha Joshi, R.; Padakannaya, Prakash; Nishanimath, S.

    2010-01-01

    This study explores the nature of reading difficulties of two bilinguals in Kannada and English, which vary in their orthographic depth and script layout. VN and MS manifest two different types of reading disabilities, dyslexia and hyperlexia, respectively. The performance of VN was below average on Kannada and English tests of phonemic awareness,…

  15. Reading, Dyslexia and the Brain

    ERIC Educational Resources Information Center

    Goswami, Usha

    2008-01-01

    Background: Neuroimaging offers unique opportunities for understanding the acquisition of reading by children and for unravelling the mystery of developmental dyslexia. Here, I provide a selective overview of recent neuroimaging studies, drawing out implications for education and the teaching of reading. Purpose: The different neuroimaging…

  16. Brain Hemisphericity and Developmental Dyslexia

    ERIC Educational Resources Information Center

    Vlachos, Filippos; Andreou, Eleni; Delliou, Afroditi

    2013-01-01

    The present study examined the link between brain hemisphericity and dyslexia in secondary school students, using the Preference Test (PT), a widely used self-report index of preferred hemisphere thinking styles. The hypothesis was that differences would be revealed between the dyslexic group and their peers in hemispheric preference. A total of…

  17. Manifestations of Dyslexia and Dyscalculia

    ERIC Educational Resources Information Center

    Osisanya, Ayo; Lazarus, Kelechi; Adewunmi, Abiodun

    2013-01-01

    This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research…

  18. Dyslexia Laws in the USA

    ERIC Educational Resources Information Center

    Youman, Martha; Mather, Nancy

    2013-01-01

    Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and…

  19. Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia.

    PubMed

    Zoubrinetzky, Rachel; Collet, Gregory; Serniclaes, Willy; Nguyen-Morel, Marie-Ange; Valdois, Sylviane

    2016-01-01

    We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants' VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition.

  20. Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia

    PubMed Central

    Zoubrinetzky, Rachel; Collet, Gregory; Serniclaes, Willy; Nguyen-Morel, Marie-Ange; Valdois, Sylviane

    2016-01-01

    We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants’ VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition. PMID:26950210

  1. Perception of Filtered Speech by Children with Developmental Dyslexia and Children with Specific Language Impairments.

    PubMed

    Goswami, Usha; Cumming, Ruth; Chait, Maria; Huss, Martina; Mead, Natasha; Wilson, Angela M; Barnes, Lisa; Fosker, Tim

    2016-01-01

    Here we use two filtered speech tasks to investigate children's processing of slow (<4 Hz) versus faster (∼33 Hz) temporal modulations in speech. We compare groups of children with either developmental dyslexia (Experiment 1) or speech and language impairments (SLIs, Experiment 2) to groups of typically-developing (TD) children age-matched to each disorder group. Ten nursery rhymes were filtered so that their modulation frequencies were either low-pass filtered (<4 Hz) or band-pass filtered (22 - 40 Hz). Recognition of the filtered nursery rhymes was tested in a picture recognition multiple choice paradigm. Children with dyslexia aged 10 years showed equivalent recognition overall to TD controls for both the low-pass and band-pass filtered stimuli, but showed significantly impaired acoustic learning during the experiment from low-pass filtered targets. Children with oral SLIs aged 9 years showed significantly poorer recognition of band pass filtered targets compared to their TD controls, and showed comparable acoustic learning effects to TD children during the experiment. The SLI samples were also divided into children with and without phonological difficulties. The children with both SLI and phonological difficulties were impaired in recognizing both kinds of filtered speech. These data are suggestive of impaired temporal sampling of the speech signal at different modulation rates by children with different kinds of developmental language disorder. Both SLI and dyslexic samples showed impaired discrimination of amplitude rise times. Implications of these findings for a temporal sampling framework for understanding developmental language disorders are discussed.

  2. Genomewide scan for real-word reading subphenotypes of dyslexia: Novel chromosome 13 locus and genetic complexity

    PubMed Central

    Igo, Robert P.; Chapman, Nicola H.; Berninger, Virginia W.; Matsushita, Mark; Brkanac, Zoran; Rothstein, Joseph H.; Holzman, Ted; Nielsen, Kathleen; Raskind, Wendy H.; Wijsman, Ellen M.

    2008-01-01

    Dyslexia is a common learning disability exhibited as a delay in acquiring reading skills despite adequate intelligence and instruction. Reading single real words (real-word reading, RWR) is especially impaired in many dyslexics. We performed a genome scan, using variance-components (VC) linkage analysis and Bayesian Markov chain Monte Carlo (MCMC) joint segregation and linkage analysis, for three quantitative measures of RWR in 108 multigenerational families, with followup of the strongest signals with parametric LOD score analyses. We used single-word reading efficiency (SWE) to assess speed and accuracy of RWR, and word identification (WID) to assess accuracy alone. Adjusting SWE for WID provided a third measure of RWR efficiency. All three methods of analysis identified a strong linkage signal for SWE on chromosome 13q. Based on multipoint analysis with 13 markers we obtained a MCMC intensity ratio of 53.2 (chromosome-wide p < 0.004), a VC LOD score of 2.29, and a parametric LOD score of 2.94, based on a quantitative-trait model from MCMC segregation analysis. A weaker signal for SWE on chromosome 2q occurred in the same location as a significant linkage peak seen previously in a scan for phonological decoding. MCMC oligogenic segregation analysis identified three models of transmission for WID, which could be assigned to two distinct linkage peaks on chromosomes 12 and 15. Taken together, these results indicate a locus for efficiency and accuracy of RWR on chromosome 13, and a complex model for inheritance of RWR accuracy with loci on chromosomes 12 and 15. PMID:16331673

  3. Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement.

    PubMed

    Boets, Bart; Wouters, Jan; van Wieringen, Astrid; De Smedt, Bert; Ghesquière, Pol

    2008-07-01

    The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling skills. In the visual modality, an analogous problem might interfere with literacy development by affecting orthographic skills. In this prospective longitudinal study, we tested dynamic auditory and visual processing, speech-in-noise perception, phonological ability and orthographic ability in 62 five-year-old preschool children. Predictive relations towards first grade reading and spelling measures were explored and the validity of the global magnocellular model was evaluated using causal path analysis. In particular, we demonstrated that dynamic auditory processing was related to speech perception, which itself was related to phonological awareness. Similarly, dynamic visual processing was related to orthographic ability. Subsequently, phonological awareness, orthographic ability and verbal short-term memory were unique predictors of reading and spelling development.

  4. Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers.

    PubMed

    Witton, Caroline; Stein, John F; Stoodley, Catherine J; Rosner, Burton S; Talcott, Joel B

    2002-08-15

    Developmental dyslexia is associated with deficits in the processing of basic auditory stimuli. Yet it is unclear how these sensory impairments might contribute to poor reading skills. This study better characterizes the relationship between phonological decoding skills, the lack of which is generally accepted to comprise the core deficit in reading disabilities, and auditory sensitivity to amplitude modulation (AM) and frequency modulation (FM). Thirty-eight adult subjects, 17 of whom had a history of developmental dyslexia, completed a battery of psychophysical measures of sensitivity to FM and AM at different modulation rates, along with a measure of pseudoword reading accuracy and standardized assessments of literacy and cognitive skills. The subjects with a history of dyslexia were significantly less sensitive than controls to 2-Hz FM and 20-Hz AM only. The absence of a significant group difference for 2-Hz AM shows that the dyslexics do not have a general deficit in detecting all slow modulations. Thresholds for detecting 2-Hz and 240-Hz FM and 20-Hz AM correlated significantly with pseudoword reading accuracy. After accounting for various cognitive skills, however, multiple regression analyses showed that detection thresholds for both 2-Hz FM and 20-Hz AM were significant and independent predictors of pseudoword reading ability in the entire sample. Thresholds for 2-Hz AM and 240-Hz FM did not explain significant additional variance in pseudoword reading skill. It is therefore possible that certain components of auditory processing of modulations are related to phonological decoding skills, whereas others are not.

  5. Teaching children with dyslexia to spell in a reading-writers' workshop.

    PubMed

    Berninger, Virginia W; Lee, Yen-Ling; Abbott, Robert D; Breznitz, Zvia

    2013-04-01

    To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.

  6. Morphological Awareness and Its Role in Compensation in Adults with Dyslexia.

    PubMed

    Law, Jeremy M; Wouters, Jan; Ghesquière, Pol

    2015-08-01

    This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? and (3) Do MA and PA skills differ in compensated and noncompensated dyslexics? A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study. Group analysis demonstrated an MA deficit in dyslexics; as well, MA was found to significantly predict a greater proportion of word reading and spelling within the dyslexic group compared with the controls. Compensated dyslexics were also found to perform significantly better on the morphological task than noncompensated dyslexics. Additionally, no statistical difference was observed in MA between the normal reading controls and the compensated group (independent of PA and vocabulary). Results suggest that intact and strong MA skills contribute to the achieved compensation of this group of adults with dyslexia. Implications for MA based intervention strategies for people with dyslexia are discussed.

