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1.
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. 相似文献
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3.
Although weaknesses in metaphonological skills are well-documented in poor readers, prior studies have yielded inconsistent
findings as to whether less-skilled readers also have deficits in the more primary phonological processes entailed in verbal
working memory and speech production tasks. The present study was designed to examine this issue by comparing less-skilled
third-graders readers (n=30) with younger children at the same reading level (n=30) and with more-skilled agemates (n=30)
on a variety of tasks that require phonological processing (i.e., three “verbal memory” tasks [word span, span with concurrent
processing, pseudoword imitation] and three “speech production” tasks [word-pair repetition, tongue twisters, rapid naming]).
The results were striking: the less-skilled third-grade readers had significantly lower accuracy scores than both their agemates
and the younger normal readers on the word span, pseudoword imitation, word-pair repetition, and tongue twister tasks. Measures
of accuracy were more related to reading ability than were measures of speed. Performance on a pseudoword imitation task was
the variable most strongly linked to reading achievement. 相似文献
4.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading. 相似文献
5.
Visual processing of verbal and nonverbal stimuli in adolescents with reading disabilities 总被引：7，自引：0，他引：7
This study investigated whether a group of children with reading disabilities (RD) were slower at processing visual information in general (compared to a group of children of comparable age and a group of children of comparable reading level), or whether their deficit was specific to the written word. Computerized backward masking and temporal integration tasks were used to assess the speed of visual information processing. Stimulus complexity (simple, complex) and type (verbal, nonverbal) were varied, creating a 2 x 2 matrix of stimulus conditions: simple nonverbal, complex nonverbal, simple verbal, and complex verbal. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual stimuli, although the effect was magnified when they were processing verbal stimuli. Thus, the results of this study suggest that some youth with reading disabilities have visual temporal processing deficits that compound difficulties in processing verbal information during reading. 相似文献
6.
Imitation and Pantomime in High-Functioning Adolescents with Autism Spectrum Disorders 总被引：9，自引：0，他引：9
Sally J. Rogers Loisa Bennetto Robin McEvoy Bruce F. Pennington 《Child development》1996,67(5):2060-2073
A study was designed to test 2 alternative hypotheses—a symbolic hypothesis and an executive function hypothesis—for the imitation and pantomime deficits found in previous studies of autism. The subjects were 17 adolescent high-functioning subjects with autism spectrum disorders and 15 clinical comparison subjects who were matched on chronological age and verbal IQ. Meaning and sequence were manipulated in facial and manual imitation tasks. Sequence was manipulated in the pantomime and control tasks. Recognition memory and motor control tasks were matched to the experimental tasks. The results provided no support for the symbolic deficit hypothesis; meaning aided rather than hindered the performance of the group with autism. Partial support for the executive deficit hypothesis was found. There were no group differences on motor control tasks, and few on the memory control tasks, arguing against deficits in motor initiation, basic motor coordination, or visual recognition memory. 相似文献
7.
Jurgen Tijms 《Journal of Research in Reading》2004,27(3):300-310
This study examines whether two frequently reported causes of dyslexia, phonological processing problems and verbal memory impairments, represent a double‐deficit or whether they are two expressions of the same deficit. Two‐hundred‐and‐sixty‐seven Dutch children aged 10–14 with dyslexia completed a list‐learning task and several phonological tasks, together with a number of reading and spelling tests. The results indicate that phonological deficits and verbal memory impairments in dyslexia stem from the same root, which seemingly reflects an inaccurate encoding of the phonological characteristics of verbal information. This phonological encoding deficit is a negative predictor for both the reading and spelling skills of dyslexic children. 相似文献
8.
Rhona Stainthorp Morag Stuart Daisy Powell Philip Quinlan Holly Garwood 《Scientific Studies of Reading》2013,17(3):266-292
Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was entered as a covariate in all subsequent data analyses. Low RAN children were significantly slower to make same/different judgments to simple visual features, non-nameable letter-like forms and letters, with difference in SRT controlled. Speed differences to letter-like forms and letters disappeared once RTs to simple visual features were controlled. We conclude that slow RAN children have difficulty in discriminating simple visual features that cannot be explained in terms of a more general speed of processing deficit, a deficit in making same/different judgments, or to differences in word reading ability. 相似文献
9.
