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1.
It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students. 相似文献
2.
Is the dual route model of word recognition useful in explaining individual differences in reading behaviors for most developmental dyslexics? Many past case studies of surface and phonological acquired dyslexics and a few similar studies of developmental dyslexia have suggested this might be so. The present study investigated individual differences among a group of 65 dyslexics, age 10 to 13, in reading, phonemic segmentation, and word retrieval. The dyslexics’ performance was compared to that of 65 reading age controls and 17 age-matched good readers. The research questions were: (1) Are there discrete subgroups of developmental dyslexics as suggested by the case studies? (2) How do oral language measures relate to the various reading tasks? The data indicated there were no discrete subgroups within the group of dyslexics; in addition, the variability in performance on reading tasks was quite similar for the dyslexic and reading age-control groups. A few dyslexics resembled phonological dyslexics and surface dyslexics, but these subjects were still part of a continuum. We also report the relationship between phonemic segmentation and word retrieval and various reading tasks. It appears that dyslexics at extreme ends of the continuum may exhibit quite different patterns from each other in their oral language task performance as well as in their reading. 相似文献
3.
The purpose of this study was to investigate whether among children who speak Kannada, a Dravidian language from South India, there are those who show the same pattern of specific dyslexia as has been found to occur in children who speak European languages. The performances of 14 dyslexic children, aged between 8 and 10 years, whose native language was Kannada, were compared on a variety of tasks with fourteen normal readers and fourteen non-dyslexic poor readers. There were no significant differences between the three groups on tests of visual discrimination, visual recognition, visual recall, memory for shapes in sequence, or auditory discrimination. There were differences, however, between the dyslexics and the normal readers on tests of recall of auditorily presented digits, word analysis, word synthesis, and on two tests of visual-verbal association. The non-dyslexic poor readers were more similar to the dyslexics on recall of auditorily presented digits and word synthesis but more similar to the normal readers on word analysis and on the two tests of visual-verbal association. It is argued that these results are evidence of a consistent pattern in specific dyslexia which does not depend on any one writing system or geographical location. 相似文献
4.
Insufficient knowledge of the subtle relations between words’ spellings and their phonology is widely held to be the primary limitation in developmental dyslexia. In the present study the influence of phonology on a semantic-based reading task was compared for groups of readers with and without dyslexia. As many studies have shown, skilled readers make phonology-based false-positive errors to homophones and pseudohomophones in the semantic categorization task. The basic finding was extended to children, teens, and adults with dyslexia from familial and clinically-referred samples. Dyslexics showed the same overall pattern of phonology errors and the results were consistent across dyslexia samples, across age groups, and across experimental conditions using word and nonword homophone foils. The dyslexic groups differed from chronological-age matched controls by having elevated false-positive homophone error rates overall, and weaker effects of baseword frequency. Children with dyslexia also made more false-positive errors to spelling control foils. These findings suggest that individuals with dyslexia make use of phonology when making semantic decisions both to word homophone and non-word pseudohomophone foils and that dyslexics lack adequate knowledge of actual word spellings, compared to chronological-age and reading-level matched control participants. 相似文献
5.
Franklin R. Manis Mark S. Seidenberg Lynne Stallings Marc Joanisse Caroline Bailey Laurie Freedman Suzanne Curtin Patricia Keating 《Annals of dyslexia》1999,49(1):105-134
There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the
normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic
children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a
“surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition.
The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a
battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal
readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results
revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children
remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness
and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic
naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics.
A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception
word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over
one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit
Hypothesis. 相似文献
6.