  7. Project DyAdd: visual attention in adult dyslexia and ADHD.

    PubMed

    Laasonen, Marja; Salomaa, Jonna; Cousineau, Denis; Leppämäki, Sami; Tani, Pekka; Hokkanen, Laura; Dye, Matthew

    2012-12-01

    In this study of the project DyAdd, three aspects of visual attention were investigated in adults (18-55years) with dyslexia (n=35) or attention deficit/hyperactivity disorder (ADHD, n=22), and in healthy controls (n=35). Temporal characteristics of visual attention were assessed with Attentional Blink (AB), capacity of visual attention with Multiple Object Tracking (MOT), and spatial aspects of visual attention with Useful Field of View (UFOV) task. Results showed that adults with dyslexia had difficulties performing the AB and UFOV tasks, which were explained by an impaired ability to process dual targets, longer AB recovery time, and deficits in processing rapidly changing visual displays. The ADHD group did not have difficulties in any of the tasks. Further, performance in the visual attention tasks predicted variation in measures of phonological processing and reading when all of the participants were considered together. Thus, difficulties in tasks of visual attention were related to dyslexia and variation of visual attention had a role in the reading ability of the general population.

  8. Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years.

    PubMed

    Schiff, Rachel; Levie, Ronit

    2017-01-25

    The current study examined the effect of morphological knowledge on spelling development in Hebrew-speaking schoolchildren, adolescents and adults with dyslexia, compared with typically developing (TD) peers. Participants were 238 Hebrew-speaking readers of five grade levels of whom 139 were TD and 99 had developmental dyslexia (DD). Participants were tested on a function letter spelling task, a phonological awareness task and a morphological awareness task. The overall picture that emerged from the results is that performance on all measures increased with grade level, with TD participants always scoring higher than peers with DD. Moreover, the higher the morphological complexity in spelling and irregularity in noun inflection, the higher the differences between the DD and TD participants. Finally, performance on the morphological awareness task contributed to spelling morphologically more complex spelling items in the TD, but not in the DD group. From clinical and educational perspectives, these results strongly suggest that rigorous morphological instruction is necessary in teaching children and adolescents with dyslexia to identify and use morphological cues in spoken and written Hebrew. Copyright © 2017 John Wiley & Sons, Ltd.

  9. Visual temporal processing in dyslexia and the magnocellular deficit theory: the need for speed?

    PubMed

    McLean, Gregor M T; Stuart, Geoffrey W; Coltheart, Veronika; Castles, Anne

    2011-12-01

    A controversial question in reading research is whether dyslexia is associated with impairments in the magnocellular system and, if so, how these low-level visual impairments might affect reading acquisition. This study used a novel chromatic flicker perception task to specifically explore temporal aspects of magnocellular functioning in 40 children with dyslexia and 42 age-matched controls (aged 7-11). The relationship between magnocellular temporal resolution and higher-level aspects of visual temporal processing including inspection time, single and dual-target (attentional blink) RSVP performance, go/no-go reaction time, and rapid naming was also assessed. The Dyslexia group exhibited significant deficits in magnocellular temporal resolution compared with controls, but the two groups did not differ in parvocellular temporal resolution. Despite the significant group differences, associations between magnocellular temporal resolution and reading ability were relatively weak, and links between low-level temporal resolution and reading ability did not appear specific to the magnocellular system. Factor analyses revealed that a collective Perceptual Speed factor, involving both low-level and higher-level visual temporal processing measures, accounted for unique variance in reading ability independently of phonological processing, rapid naming, and general ability.

  10. The neurological basis of developmental dyslexia: an overview and working hypothesis.

    PubMed

    Habib, M

    2000-12-01

    Five to ten per cent of school-age children fail to learn to read in spite of normal intelligence, adequate environment and educational opportunities. Thus defined, developmental dyslexia (hereafter referred to as dyslexia) is usually considered of constitutional origin, but its actual mechanisms are still mysterious and currently remain the subject of intense research endeavour in various neuroscientific areas and along several theoretical frameworks. This article reviews evidence accumulated to date that favours a dysfunction of neural systems known to participate in the normal acquisition and achievement of reading and other related cognitive functions. Historically, the first arguments for a neurological basis of dyslexia came from neuropathological studies of brains from dyslexic individuals. These early studies, although open to criticism, for the first time drew attention towards a possible abnormality in specific stages of prenatal maturation of the cerebral cortex and suggested a role of atypical development of brain asymmetries. This has prompted a large amount of subsequent work using in vivo imaging methods in the same vein. These latter studies, however, have yielded less clear-cut results than expected, but have globally confirmed some subtle differences in brain anatomy whose exact significance is still under investigation. Neuropsychological studies have provided considerable evidence that the main mechanism leading to these children's learning difficulties is phonological in nature, namely a basic defect in segmenting and manipulating the phoneme constituents of speech. A case has also been made for impairment in brain visual mechanisms of reading as a possible contributing factor. This approach has led to an important conceptual advance with the suggestion of a specific involvement of one subsystem of vision pathways (the so-called magnosystem hypothesis). Both phonological and visual hypotheses have received valuable contribution from modern

  11. Teacher attitudes toward dyslexia: effects on teacher expectations and the academic achievement of students with dyslexia.

    PubMed

    Hornstra, Lisette; Denessen, Eddie; Bakker, Joep; van den Bergh, Linda; Voeten, Marinus

    2010-01-01

    The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.

  12. Overcoming Dyslexia in Children, Adolescents, and Adults. Third Edition.

    ERIC Educational Resources Information Center

    Jordan, Dale R.

    This book aims to interpret recent research on dyslexia into practical information for those who work with individuals with dyslexia. Chapter 1 summarizes new information about how genetic codes determine brian development and how differences in brain structure cause dyslexia. Chapter 2 explains the perceptual and emotional nature of dyslexia.…

  13. Neuropsychological Treatment of Dyslexia in the Classroom Setting.

    ERIC Educational Resources Information Center

    Goldstein, Bram H.; Obrzut, John E.

    2001-01-01

    A study provided hemisphere specific simulation and hemispheric alluding stimuli to 15 middle school students with L-type dyslexia and 15 with P-type dyslexia. Traditional decoding and comprehension exercises were provided to 15 students with M-type dyslexia. Readers with all types of dyslexia exhibited significant improvement in reading accuracy…

  14. Effective Language Arts Instruction for Students with Dyslexia.

    ERIC Educational Resources Information Center

    Wadlington, Elizabeth

    2000-01-01

    This article explains dyslexia and characteristics of students with dyslexia and discusses types of instruction that are most appropriate for students with dyslexia, including multisensory instruction, explicit instruction, and phonemic awareness. It provides techniques for enabling students with dyslexia to succeed in reading, writing, listening,…

  15. Fictional Characters with Dyslexia: What Are We Seeing in Books?

    ERIC Educational Resources Information Center

    Altieri, Jennifer L.

    2008-01-01

    This article specifically looks at children's literature that portrays school-age characters with dyslexia so that the educational field can better understand how the books depict dyslexia and the school experience. Although the use of the term "dyslexia" is controversial, experts agree that dyslexia is a learning disability that affects language…

  16. Stress Assignment Errors in Surface Dyslexia: Evidence from Two Italian Patients with a Selective Deficit of the Orthographic Input Lexicon

    PubMed Central

    Berti, Anna; Cubelli, Roberto

    2015-01-01

    Surface dyslexia designates a selective impairment in reading irregular words, with spared ability to read regular and novel words, following a cerebral damage usually located in the left dominant hemisphere. In Italian language, which is regular at the segmental level, surface dyslexia is characterized by stress assignment errors. Here we report on two cases of Italian surface dyslexic patients who produced stress assignment errors, mainly in reading irregular words. In reading nonwords they usually applied the regular stress pattern. Both patients were also impaired in lexical decision and in semantic discrimination tasks when the processing of homophones was required. Our patients' performance relied almost exclusively on the phonological coding of the stimulus, revealing a deficit in accessing the orthographical input lexicon. In addition, one patient showed a cerebral lesion limited to the right thalamus, providing evidence of a possible role of the right hemisphere in the reading process. PMID:26063963

  17. Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample.

    PubMed

    Peter, Beate; Raskind, Wendy H; Matsushita, Mark; Lisowski, Mark; Vu, Tiffany; Berninger, Virginia W; Wijsman, Ellen M; Brkanac, Zoran

    2011-03-01

    Two functionally related genes, FOXP2 and CNTNAP2, influence language abilities in families with rare syndromic and common nonsyndromic forms of impaired language, respectively. We investigated whether these genes are associated with component phenotypes of dyslexia and measures of sequential motor ability. Quantitative transmission disequilibrium testing (QTDT) and linear association modeling were used to evaluate associations with measures of phonological memory (nonword repetition, NWR), expressive language (sentence repetition), reading (real word reading efficiency, RWRE; word attack, WATT), and timed sequential motor activities (rapid alternating place of articulation, RAPA; finger succession in the dominant hand, FS-D) in 188 family trios with a child with dyslexia. Consistent with a prior study of language impairment, QTDT in dyslexia showed evidence of CNTNAP2 single nucleotide polymorphism (SNP) association with NWR. For FOXP2, we provide the first evidence for SNP association with component phenotypes of dyslexia, specifically NWR and RWRE but not WATT. In addition, FOXP2 SNP associations with both RAPA and FS-D were observed. Our results confirm the role of CNTNAP2 in NWR in a dyslexia sample and motivate new questions about the effects of FOXP2 in neurodevelopmental disorders.