Susan Brady 《Annals of dyslexia》1986,36(1):138-153
Verbal short-term memory deficits are a common characteristic of children with reading problems and may markedly increase
the difficulty of learning to read. Previous work suggests that the basis of the short-term memory deficit may involve limitations
in phonetic coding. In the present paper, a series of experiments are reviewed which examined the role of phonological processes
in short-term memory. First, a developmental study is described in which a significant relationship was found between phonetic
processes and verbal memory span, but not between phonetic processes and nonverbal memory. Second, additional studies are
reviewed which collectively found that children with reading problems are less accurate at phonetic encoding than are good
readers, and that performance on phonetic processing corresponds with verbal memory span. No reading group differences were
obtained on nonverbal perception or memory tasks. These findings suggest that both developmental and individual differences
in verbal memory span are related to the efficiency of phonological processes. Practical implications of current cognitive
research are discussed.
The research was supported by NIH Grant HD-01994 to Haskins Laboratories. 相似文献
10.
Dyslexia and the double deficit hypothesis 总被引：1，自引：4，他引：1
Nathlie A. Badian 《Annals of dyslexia》1997,47(1):69-87
The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits
will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis
to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we
extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading
was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal
IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low
verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double
deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of
whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions
were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate. 相似文献
11.
Swanson HL 《Journal of learning disabilities》2012,45(1):17-30
This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores > 100) but low word recognition standard scores (< 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Implications of the findings related to assessment and intervention are discussed. 相似文献
12.
《Scientific Studies of Reading》2013,17(4):321-340
This study examined whether the characteristic reading speed impairment of German dyslexic children results from a general skill-automatization deficit sensu Nicolson and Fawcett (1990) or from more specific deficits in visual naming speed and phonological skills. The hypothesized skill-automatization deficit was assessed by balancing, peg moving, and visual search. Rapid "automatized" naming tasks served as measures of impaired visual naming speed, and the phonological deficit was assessed by speech perception, phonological sensitivity, and phonological memory tasks. Dyslexic German children and age-matched control children (all boys) were tested at the end of Grade 2 and as participants of a longitudinal study also at the beginning of Grade 1. No evidence for a skill-automatization deficit was found, as the dyslexic children did not differ at all on the balancing tasks and little on the other nonverbal skill tasks. However, the dyslexic children showed impaired visual naming speed and impaired phonological memory performance that were observed not only in Grade 2 but also before learning to read. Overall, the findings support the conclusion that, even in regular orthographies, difficulties in learning to read are due to a phonological deficit and not to a general skill-automatization deficit. 相似文献
13.
Imagery deficits in nonverbal learning disabilities 总被引：6，自引：0，他引：6
This study reports the observations gathered from 11 children referred to consulting services because of learning difficulties at school and diagnosed with nonverbal learning disabilities (NVLD). These children had an average verbal IQ, but a WISC-R performance IQ lower than the verbal IQ by at least 15 points and experienced difficulties especially in mathematics and drawing. The children completed a battery of four tasks requiring visuospatial working memory and visual imagery: a memory task composed of pictures and their positions (Pictures task), a task that required them to memorize the positions filled in a matrix (Passive Matrix task), a task that required them to imagine a pathway along a matrix (Active Matrix task) and a task that required them to learn groups made up of three words, using a visual interactive imagery strategy (TV task). In comparison to a control group of 49 children, children with NVLD scored lower in all the tasks, showing deficits in the use of visuospatial working memory and visual imagery. By contrasting subgroups of children of different ages in the control group, it was possible to show that some tasks did not show a clear developmental trend. Thus the deficits shown by the children with NVLD cannot simply be attributed to a developmental delay of these children, but seem to reflect a more severe disability. 相似文献
14.