John M. Reddington Kel D. Cameron 《International Journal of Disability, Development & Education》1991,38(2):171-203
THIS DOUBLE‐BLIND experiment investigated various aspects of visual and auditory problems related to dyslexia. Seventeen children with dyslexia aged 7.25 to 10.25 years were compared with 17 normal readers matched for CA and intellectual ability. A speech perception task which measured the subjects’ auditory threshold level significantly separated the two groups. No difference was found when this task was performed at 35 dB above individual threshold levels. A significant difference between groups was found for the Form Constancy Subtest of the Frostig Developmental Test of Visual Perception (DTVP) (1966). A significant negative correlation found between these measures for the dyslexics, but not for the normal readers, supports previous evidence for auditory and visual subtypes in dyslexia. Various optometric measures were also examined. Four dyslexics, but no normal readers, suffered fixation disparity. This difference was significant. Six representative subjects of each group were compared for eye tracking in reading. The word span of the dyslexics was significantly smaller than that of the normal readers. A multiple discriminant analysis incorporating the auditory threshold task, form constancy, fusional reserves (distance, negative), accommodation right eye and heterophoria significantly discriminated the two reading groups. The perceptual variables were more heavily weighted than the optometric measures. It was concluded that while eye tracking and binocular fusion problems should always be considered in the assessment of dyslexics, factors involved in information processing in auditory and visual perception appear to be those which are more highly implicated. 相似文献
7.
The spelling errors of third graders who fit phonological andsurface profiles of developmental dyslexia were analyzed, alongwith the errors of younger (reading level matched) andchronologically age matched non-dyslexic comparison groups. InStudy 1, errors were analyzed as phonologically constrained,unconstrained, or inaccurate and as either orthographicallyacceptable or unacceptable. Study 2 extended the errorclassification system to nonword spellings. The main finding wasthat different types of dyslexics produced different types oferrors. Both studies found that children produced spelling errorsconsistent with their type of dyslexia. The phonological groupshowed poor knowledge of phoneme-grapheme correspondences,consistent with the existence of a phonological deficit. Thesurface group's spelling error profile differed from thephonological group and closely resembled the younger normalcomparison group. This pattern is consistent with other evidencethat surface dyslexia represents a general delay in acquiringliteracy skills. The studies provide converging evidence, from aspelling task, that developmental dyslexia is a non-homogeneouscategory consisting of at least two major subtypes with distinctetiologies and behavioral sequelae. 相似文献
8.
Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages. 相似文献
9.
Despina Paizi Maria De Luca Pierluigi Zoccolotti Cristina Burani 《Journal of Research in Reading》2013,36(3):303-329
Italian developmental dyslexic readers show a striking length effect and have been hypothesised to rely mostly on nonlexical reading. Our experiments tested this hypothesis by assessing whether or not the deficit underlying dyslexia is specific to lexical reading. The effects of lexicality, word frequency and length were investigated in the same group of children in four separate experiments. Although dyslexics were slower and less accurate than skilled readers and had large length effects, they showed lexicality and word frequency effects in both reading aloud and lexical decision. In a cross‐experiment comparison, we show that a single global factor explains a large proportion of the difference in reading performance between dyslexic and skilled readers. This factor may indicate a deficit at a prelexical level of analysis. Lexical activation seemed spared in the dyslexic children based on the effects of lexicality and frequency. These findings contrast the hypothesis that Italian dyslexics primarily engage in nonlexical reading. 相似文献
10.
Nathlie A. Badian 《Reading and writing》1994,6(1):45-63
The rationale for the study was that if dyslexic and garden-variety poor readers differ in reading-related cognitive skills, there is justification for believing dyslexia to be a distinct entity. Subjects were 110 children aged 6 to 10 years, divided into groups of dyslexic poor readers varying in verbal IQ, garden-variety poor readers, and good readers. Findings suggest that there are valid grounds for believing that dyslexia is a separate entity from garden-variety poor reading, and that it is found among children at all verbal IQ levels. Poor phonological awareness and nonword reading, in relation to normal readers, were shared by dyslexic and garden-variety poor readers. Deficits unique to dyslexic poor readers were problems in both automatic visual recognition and phonological recoding of graphic stimuli. The study supports the phonological-core variable-difference model of Stanovich (1988) in that both dyslexic and garden-variety poor readers showed phonological processing deficits, but they were more extensive in dyslexics. 相似文献
11.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
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 affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
12.