  18. How Should Medical Schools Respond to Students with Dyslexia?

    PubMed

    Romberg, Frederick; Shaywitz, Bennett A; Shaywitz, Sally E

    2016-10-01

    We examine the dilemmas faced by a medical student with dyslexia who wonders whether he should "out" himself to faculty to receive the accommodations entitled by federal law. We first discuss scientific evidence on dyslexia's prevalence, unexpected nature, and neurobiology. We then examine the experiences of medical students who have revealed their dyslexia to illustrate the point that, far too often, attending physicians who know little about dyslexia can misperceive the motives or behavior of students with dyslexia. Because ignorance and misperception of dyslexia can result in bias against students with dyslexia, we strongly recommend a mandatory course for faculty that provides a basic scientific and clinical overview of dyslexia to facilitate greater understanding of dyslexia and support for students with dyslexia.

  19. Phonetics, Phonology, and Applied Linguistics.

    ERIC Educational Resources Information Center

    Nadasdy, Adam

    1995-01-01

    Examines recent trends in phonetics and phonology and their influence on second language instruction, specifically grammar and lexicography. An annotated bibliography discusses nine important works in the field. (99 references) (MDM)

  20. Phonological Complexity and Language Learnability

    PubMed Central

    Gierut, Judith A.

    2008-01-01

    Purpose To extend formal models of language learnability to applications in clinical treatment of children with functional phonological delays. Method The focus of the narrative review is on phonological complexity. This follows from learnability theory, whereby complexity in the linguistic input to children has been shown to trigger language learning. Drawing from the literature, phonological complexity is defined from epistemic, ontological, and functional perspectives, with specific emphasis on the application of language universals in the selection of target sounds for treatment. Results The cascading effects of phonological complexity on children’s generalization learning are illustrated, and frequently asked questions about complexity in treatment are addressed. Conclusion The role of complexity in cognitive development is introduced to demonstrate the apparent robustness of effects. PMID:17329671

  1. On children's dyslexia with NIRS

    NASA Astrophysics Data System (ADS)

    Gan, Zhuo; Li, Chengjun; Gong, Hui; Luo, Qingming; Yao, Bin; Song, Ranran; Wu, Hanrong

    2003-12-01

    Developmental dyslexia is a kind of prevalent psychologic disease. Some functional imaging technologies, such as FMRI and PET, have been used to study the brain activities of dyslexics. NIRS is a kind of novel technology which is more and more widely being used for study of the cognitive psychology. However, there aren"t reports about the dyslexic research using NIRS to be found until now. This paper introduces a NIRS system of four measuring channels. Brain activities of dyslexic subjects and normal subjects during reading task were studied with the NIRS system. Two groups of subjects, the group of dyslexia and the group of normal, were appointed to perform two reading tasks. At the same time, their cortical activities were measured with the NIRS system. This experimental result indicates that the brain activities of the dyslexic group were significantly higher than the control group in BA 48 and that NIRS can be used for the study of human brain activity.

  2. Dyslexia and hyperlexia in bilinguals.

    PubMed

    Joshi, R Malatesha; Padakannaya, Prakash; Nishanimath, S

    2010-05-01

    This study explores the nature of reading difficulties of two bilinguals in Kannada and English, which vary in their orthographic depth and script layout. VN and MS manifest two different types of reading disabilities, dyslexia and hyperlexia, respectively. The performance of VN was below average on Kannada and English tests of phonemic awareness, spelling, and pseudoword naming. Despite his poor decoding skills, the listening comprehension skill both at the word level and at the sentence level of VN was within the normal range. VN, therefore, can be described to have developmental dyslexia. MS, in contrast, showed good decoding ability in both Kannada and English, but his listening and reading comprehension were poor in both languages. MS, therefore, displays a pattern of reading disability akin to that of hyperlexia. The deficits of both VN and MS, although dissimilar from each other, cut across the linguistic boundaries and affect their performance in both Kannada and English.

  3. Neuropsychological Features of Dyslexia.

    ERIC Educational Resources Information Center

    Feifer, Steven G.

    This literature review provides support for the idea that subtle anatomical and functional deviations in the brain correlate with specific types of reading disorders. It finds evidence that symmetry or reversed asymmetry in the plana temporale may be associated with difficulty in acquiring sound/symbol relationships. Studies are reported to show…

  4. Collective screening tools for early identification of dyslexia

    PubMed Central

    Andrade, Olga V. C. A.; Andrade, Paulo E.; Capellini, Simone A.

    2015-01-01

    Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Non-responders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI’s implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores ≤1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting

  5. A Taxometric Investigation of Developmental Dyslexia Subtypes

    ERIC Educational Resources Information Center

    O'Brien, Beth A.; Wolf, Maryanne; Lovett, Maureen W.

    2012-01-01

    Long-standing issues with the conceptualization, identification and subtyping of developmental dyslexia persist. This study takes an alternative approach to examine the heterogeneity of developmental dyslexia using taxometric classification techniques. These methods were used with a large sample of 671 children ages 6-8 who were diagnosed with…

  6. Psychological Resources of Adults with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Lockiewicz, Marta; Bogdanowicz, Katarzyna M.; Bogdanowicz, Marta

    2014-01-01

    The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial…

  7. Sentence Production in Students with Dyslexia

    ERIC Educational Resources Information Center

    Altmann, Lori J. P.; Lombardino, Linda J.; Puranik, Cynthia

    2008-01-01

    Background: While spoken language deficits have been identified in children with developmental dyslexia, microanalysis of sentence production proficiency in these children is a largely unexplored area. Aims: The current study examines proficiency of syntactic production in children and young adults with dyslexia and typically developing…

  8. Case Studies for Teaching Students with Dyslexia

    ERIC Educational Resources Information Center

    Macnamara, Gael R.

    2004-01-01

    This easy-to-use book of case studies helps you recognize the signs of dyslexia and prescribe effective teaching strategies for students with dyslexia. It includes a Case Study Analysis Sheet so you can work through important aspects of a student's personal, academic, and social life. You can then compare what you've compiled to the author's…

  9. Cognitive Profiles of Chinese Adolescents with Dyslexia

    ERIC Educational Resources Information Center

    Chung, Kevin K. H.; Ho, Connie Suk-Han; Chan, David W.; Tsang, Suk-Man; Lee, Suk-Han

    2010-01-01

    The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with and without dyslexia and examined the cognitive profile of dyslexic adolescents in order to better understand this important problem. The performance of 27 Chinese adolescents with childhood diagnoses of dyslexia was compared with 27…

  10. Lateralized Temporal Order Judgement in Dyslexia

    ERIC Educational Resources Information Center

    Liddle, Elizabeth B.; Jackson, Georgina M.; Rorden, Chris; Jackson, Stephen R.

    2009-01-01

    Temporal and spatial attentional deficits in dyslexia were investigated using a lateralized visual temporal order judgment (TOJ) paradigm that allowed both sensitivity to temporal order and spatial attentional bias to be measured. Findings indicate that adult participants with a positive screen for dyslexia were significantly less sensitive to the…

  11. Developmental Dyslexia: An Evaluation of a Theory.

    ERIC Educational Resources Information Center

    Satz, Paul; Van Nostrand, Gary K.

    The paper reviews a theory advanced by Satz and Sparrow (1970) which purports to explain the nature and cause of specific developmental dyslexia, and evaluates several developmental hypotheses which are generated bythe theory. The theory postulates that developmental dyslexia is not a unitary syndrome but rather reflects a lag in the maturation of…

  12. Multivariate Predictive Model for Dyslexia Diagnosis

    ERIC Educational Resources Information Center

    Le Jan, Guylaine; Le Bouquin-Jeannes, Regine; Costet, Nathalie; Troles, Nolwenn; Scalart, Pascal; Pichancourt, Dominique; Faucon, Gerard; Gombert, Jean-Emile

    2011-01-01

    Dyslexia is a specific disorder of language development that mainly affects reading. Etiological researches have led to multiple hypotheses which induced various diagnosis methods and rehabilitation treatments so that many different tests are used by practitioners to identify dyslexia symptoms. Our purpose is to determine a subset of the most…

  13. Whole-Word Shape Effect in Dyslexia

    ERIC Educational Resources Information Center

    Lavidor, Michal

    2011-01-01

    The research question here was whether whole-word shape cues might facilitate reading in dyslexia following reports of how normal-reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more…

  14. Reading and Dyslexia in Different Orthographies

    ERIC Educational Resources Information Center

    Brunswick, Nicola, Ed.; McDougall, Sine, Ed.; de Mornay Davies, Paul, Ed.

    2010-01-01

    This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic…

  15. Writing in Dyslexia: Product and Process

    ERIC Educational Resources Information Center

    Morken, Froydis; Helland, Turid

    2013-01-01

    Research on dyslexia has largely centred on reading. The aim of this study was to assess the writing of 13 children with and 28 without dyslexia at age 11?years. A programme for keystroke logging was used to allow recording of typing activity as the children performed a sentence dictation task. Five sentences were read aloud twice each. The task…

  16. Linking memory and language: Evidence for a serial-order learning impairment in dyslexia.

    PubMed

    Bogaerts, Louisa; Szmalec, Arnaud; Hachmann, Wibke M; Page, Mike P A; Duyck, Wouter

    2015-01-01

    The present study investigated long-term serial-order learning impairments, operationalized as reduced Hebb repetition learning (HRL), in people with dyslexia. In a first multi-session experiment, we investigated both the persistence of a serial-order learning impairment as well as the long-term retention of serial-order representations, both in a group of Dutch-speaking adults with developmental dyslexia and in a matched control group. In a second experiment, we relied on the assumption that HRL mimics naturalistic word-form acquisition and we investigated the lexicalization of novel word-forms acquired through HRL. First, our results demonstrate that adults with dyslexia are fundamentally impaired in the long-term acquisition of serial-order information. Second, dyslexic and control participants show comparable retention of the long-term serial-order representations in memory over a period of 1 month. Third, the data suggest weaker lexicalization of newly acquired word-forms in the dyslexic group. We discuss the integration of these findings into current theoretical views of dyslexia.