Lorna F. Halliday Dorothy
&#x;&#x;&#x;&#x;&#x;&#x;V.M. Bishop 《Journal of Research in Reading》2006,29(2):213-228
A popular hypothesis holds that developmental dyslexia is caused by phonological processing problems and is therefore linked to difficulties in the analysis of spoken as well as written language. It has been suggested that these phonological deficits might be attributable to low‐level problems in processing the temporal fine structure of auditory cues. Evidence for this has come from studies showing poor performance of dyslexic individuals on measures of auditory frequency discrimination (FD). We compared the FD thresholds of 28 children with dyslexia to 28 age‐matched controls aged 6–13, on a task that minimised demands on short‐term memory. To investigate the mechanisms involved in potential FD deficits, FD thresholds were measured at 1 kHz, where temporal cues were available, and at 6 kHz, where they were not. The dyslexic group had significantly higher FD thresholds than controls in both the 1‐ and 6‐kHz conditions. These findings confirm that children with dyslexia often have poor FD, even when, as in this sample, they have normal language comprehension and expressive vocabulary, and when they are tested using a paradigm that minimises memory demands. However, their perceptual deficit was evident for both the 1‐ and 6‐kHz tones, and so cannot readily be explained in terms of problems in processing temporal fine structure. 相似文献
15.
The aim of the current study was to further explore the connection between verbal short-term recall and phonological processing for two purposes: (a) To investigate the basis of short-term memory deficits for children with reading disability, and (b) To further explore the origin of developmental verbal memory span increases.Using a variety of memory and phonological tasks, reading group comparisons were conducted testing third-grade good readers and poor readers, and developmental changes were studied with pre-kindergarten, first-grade and third-grade children. The main finding was that a strong relationship was observed between efficiency of phonological processes and capacity of verbal memory supporting the hypothesis that reducing phonological processing requirements in verbal short-term memory increases available resources for storage. No such relationship was found between phonological processing and nonverbal memory. This conclusion was supported by two findings: (a) The verbal short-term memory deficits in poor readers significantly correspond with less accurate phonological processing, and (b) Developmental increases in verbal STM are accompanied by more accurate and rapid execution of phonological tasks. 相似文献
16.
The purpose of this study was to investigate the cognitive and behavioral profiles of high ability students. Performance on measures of verbal and visuo-spatial working memory and general ability (vocabulary and block design) was compared across the following groups: high, average, and low ability students. The behavioral profile of high ability students was also compared with those with a clinical diagnosis of ADHD. The working memory performance was superior in the high ability students compared to the low and average ability groups, though the relationship between working memory and IQ weakens as a function of increasing ability. The findings are discussed in light of Spearman's law of diminishing returns. The behavioral profile of this group indicates similar features in some respects to those with a clinical diagnosis of ADHD, however, underlying explanations may differ and should be taken into consideration in future research on dual needs in high ability students. 相似文献
17.
Fact retrieval deficits in low achieving children and children with mathematical learning disability
Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and in representing quantity on a number line. The retrieval deficits of LA-severe fact retrieval children were at least as debilitating as those of the children with MLD and showed less across-grade improvement. The deficits were characterized by the retrieval of counting string associates while attempting to remember addition facts, suggesting poor inhibition of irrelevant information during the retrieval process. This suggests a very specific form of working memory deficit, one that is not captured by many typically used working memory tasks. Moreover, these deficits were not related to procedural competence or performance on the other mathematical tasks, nor were they related to verbal or nonverbal intelligence, reading ability, or speed of processing, nor would they be identifiable with standard untimed mathematics achievement tests. 相似文献
18.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
19.
In a large sample (N = 439) of literacy impaired and unimpaired elementary school children the predictions of the temporal processing theory of dyslexia were tested while controlling for (sub)clininal attentional deficits. Visual and Auditory Temporal Order Judgement were administered as well as three subtests of a standardized attention test. The correlation between visual and auditory TOJ was only moderate, challenging the assumption of a general, cross-modal temporal processing deficit. Regression analyses revealed attention as a significant predictor of children's TOJ performance. Once attentional differences were accounted for, temporal processing made a significant but small contribution (3% of variance explained) to reading (but not spelling), but also to arithmetic achievement, indicating that the prediction is not specific to literacy skills. Phonology and Rapid Automatized Naming explained considerable variance even when introduced after TOJ, contradicting the assumption that the verbal deficits in dyslexia result from temporal processing problems. Multiple case studies of 40 children with serious deficits in temporal processing revealed no consistent group pattern. Problems in temporal processing do not necessarily lead to literacy impairment but might be a marker of minor deviances in brain development. 相似文献
20.
The development of working memory in normally achieving and subtypes of learning disabled children 总被引：13，自引：1，他引：13
Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information. 相似文献