  17. Reading component skills in dyslexia: word recognition, comprehension and processing speed.

    PubMed

    de Oliveira, Darlene G; da Silva, Patrícia B; Dias, Natália M; Seabra, Alessandra G; Macedo, Elizeu C

    2014-01-01

    The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.

  18. Reading component skills in dyslexia: word recognition, comprehension and processing speed

    PubMed Central

    de Oliveira, Darlene G.; da Silva, Patrícia B.; Dias, Natália M.; Seabra, Alessandra G.; Macedo, Elizeu C.

    2014-01-01

    The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8–13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear. PMID:25506331

  19. Reading into neuronal oscillations in the visual system: implications for developmental dyslexia.

    PubMed

    Vidyasagar, Trichur R

    2013-01-01

    While phonological impairments are common in developmental dyslexia, there has recently been much debate as to whether there is a causal link between the phonological difficulties and the reading problem. An alternative suggestion has been gaining ground that the core deficit in dyslexia is in visual attentional mechanisms. If so, the visual aetiology may be at any of a number of sites along the afferent magnocellular pathway or in the dorsal cortical stream that are all essential for a visuo-spatial attentional feedback to the primary visual cortex. It has been suggested that the same circuits and pathways of top-down attention used for serial visual search are used for reading. Top-down signals from the dorsal parietal areas to primary visual cortex serially highlight cortical locations representing successive letters in a text before they can be recognized and concatenated into a word. We had shown in non-human primates that the mechanism of such a top-down feedback in a visual attention task uses synchronized neuronal oscillations at the lower end of the gamma frequency range. It is no coincidence that reading graphemes in a text also happens at the low gamma frequencies. The basic proposal here is that each cycle of gamma oscillation focuses an attentional spotlight on the primary visual cortical representation of just one or two letters before sequential recognition of letters and their concatenation into word strings. The timing, period, envelope, amplitude, and phase of the synchronized oscillations modulating the incoming signals in the striate cortex would have a profound influence on the accuracy and speed of reading. Thus, the general temporal sampling difficulties in dyslexic subjects may impact reading not necessarily by causing phonological deficits, but by affecting the spatio-temporal parsing of the visual input within the visual system before these signals are used for letter and word recognition.

  20. Morphological Processing in Adult Dyslexia

    ERIC Educational Resources Information Center

    Leikin, Mark; Hagit, Even Zur

    2006-01-01

    This study employed the masked-priming paradigm [Forster and Davis (J Exp Psychol bearn Mem Cogn 10: 680-698, 1984).], along with traditional methods of evaluation of morphological awareness and phonological processing, to obtain a finer-grained picture of the relationship between morphological abilities and reading in adult dyslexic readers.…

  1. Phonological error analysis, development and empirical evaluation.

    PubMed

    Roeltgen, D P

    1992-08-01

    A method of error analysis, designed to examine phonological and nonphonological reading and spelling processes, was developed from preliminary studies and theoretical background, including a linguistic model and the relationships between articulatory features of phonemes. The usefulness of this method as an assessment tool for phonological ability was tested on a group of normal subjects. The results from the error analysis helped clarify similarities and differences in phonological performance among the subjects and helped delineate differences between phonological performance in spelling (oral and written) and reading within the group of subjects. These results support the usefulness of this method of error analysis in assessing phonological ability. Also, these results support the position that phonological approximation of responses is an important diagnostic feature and merely cataloging errors as phonologically accurate or inaccurate is inadequate for assessing phonological ability.

  2. Phonological processing and emergent literacy in younger and older preschool children.

    PubMed

    Anthony, Jason L; Williams, Jeffrey M; McDonald, Renee; Francis, David J

    2007-12-01

    Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.

  3. Does pronounceability modulate the letter string deficit of children with dyslexia? A study with the rate and amount model

    PubMed Central

    Marinelli, Chiara V.; Traficante, Daniela; Zoccolotti, Pierluigi

    2014-01-01

    The locus of the deficit of children with dyslexia in dealing with strings of letters may be a deficit at a pre-lexical graphemic level or an inability to bind orthographic and phonological information. We evaluate these alternative hypotheses in two experiments by examining the role of stimulus pronounceability in a lexical decision task (LDT) and in a forced-choice letter discrimination task (Reicher–Wheeler paradigm). Seventeen fourth grade children with dyslexia and 24 peer control readers participated to two experiments. In the LDT children were presented with high-, low-frequency words, pronounceable pseudowords (such as DASU) and unpronounceable non-words (such as RNGM) of 4-, 5-, or 6- letters. No sign of group by pronounceability interaction was found when over-additivity was taken into account. Children with dyslexia were impaired when they had to process strings, not only of pronounceable stimuli but also of unpronounceable stimuli, a deficit well accounted for by a single global factor. Complementary results were obtained with the Reicher–Wheeler paradigm: both groups of children gained in accuracy in letter discrimination in the context of pronounceable primes (words and pseudowords) compared to unpronounceable primes (non-words). No global factor was detected in this task which requires the discrimination between a target letter and a competitor but does not involve simultaneous letter string processing. Overall, children with dyslexia show a selective difficulty in simultaneously processing a letter string as a whole, independent of its pronounceability; however, when the task involves isolated letter processing, also these children can make use of the ortho-phono-tactic information derived from a previously seen letter string. This pattern of findings is in keeping with the idea that an impairment in pre-lexical graphemic analysis may be a core deficit in developmental dyslexia. PMID:25520680

  4. Dyslexia in English as a second language.

    PubMed

    Helland, Turid; Kaasa, Randi

    2005-02-01

    This study focused on English as L2 in a group of Norwegian dyslexic 12 year olds, compared to an age and gender matched control group. Norwegian school children learn English from the first grades on. The subjects were assessed with a test battery of verbal and written tasks. First, they were given a comprehension task; second, a model sentence task; third, two pragmatic tasks, and fourth, three tasks of literacy. The verbal tasks were scored according to comprehension, morphology, syntax and semantics, while the literacy tasks were scored by spelling, translation and reading skills. It was hypothesized that the results of the control group and the dyslexia group would differ on all tasks, but that subgrouping the dyslexia group by comprehension skills would show heterogeneity within the dyslexia group. The data analyses confirmed these hypotheses. Significant differences were seen between the dyslexia group and the control group. However, the subgrouping revealed minor differences between the control group and the subgroup with good comprehension skills, and major differences between the control group and the subgroup with poor comprehension skills. Especially morphology and spelling were difficult for the dyslexia group. The results were tentatively discussed within the framework of biological and cognitive models of how to interpret L2 performance in dyslexia, underlining the importance of further research in L2 acquisition in dyslexia.

  5. On the Functional Diversity of Phonological Rules

    ERIC Educational Resources Information Center

    Brasington, R. W. P.

    1976-01-01

    Shows that a phonological description that recognizes the functional variety of phonological rules is more illuminating than one in which data are handled merely as the output of a set of completely undifferentiated processes. Emphasizes the value of distinguishing motivated and unmotivated processes in phonology. (Author/RM)

  6. Developmental Hierarchy of Arabic Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Tibi, Sana

    2010-01-01

    Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a…

  7. Bias in Phonological Learning: Evidence from Saltation

    ERIC Educational Resources Information Center

    White, James Clifford

    2013-01-01

    Understanding how people learn the phonological patterns of their language is a major challenge facing the field of phonology. In this dissertation, I approach the issue of phonological learning by focusing on "saltatory" alternations, which occur when two alternating sounds "leap over" an intermediate, invariant sound (e.g.,…

  8. On Some Claims of Atomic Phonology.

    ERIC Educational Resources Information Center

    Wheeler, Max W.

    1985-01-01

    Examines some of the rules of atomic phonology so as to elucidate just what the theory is and is not capable of. The theory of atomic phonology maintains that all linguistic variation requiring distinctly varied formulations of phonological rules is predictable from a set of "atomic rules" and universal principles of grammar. (SED)

  9. Contributions of Phonological Awareness, Phonological Short-Term Memory, and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability

    ERIC Educational Resources Information Center

    Soltani, Amanallah; Roslan, Samsilah

    2013-01-01

    Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual…

  10. Developmental dyslexia in adults: behavioural manifestations and cognitive correlates.

    PubMed

    Nergård-Nilssen, Trude; Hulme, Charles

    2014-08-01

    This paper explores the nature of residual literacy and cognitive deficits in self-reported dyslexic Norwegian adults. The performance of 26 self-reported dyslexic adults was compared with that of a comparison group of 47 adults with no history of reading or spelling difficulties. Participants completed standardized and experimental measures tapping literacy skills, working memory, phonological awareness and rapid naming. Spelling problems were the most prominent marker of dyslexia in adults, followed by text reading fluency and nonword decoding. Working memory and phoneme awareness explained unique variance in spelling, whereas rapid automatized naming explained unique variance in reading fluency and nonword reading. The moderate to strong correlations between self-reported history, self-rating of current literacy skills and outcomes on literacy tests indicate that adults estimated their literacy skills fairly well. Results suggest that spelling impairments, more strongly than reading impairments, make adults perceive themselves as being dyslexic. A combination of three literacy and three cognitive tests predicted group membership with 90.4% accuracy. It appears that weaknesses in phoneme awareness, rapid automatized naming and working memory are strong and persistent correlates of literacy problems even in adults learning a relatively transparent orthography.

  11. Letter Position Dyslexia in Arabic: From Form to Position

    PubMed Central

    Friedmann, Naama; Haddad-Hanna, Manar

    2012-01-01

    This study reports the reading of 11 Arabic-speaking individuals with letter position dyslexia (LPD), and the effect of letter form on their reading errors. LPD is a peripheral dyslexia caused by a selective deficit to letter position encoding in the orthographic-visual analyzer, which results in migration of letters within words, primarily of middle letters. The Arabic orthography is especially interesting for the study of LPD because Arabic letters have different forms in different positions in the word. As a result, some letter position errors require letter form change. We compared the rate of letter migrations that change letter form with migrations that do not change letter form in 10 Arabic-speaking individuals with developmental LPD, and one bilingual Arabic and Hebrew-speaking individual with acquired LPD. The results indicated that the participants made 40% letter position errors in migratable words when the resulting word included the letters in the same form, whereas migrations that changed letter form almost never occurred. The error rate of the Arabic-Hebrew bilingual reader was smaller in Arabic than in Hebrew. However, when only words in which migrations do not change letter form were counted, the rate was similar in Arabic and Hebrew. Hence, whereas orthographies with multiple letter forms for each letter might seem more difficult in some respects, these orthographies are in fact easier to read in some forms of dyslexia. Thus, the diagnosis of LPD in Arabic should consider the effect of letter forms on migration errors, and use only migratable words that do not require letter-form change. The theoretical implications for the reading model are that letter form (of the position-dependent type found in Arabic) is part of the information encoded in the abstract letter identity, and thus affects further word recognition processes, and that there might be a pre-lexical graphemic buffer in which the checking of orthographic well-formedness takes place

  12. Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5-11 Years Old.

    PubMed

    Helland, Turid; Morken, Frøydis

    2016-02-01

    The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo-spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre-literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo-spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian.

  13. [The phonological variant of primary progressive aphasia, a single case study].

    PubMed

    Diesfeldt, H F A

    2011-04-01

    Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by an insidious onset and gradual progression of deficits that can involve any aspect of language, including word finding, object naming, fluency, syntax, phonology and word comprehension. The initial symptoms occur in the absence of major deficits in other cognitive domains, including episodic memory, visuospatial abilities and visuoconstruction. According to recent diagnostic guidelines, PPA is typically divided into three variants: nonfluent variant PPA (also termed progressive nonfluent aphasia), semantic variant PPA (also termed semantic dementia) and logopenic/phonological variant PPA (also termed logopenic progressive aphasia). The paper describes a 79-yr old man, who presented with normal motor speech and production rate, impaired single word retrieval and phonemic errors in spontaneous speech and confrontational naming. Confrontation naming was strongly affected by lexical frequency. He was impaired on repetition of sentences and phrases. Reading was intact for regularly spelled words but not for irregular words (surface dyslexia). Comprehension was spared at the single word level, but impaired for complex sentences. He performed within the normal range on the Dutch equivalent of the Pyramids and Palm Trees (PPT) Pictures Test, indicating that semantic processing was preserved. There was, however, a slight deficiency on the PPT Words Test, which appeals to semantic knowledge of verbal associations. His core deficit was interpreted as an inability to retrieve stored lexical-phonological information for spoken word production in spontaneous speech, confrontation naming, repetition and reading aloud.

  14. The development of segmental phonological production in a bilingual child.

    PubMed

    Schnitzer, M L; Krasinski, E

    1994-10-01

    A longitudinal diary-and-videotape study of the production of phonological segments by a Spanish-English bilingual child, age I; I-3; 9, revealed four stages in consonantal acquisition: presystematic variation, formation of a single system, separation into two systems corresponding to the two languages, and achievement of adult target values with later interference of one language in the other. Vocalic acquisition proceeded with widespread variation, followed by stabilization at target adult values, without any apparent intermediate unitary-system stage. Relevance of the data adduced here to the issue of whether bilingual children first function with a single system before acquiring two discrete languages is discussed. The issue of what it may mean to have one or two systems of phonology is addressed.

  15. Psychological resources of adults with developmental dyslexia.

    PubMed

    Łockiewicz, Marta; Bogdanowicz, Katarzyna M; Bogdanowicz, Marta

    2014-01-01

    The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial superiority in adults with developmental dyslexia. The results suggest, however, that visual-spatial processing of nonverbal material by adults with developmental dyslexia allows them to efficiently execute tasks that are based on sequential material. Moreover, the participants with specific difficulties in reading and writing exhibited a significantly higher level of aspirations than their peers without such difficulties with a comparable level of educational achievement. These results suggest that succeeding in different fields by highly functioning adult dyslexics may depend on personality and motivational factors, rather than cognitive factors.

  16. Developmental Dyslexia in Bilingual-Biliterates.

    ERIC Educational Resources Information Center

    Karanth, Prathibha

    1992-01-01

    Describes two cases of developmental dyslexia in whom learning to read English as compared to Kannada and Hindi (two Indian scripts) were differentially affected. Discusses implications for the understanding of reading acquisition and models of reading. (RS)

  17. Minor Neurological Dysfunction in Children with Dyslexia

    ERIC Educational Resources Information Center

    Punt, Marja; de Jong, Marianne; de Groot, Erik; Hadders-Algra, Mijna

    2010-01-01

    Aim: To improve understanding of brain function in children with severe dyslexia in terms of minor neurological dysfunctions (MNDs). Method: One hundred and four children (81 males, 23 females; age range 7-12y; mean age 9y 7mo, SD 1y 2mo;) with severe dyslexia (the presence of a Full-scale IQ score of greater than or equal to 85, retardation in…

  18. The effects of automatic spelling correction software on understanding and comprehension in compensated dyslexia: improved recall following dictation.

    PubMed

    Hiscox, Lucy; Leonavičiūtė, Erika; Humby, Trevor

    2014-08-01

    Dyslexia is associated with difficulties in language-specific skills such as spelling, writing and reading; the difficulty in acquiring literacy skills is not a result of low intelligence or the absence of learning opportunity, but these issues will persist throughout life and could affect long-term education. Writing is a complex process involving many different functions, integrated by the working memory system; people with dyslexia have a working memory deficit, which means that concentration on writing quality may be detrimental to understanding. We confirm impaired working memory in a sample of university students with (compensated) dyslexia, and using a within-subject design with three test conditions, we show that these participants demonstrated better understanding of a piece of text if they had used automatic spelling correction software during a dictation/transcription task. We hypothesize that the use of the autocorrecting software reduced demand on working memory, by allowing word writing to be more automatic, thus enabling better processing and understanding of the content of the transcriptions and improved recall. Long-term and regular use of autocorrecting assistive software should be beneficial for people with and without dyslexia and may improve confidence, written work, academic achievement and self-esteem, which are all affected in dyslexia.

  19. Some Aspects of Meitei Phonology.

    ERIC Educational Resources Information Center

    Abbi, Anvita; Mishra, Awadhesh K.

    A phonemic analysis of the Meitei language of Manipur, India, is presented. The vowel and consonant system is analyzed by the classical phonemic method, but with morpheme structure rules formulated according to the principles of generative phonology in order to generalize the pattern of various sounds and specify the allophonic distribution of…

  20. The Phonology of Betsimisaraka Malagasy

    ERIC Educational Resources Information Center

    O'Neill, Timothy

    2015-01-01

    This document constitutes the first phonological grammar Betsimisaraka Malagasy, a form of the Malagasy (Austronesian) language spoken in the island nation of Madagascar. Betsimisaraka specifically is the name of an ethnic group with approximately a million members living on the East Coast of the island, as well as the various dialects they speak.…

  1. The Implications of Wichita Phonology

    ERIC Educational Resources Information Center

    Rood, David S.

    1975-01-01

    The phonological system and morphophonemic rules of the Wichita language are examined. Observations are made regarding union and deletion, delayed release to distinguish /c/ from /t/, palatalization of /t/, and a new feature hierarchy. Also discussed is the psychology of speaking a language in which one speech event frequently has many underlying…

  2. GENERATIVE RULES FOR ITALIAN PHONOLOGY.

    ERIC Educational Resources Information Center

    DI PIETRO, ROBERT J.

    TWO MODELS OF DESCRIPTION, GENERATIVE AND NONGENERATIVE, ARE APPLIED TO THE PHONOLOGY OF ITALIAN TO DETERMINE WHICH OF THE TWO OFFERS A SIMPLER YET MORE COMPREHENSIVE STATEMENT. THE NONGENERATIVE MODEL IS GIVEN IN A LISTING OF PHONEMES AND A BRIEF STATEMENT OF THE PHONOTACTICS AND ALLOPHONICS. THE GENERATIVE MODEL STATES THE FACTS IN 11 REWRITE…

  3. Phonological Awareness: Factors of Influence

    ERIC Educational Resources Information Center

    Frohlich, Linda Paulina; Petermann, Franz; Metz, Dorothee

    2013-01-01

    Early child development is influenced by various genetic and environmental factors. This study aims to identify factors that affect the phonological awareness of preschool and first grade children. Based on a sample of 330 German-speaking children (mean age = 6.2 years) the following domains were evaluated: Parent factors, birth and pregnancy,…

  4. Similarity in L2 Phonology

    ERIC Educational Resources Information Center

    Barrios, Shannon L.

    2013-01-01

    Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /r/-/l/ for Japanese learners of English. To account for the relative ease or difficulty…

  5. Academic Achievement of University Students with Dyslexia.

    PubMed

    Olofsson, Åke; Taube, Karin; Ahl, Astrid

    2015-11-01

    Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students.

  6. Do children with developmental dyslexia have an implicit learning deficit?

    PubMed Central

    Vicari, S; Finzi, A; Menghini, D; Marotta, L; Baldi, S; Petrosini, L

    2005-01-01

    Objective: The purpose of this study was to investigate the effects of specific types of tasks on the efficiency of implicit procedural learning in the presence of developmental dyslexia (DD). Methods: Sixteen children with DD (mean (SD) age 11.6 (1.4) years) and 16 matched normal reader controls (mean age 11.4 (1.9) years) were administered two tests (the Serial Reaction Time test and the Mirror Drawing test) in which implicit knowledge was gradually acquired across multiple trials. Although both tests analyse implicit learning abilities, they tap different competencies. The Serial Reaction Time test requires the development of sequential learning and little (if any) procedural learning, whereas the Mirror Drawing test involves fast and repetitive processing of visuospatial stimuli but no acquisition of sequences. Results: The children with DD were impaired on both implicit learning tasks, suggesting that the learning deficit observed in dyslexia does not depend on the material to be learned (with or without motor sequence of response action) but on the implicit nature of the learning that characterises the tasks. Conclusion: Individuals with DD have impaired implicit procedural learning. PMID:16170083

  7. Phonological Awareness Training. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2006

    2006-01-01

    "Phonological Awareness Training" is a general practice aimed at enhancing young children's phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning. Phonological awareness is a precursor to reading. "Phonological Awareness Training" can…

  8. A Psychometric Tool for a Virtual Reality Rehabilitation Approach for Dyslexia

    PubMed Central

    Padula, Patrizia; Meardi, Maria Teresa

    2017-01-01

    Dyslexia is a chronic problem that affects the life of subjects and often influences their life choices. The standard rehabilitation methods all use a classic paper and pencil training format but these exercises are boring and demanding for children who may have difficulty in completing the treatments. It is important to develop a new rehabilitation program that would help children in a funny and engaging way. A Wii-based game was developed to demonstrate that a short treatment with an action video game, rather than phonological or orthographic training, may improve the reading abilities in dyslexic children. According to the results, an approach using cues in the context of a virtual environment may represent a promising tool to improve attentional skills. On the other hand, our results do not demonstrate an immediate effect on reading performance, suggesting that a more prolonged protocol may be a future direction. PMID:28286543

  9. A Psychometric Tool for a Virtual Reality Rehabilitation Approach for Dyslexia.

    PubMed

    Pedroli, Elisa; Padula, Patrizia; Guala, Andrea; Meardi, Maria Teresa; Riva, Giuseppe; Albani, Giovanni

    2017-01-01

    Dyslexia is a chronic problem that affects the life of subjects and often influences their life choices. The standard rehabilitation methods all use a classic paper and pencil training format but these exercises are boring and demanding for children who may have difficulty in completing the treatments. It is important to develop a new rehabilitation program that would help children in a funny and engaging way. A Wii-based game was developed to demonstrate that a short treatment with an action video game, rather than phonological or orthographic training, may improve the reading abilities in dyslexic children. According to the results, an approach using cues in the context of a virtual environment may represent a promising tool to improve attentional skills. On the other hand, our results do not demonstrate an immediate effect on reading performance, suggesting that a more prolonged protocol may be a future direction.

  10. The visual attention span deficit in dyslexia is visual and not verbal.

    PubMed

    Lobier, Muriel; Zoubrinetzky, Rachel; Valdois, Sylviane

    2012-06-01

    The visual attention (VA) span deficit hypothesis of dyslexia posits that letter string deficits are a consequence of impaired visual processing. Alternatively, some have interpreted this deficit as resulting from a visual-to-phonology code mapping impairment. This study aims to disambiguate between the two interpretations by investigating performance in a non-verbal character string visual categorization task with verbal and non-verbal stimuli. Results show that VA span ability predicts performance for the non-verbal visual processing task in normal reading children. Furthermore, VA span impaired dyslexic children are also impaired for the categorization task independently of stimuli type. This supports the hypothesis that the underlying impairment responsible for the VA span deficit is visual, not verbal.

  11. Dyslexia and the Brain: What Does Current Research Tell Us?

    ERIC Educational Resources Information Center

    Hudson, Roxanne F.; High, Leslie; Al Otaiba, Stephanie

    2007-01-01

    Dyslexia is a disorder of the language-processing systems in the brain. It is a specific learning disability in reading that often affects spelling as well. This article describes: (1) Common characteristics experienced by people with dyslexia or reading disabilities; (2) Common misconceptions about dyslexia; (3) What brain research tell us about…

  12. Cognitive Linguistic Performances of Multilingual University Students Suspected of Dyslexia

    ERIC Educational Resources Information Center

    Lindgren, Signe-Anita; Laine, Matti

    2011-01-01

    High-performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age-matched and education-matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word…

  13. Dyslexia in Higher Education: The Decision to Study Art

    ERIC Educational Resources Information Center

    Bacon, Alison M.; Bennett, Samantha

    2013-01-01

    Increasing numbers of students in Higher Education (HE) have dyslexia and are particularly over represented in the visual and creative arts. While dyslexia has been associated with artistic talent, some applicants may perceive their academic opportunities as limited because of negative learning experiences associated with their dyslexia. This…

  14. Understanding Dyslexia. Learning Times. Volume 8, Number 2, Spring 2010

    ERIC Educational Resources Information Center

    LDA Minnesota, 2010

    2010-01-01

    This issue of "Learning Times" includes a feature on understanding dyslexia. Dyslexia is a brain-based, often inherited, disorder that impairs a person's ability to read. It is not the result of low intelligence, lack of motivation, sensory impairment, or inadequate instruction. Early diagnosis of dyslexia is critical, and a child can be…

  15. Neuropsychological Intervention in Dyslexia: Two Studies on British Pupils.

    ERIC Educational Resources Information Center

    Robertson, Jean

    2000-01-01

    Two studies investigated whether an appropriate versus an inappropriate hemisphere alluding stimulation treatment of children with L-type dyslexia produces differential reading effects, and effects of hemisphere specific stimulation on children with L-, P-, and M-type dyslexia. Results support the validity of dyslexia subtyping and the…

  16. Developmental Dyslexia as Developmental and Linguistic Variation: Editor's Commentary.

    ERIC Educational Resources Information Center

    Leong, Che Kan

    2002-01-01

    This commentary reviews forthcoming articles on the scientific study of dyslexia, genetic and neurophysiological aspects of dyslexia, cross-linguistic aspects of literacy development and dyslexia, and theory-based practice. It concludes that educators should continue to strive to promote theory-based research and evidence-based practice to achieve…

  17. Novel Word Learning, Reading Difficulties, and Phonological Processing Skills.

    PubMed

    Kalashnikova, Marina; Burnham, Denis

    2016-05-01

    Visual-verbal paired associate learning (PAL) refers to the ability to establish an arbitrary association between a visual referent and an unfamiliar label. It is now established that this ability is impaired in children with dyslexia, but the source of this deficit is yet to be specified. This study assesses PAL performance in children with reading difficulties using a modified version of the PAL paradigm, comprising a comprehension and a production phase, to determine whether the PAL deficit lies in children's ability to establish and retain novel object-novel word associations or their ability to retrieve the learned novel labels for production. Results showed that while children with reading difficulties required significantly more trials to learn the object-word associations, when they were required to use these associations in a comprehension-referent selection task, their accuracy and speed did not differ from controls. Nevertheless, children with reading difficulties were significantly less successful when they were required to produce the learned novel labels in response to the visual stimuli. Thus, these results indicate that while children with reading difficulties are successful at establishing visual-verbal associations, they have a deficit in the verbal production component of PAL tasks, which may relate to a more general underlying impairment in auditory or phonological processing. Copyright © 2016 John Wiley & Sons, Ltd.

  18. The Structure and Nature of Phonological Neighbourhoods in Children's Early Lexicons

    ERIC Educational Resources Information Center

    Zamuner, Tania S.

    2009-01-01

    This research examines phonological neighbourhoods in the lexicons of children acquiring English. Analyses of neighbourhood densities were done on children's earliest words and on a corpus of spontaneous speech, used to measure neighbours in the target language. Neighbourhood densities were analyzed for words created by changing segments in…

  19. Integrating Teaching Practice with Developmental Norms: The Case of Phonological Teaching in L2

    ERIC Educational Resources Information Center

    Wong, Richard Kwok-Shing; MacWhinney, Brian

    2009-01-01

    This paper highlights the crucial role of phonological instruction in early second language English learning. Although older learners can acquire grammar and vocabulary efficiently, younger learners appear to have a greater facility with the learning of sounds. Thus, it makes good sense to focus on articulatory skills for these early learners. By…

  20. Age of Word Acquisition Effects in Treatment of Children with Phonological Delays

    ERIC Educational Resources Information Center

    Gierut, Judith A.; Morrisette, Michele L.

    2012-01-01

    The effects of the age of acquisition (AoA) of words were examined in the clinical treatment of 10 preschool children with phonological delays. Using a single-subject multiple-baseline experimental design, children were enrolled in one of four conditions that varied the AoA of the treated words (early vs. late acquired) relative to their…

  1. The Role of Phonological Awareness Development in Young Chinese EFL Learners

    ERIC Educational Resources Information Center

    Chien, Ching-ning; Kao, Li-hua; Wei, Li

    2008-01-01

    This paper reports the findings of a psycholinguistic study of the development of phonological awareness (PA) in Chinese children acquiring their first language and learning a foreign language at the same time. The language situation of these children in relation to PA is of particular interest because Chinese and English have not only different…

  2. Perception of Filtered Speech by Children with Developmental Dyslexia and Children with Specific Language Impairments

    PubMed Central

    Goswami, Usha; Cumming, Ruth; Chait, Maria; Huss, Martina; Mead, Natasha; Wilson, Angela M.; Barnes, Lisa; Fosker, Tim

    2016-01-01

    Here we use two filtered speech tasks to investigate children’s processing of slow (<4 Hz) versus faster (∼33 Hz) temporal modulations in speech. We compare groups of children with either developmental dyslexia (Experiment 1) or speech and language impairments (SLIs, Experiment 2) to groups of typically-developing (TD) children age-matched to each disorder group. Ten nursery rhymes were filtered so that their modulation frequencies were either low-pass filtered (<4 Hz) or band-pass filtered (22 – 40 Hz). Recognition of the filtered nursery rhymes was tested in a picture recognition multiple choice paradigm. Children with dyslexia aged 10 years showed equivalent recognition overall to TD controls for both the low-pass and band-pass filtered stimuli, but showed significantly impaired acoustic learning during the experiment from low-pass filtered targets. Children with oral SLIs aged 9 years showed significantly poorer recognition of band pass filtered targets compared to their TD controls, and showed comparable acoustic learning effects to TD children during the experiment. The SLI samples were also divided into children with and without phonological difficulties. The children with both SLI and phonological difficulties were impaired in recognizing both kinds of filtered speech. These data are suggestive of impaired temporal sampling of the speech signal at different modulation rates by children with different kinds of developmental language disorder. Both SLI and dyslexic samples showed impaired discrimination of amplitude rise times. Implications of these findings for a temporal sampling framework for understanding developmental language disorders are discussed. PMID:27303348

  3. Depression and Anxiety among Transitioning Adolescents and College Students with ADHD, Dyslexia, or Comorbid ADHD/Dyslexia

    ERIC Educational Resources Information Center

    Nelson, Jason M.; Gregg, Noel

    2012-01-01

    Objective: To investigate depressive and anxious symptomatology among transitioning adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. Method: Transitioning adolescents and college students with these disorders along with a non-ADHD/dyslexia college sample completed self-report measures of depression and anxiety.…

  4. A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.

    PubMed

    Barth, Amy E; Denton, Carolyn A; Stuebing, Karla K; Fletcher, Jack M; Cirino, Paul T; Francis, David J; Vaughn, Sharon

    2010-05-01

    The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with "specific" reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties.

  5. Music and Dyslexia: A New Musical Training Method to Improve Reading and Related Disorders.

    PubMed

    Habib, Michel; Lardy, Chloé; Desiles, Tristan; Commeiras, Céline; Chobert, Julie; Besson, Mireille

    2016-01-01

    Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT) method based upon three principles: (1) music-language analogies: training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; (2) the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the "temporal deficit" characteristic of some types of dyslexia; and (3) cross-modal integration, based on converging evidence of impaired connectivity between brain regions in dyslexia and related disorders. Accordingly, we developed a series of musical exercises involving jointly and simultaneously sensory (visual, auditory, somatosensory) and motor systems, with special emphasis on rhythmic perception and production in addition to intensive training of various features of the musical auditory signal. Two separate studies were carried out, one in which dyslexic children received intensive musical exercises concentrated over 18 h during 3 consecutive days, and the other in which the 18 h of musical training were spread over 6 weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorical perception and auditory perception of temporal components of speech. The second study revealed additional improvements in auditory attention, phonological awareness (syllable fusion), reading abilities, and repetition of pseudo-words. Importantly, most improvements persisted after an untrained period of 6 weeks. These results provide new additional arguments for using music as part of systematic therapeutic and instructional practice for dyslexic children.

  6. Music and Dyslexia: A New Musical Training Method to Improve Reading and Related Disorders

    PubMed Central

    Habib, Michel; Lardy, Chloé; Desiles, Tristan; Commeiras, Céline; Chobert, Julie; Besson, Mireille

    2016-01-01

    Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT) method based upon three principles: (1) music-language analogies: training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; (2) the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the “temporal deficit” characteristic of some types of dyslexia; and (3) cross-modal integration, based on converging evidence of impaired connectivity between brain regions in dyslexia and related disorders. Accordingly, we developed a series of musical exercises involving jointly and simultaneously sensory (visual, auditory, somatosensory) and motor systems, with special emphasis on rhythmic perception and production in addition to intensive training of various features of the musical auditory signal. Two separate studies were carried out, one in which dyslexic children received intensive musical exercises concentrated over 18 h during 3 consecutive days, and the other in which the 18 h of musical training were spread over 6 weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorical perception and auditory perception of temporal components of speech. The second study revealed additional improvements in auditory attention, phonological awareness (syllable fusion), reading abilities, and repetition of pseudo-words. Importantly, most improvements persisted after an untrained period of 6 weeks. These results provide new additional arguments for using music as part of systematic therapeutic and instructional practice for dyslexic children

  7. Clinical Phonology: The Explanation and Treatment of Speech Sound Disorders.

    ERIC Educational Resources Information Center

    Locke, John L.

    1983-01-01

    The author considers problems in the conceptualization of children's speech sound disorders and terminology changes related to use of "articulation" and "phonology." He suggests that clinical phonology must use scientific methods to explain phonological disorders. (CL)

  8. Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia.

    PubMed

    Park, Heeyoung; Lombardino, Linda J

    2013-09-01

    Processing speed deficits along with phonological awareness deficits have been identified as risk factors for dyslexia. This study was designed to examine the behavioral profiles of two groups, a younger (6-8 years) and an older (10-15 years) group of dyslexic children for the purposes of (1) evaluating the degree to which phonological awareness and processing speed deficits occur in the two developmental cohorts; (2) determining the strength of relationships between the groups' respective mean scores on cognitive tasks of phonological awareness and processing speed and their scores on component skills of reading; and (3) evaluating the degree to which phonological awareness and processing speed serve as concurrent predictors of component reading skills for each group. The mean scaled scores for both groups were similar on all but one processing speed task. The older group was significantly more depressed on a visual matching test of attention, scanning, and speed. Correlations between reading skills and the cognitive constructs were very similar for both age-groups. Neither of the two phonological awareness tasks correlated with either of the two processing speed tasks or with any of the three measures of reading. One of the two processing speed measures served as a concurrent predictor of word- and text-level reading in the younger, however, only the rapid naming measure functioned as a concurrent predictor of word reading in the older group. Conversely, phonological processing measures did not serve as concurrent predictors for word-level or text-level reading in either of the groups. Descriptive analyses of individual subjects' deficits in the domains of phonological awareness and processing speed revealed that (1) both linguistic and nonlinguistic processing speed deficits in the younger dyslexic children occurred at higher rates than deficits in phonological awareness and (2) cognitive deficits within and across these two domains were greater in the older

  9. Auditory sequence analysis and phonological skill

    PubMed Central

    Grube, Manon; Kumar, Sukhbinder; Cooper, Freya E.; Turton, Stuart; Griffiths, Timothy D.

    2012-01-01

    This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence. PMID:22951739

  10. Optimality theory in phonological acquisition.

    PubMed

    Barlow, J A; Gierut, J A

    1999-12-01

    This tutorial presents an introduction to the contemporary linguistic framework known as optimality theory (OT). The basic assumptions of this constraint-based theory as a general model of grammar are first outlined, with formal notation being defined and illustrated. Concepts unique to the theory, including "emergence of the unmarked," are also described. OT is then examined more specifically within the context of phonological acquisition. The theory is applied in descriptions of children's common error patterns, observed inter- and intrachild variation, and productive change over time. The particular error patterns of fronting, stopping, final-consonant deletion, and cluster simplification are considered from an OT perspective. The discussion concludes with potential clinical applications and extensions of the theory to the diagnosis and treatment of children with functional phonological disorders.

  11. Phonological Processing in Primary Progressive Aphasia.

    PubMed

    Henry, Maya L; Wilson, Stephen M; Babiak, Miranda C; Mandelli, Maria Luisa; Beeson, Pelagie M; Miller, Zachary A; Gorno-Tempini, Maria Luisa

    2016-02-01

    Individuals with primary progressive aphasia (PPA) show selective breakdown in regions within the proposed dorsal (articulatory-phonological) and ventral (lexical-semantic) pathways involved in language processing. Phonological STM impairment, which has been attributed to selective damage to dorsal pathway structures, is considered to be a distinctive feature of the logopenic variant of PPA. By contrast, phonological abilities are considered to be relatively spared in the semantic variant and are largely unexplored in the nonfluent/agrammatic variant. Comprehensive assessment of phonological ability in the three variants of PPA has not been undertaken. We investigated phonological processing skills in a group of participants with PPA as well as healthy controls, with the goal of identifying whether patterns of performance support the dorsal versus ventral functional-anatomical framework and to discern whether phonological ability differs among PPA subtypes. We also explored the neural bases of phonological performance using voxel-based morphometry. Phonological performance was impaired in patients with damage to dorsal pathway structures (nonfluent/agrammatic and logopenic variants), with logopenic participants demonstrating particular difficulty on tasks involving nonwords. Binary logistic regression revealed that select phonological tasks predicted diagnostic group membership in the less fluent variants of PPA with a high degree of accuracy, particularly in conjunction with a motor speech measure. Brain-behavior correlations indicated a significant association between the integrity of gray matter in frontal and temporoparietal regions of the left hemisphere and phonological skill. Findings confirm the critical role of dorsal stream structures in phonological processing and demonstrate unique patterns of impaired phonological processing in logopenic and nonfluent/agrammatic variants of PPA.

  12. Phonological processing in primary progressive aphasia

    PubMed Central

    Henry, M.L.; Wilson, S.M.; Babiak, M.C.; Mandelli, M.L; Beeson, P.M.; Miller, Z.A.; Gorno-Tempini, M.L.

    2016-01-01

    Individuals with primary progressive aphasia (PPA) show selective breakdown in regions within the proposed dorsal (articulatory-phonological) and ventral (lexical-semantic) pathways involved in language processing. Phonological short-term memory impairment, which has been attributed to selective damage to dorsal pathway structures, is considered to be a distinctive feature of the logopenic variant of PPA. By contrast, phonological abilities are considered to be relatively spared in the semantic variant and are largely unexplored in the nonfluent/agrammatic variant. Comprehensive assessment of phonological ability in the three variants of PPA has not been undertaken. We investigated phonological processing skills in a group of participants with PPA as well as healthy controls, with the goal of identifying whether patterns of performance support the dorsal versus ventral functional-anatomical framework and to discern whether phonological ability differs amongst PPA subtypes. We also explored the neural bases of phonological performance using voxel-based morphometry (VBM). Phonological performance was impaired in patients with damage to dorsal pathway structures (nonfluent/agrammatic and logopenic variants), with logopenic participants demonstrating particular difficulty on tasks involving nonwords. Binary logistic regression revealed that select phonological tasks predicted diagnostic group membership in the less fluent variants of PPA with a high degree of accuracy, particularly in conjunction with a motor speech measure. Brain-behavior correlations indicated a significant association between the integrity of gray matter in frontal and temporoparietal regions of the left hemisphere and phonological skill. Findings confirm the critical role of dorsal stream structures in phonological processing and demonstrate unique patterns of impaired phonological processing in logopenic and nonfluent/agrammatic variants of PPA. PMID:26544920

  13. Density, Frequency and the Expressive Phonology of Children with Phonological Delay

    ERIC Educational Resources Information Center

    Gierut, Judith A.; Morrisette, Michele L.

    2012-01-01

    The effect of word-level variables on expressive phonology has not been widely studied, although the properties of words likely bear on the emergence of sound structure (Stoel-Gammon, 2011). Eight preschoolers, diagnosed with phonological delay, were assigned to treatment to experimentally induce gains in expressive phonology. Erred sounds were…

  14. Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery "BALE".

    PubMed

    Toledo Piza, Carolina M J; de Macedo, Elizeu C; Miranda, Monica C; Bueno, Orlando F A

    2014-01-01

    The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. The present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD ± 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD ± 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 7.82 (SD ± 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery ("BALE"): Written Sentence Comprehension Test (WSCT); Spoken Sentence Comprehension Test (OSCT); Picture-Print Writing Test (PPWT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). The dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning

  15. Criteria for phonological process analysis.

    PubMed

    McReynolds, L V; Elbert, M

    1981-05-01

    Investigators have proposed that children with functional articulation disorders should be relabelled phonologically disordered. To support this proposal, evidence has been presented in the literature demonstrating that children's error patterns reflect the operation of phonological processes. No quantitative or qualitative criteria have been offered to differentiate these processes from surface error patterns. The purpose of the present descriptive study was to determine if differences would be found when two kinds of process analyses were employed: a nonquantitative criteria analysis as conducted in the studies reported in the literature, and a quantitative criteria analysis. Speech samples were obtained from 13 children with functional articulation problems. Their errors were submitted to the two analysis procedures. Results indicated that the number of identified processes were reduced when minimum quantitative criteria were used from the number identified when no quantitative criteria were imposed. The decrease occurred in individual children's patterns as well as across the patterns of the 13 children. It is suggested that there is a need to establish reasonable quantitative and qualitative criteria for phonological process identification.

  16. Reading Disorders in Primary Progressive Aphasia: A Behavioral and Neuroimaging Study

    ERIC Educational Resources Information Center

    Brambati, S. M.; Ogar, J.; Neuhaus, J.; Miller, B. L.; Gorno-Tempini, M. L.

    2009-01-01

    Previous neuropsychological studies on acquired dyslexia revealed a double dissociation in reading impairments. Patients with phonological dyslexia have selective difficulty in reading pseudo-words, while those with surface dyslexia misread exception words. This double dissociation in reading abilities has often been reported in brain-damaged…

  17. Lexical and phonological processes in dyslexic readers: evidence from a visual lexical decision task.

    PubMed

    Araújo, Susana; Faísca, Luís; Bramão, Inês; Petersson, Karl Magnus; Reis, Alexandra

    2014-02-01

    The aim of the present study was to investigate whether reading failure in the context of an orthography of intermediate consistency is linked to inefficient use of the lexical orthographic reading procedure. The performance of typically developing and dyslexic Portuguese-speaking children was examined in a lexical decision task, where the stimulus lexicality, word frequency and length were manipulated. Both lexicality and length effects were larger in the dyslexic group than in controls, although the interaction between group and frequency disappeared when the data were transformed to control for general performance factors. Children with dyslexia were influenced in lexical decision making by the stimulus length of words and pseudowords, whereas age-matched controls were influenced by the length of pseudowords only. These findings suggest that non-impaired readers rely mainly on lexical orthographic information, but children with dyslexia preferentially use the phonological decoding procedure--albeit poorly--most likely because they struggle to process orthographic inputs as a whole such as controls do. Accordingly, dyslexic children showed significantly poorer performance than controls for all types of stimuli, including words that could be considered over-learned, such as high-frequency words. This suggests that their orthographic lexical entries are less established in the orthographic lexicon.

  18. Molecular genetics of dyslexia: an overview.

    PubMed

    Carrion-Castillo, Amaia; Franke, Barbara; Fisher, Simon E

    2013-11-01

    Dyslexia is a highly heritable learning disorder with a complex underlying genetic architecture. Over the past decade, researchers have pinpointed a number of candidate genes that may contribute to dyslexia susceptibility. Here, we provide an overview of the state of the art, describing how studies have moved from mapping potential risk loci, through identification of associated gene variants, to characterization of gene function in cellular and animal model systems. Work thus far has highlighted some intriguing mechanistic pathways, such as neuronal migration, axon guidance, and ciliary biology, but it is clear that we still have much to learn about the molecular networks that are involved. We end the review by highlighting the past, present, and future contributions of the Dutch Dyslexia Programme to studies of genetic factors. In particular, we emphasize the importance of relating genetic information to intermediate neurobiological measures, as well as the value of incorporating longitudinal and developmental data into molecular designs.

  19. Dyslexia

    MedlinePlus

    ... Strategy Current Research Research Funded by NINDS Basic Neuroscience Clinical Research Translational Research Research at NINDS Focus ... Information Current Research Research Funded by NINDS Basic Neuroscience Clinical Research Translational Research Research at NINDS Focus ...

  20. Acquired hyperpigmentations*

    PubMed Central

    Cestari, Tania Ferreira; Dantas, Lia Pinheiro; Boza, Juliana Catucci

    2014-01-01

    Cutaneous hyperpigmentations are frequent complaints, motivating around 8.5% of all dermatological consultations in our country. They can be congenital, with different patterns of inheritance, or acquired in consequence of skin problems, systemic diseases or secondary to environmental factors. The vast majority of them are linked to alterations on the pigment melanin, induced by different mechanisms. This review will focus on the major acquired hyperpigmentations associated with increased melanin, reviewing their mechanisms of action and possible preventive measures. Particularly prominent aspects of diagnosis and therapy will be emphasized, with focus on melasma, post-inflammatory hyperpigmentation, periorbital pigmentation, dermatosis papulosa nigra, phytophotodermatoses, flagellate dermatosis, erythema dyschromicum perstans, cervical poikiloderma (Poikiloderma of Civatte), acanthosis nigricans, cutaneous amyloidosis and reticulated confluent dermatitis PMID:24626644