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, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences
in brain function between treatment responders and non-responders. Educational testing and brain activation measured after
treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes
in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment
responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding
(treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to
non-impaired readers. 相似文献
13.
Eddy Cavalli Lynne G. Duncan Carsten Elbro Abdessadek El Ahmadi Pascale Colé 《Annals of dyslexia》2017,67(1):63-84
A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities were measured in 20 dyslexic and 20 non-dyslexic university students. The results confirmed the persistence of deficits in phonological but not morphological abilities, thereby revealing a dissociation in the development of these two skills. Moreover, the magnitude of the dissociation correlated with reading level. The outcome supports the claim that university students with dyslexia may compensate for phonological weaknesses by drawing on morphological knowledge in reading. 相似文献
14.
Spelling errors in adults with a form of familial dyslexia 总被引：7，自引：0，他引：7
B F Pennington L L McCabe S D Smith D L Lefly M O Bookman W J Kimberling H A Lubs 《Child development》1986,57(4):1001-1013
We compared the spelling errors on the WRAT II made by adults (N = 24) with an apparent autosomal dominant form of dyslexia to those made by their normal adult relatives (N = 17) and by spelling-age matched normal controls (N = 17) using a computerized error evaluation program (SEEP). The normal adult relatives were significantly better than the dyslexics in both reading and spelling, but did not differ in age, education, or IQ. SEEP evaluated each error independently for both phonological and orthographic accuracy at 2 levels of complexity. Each level of complexity was analyzed separately using a 3 X 2 (group X dimension) analysis of variance. The main finding of interest was a significant group X dimension interaction effect at the complex level, which indicated that the dyslexics had a qualitatively different profile across the 2 dimensions than either normal group who had parallel profiles. The dyslexics performed like the younger normal group on the complex phonological dimension but like the adult normal group on the complex orthographic dimension. These results indicate a dissociation in this form of familial dyslexia between these 2 dimensions of spelling development, and suggest that these dyslexics may fit the subtype of dysphonetic or phonological dyslexia. The implications of these results for the underlying cognitive deficit in this form of dyslexia are discussed. 相似文献
15.
The question of which cognitive impairments are primarily associated with dyslexia has been a source of continuous debate. This study examined the cognitive profile of Hebrew-speaking compensated adult dyslexics and investigated whether their cognitive abilities accounted for a unique variance in their reading performance. Sixty-nine young adults with and without dyslexia were administered a battery of tests measuring their reading skills and a number of cognitive abilities. The dyslexics were found to exhibit a generally poor cognitive profile, including their attention, visual working memory, naming, visual perception and speed of processing abilities, with the exception of high executive functions skills. Furthermore, naming speed, visual working memory and attention were significantly associated with decoding and fluency measures and predicted group difference after controlling for phonological skills. The findings point to the contribution of cognitive factors to decoding rate and possibly to the ability of utilizing rapid orthographic processes, thus effecting dyslexics’ reading performance. 相似文献
16.
Rachel Schiff Miki Cohen Elisheva Ben-Artzi Ayelet Sasson Dorit Ravid 《Scientific Studies of Reading》2016,20(2):140-154
The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. 相似文献
17.
Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications. 相似文献
18.
We studied the use of computer readers, and especially their speech synthesis component, as a compensatory tool for adults
with dyslexia. We first explored the enhancement of reading skills in a group of college students and working adults. Their
unaided reading was very slow, and most participants in the study could sustain reading for only short periods. Although their
timed comprehension was poor, their untimed comprehension was above average. The computer reader enhanced the reading rate
and comprehension of most participants and enabled them to sustain reading longer. The difference between aided and unaided
reading rate was inversely proportional to the unaided rate. Slower readers experienced greater enhancement than faster ones.
The enhancement of comprehension was also inversely proportional to unaided scores, and good predictions of the enhancement
were obtained from multiple regression models that included scores from specific standard tests of auditory and visual cognitive
abilities. We also explored the use of computer readers in the workplace and show through case studies that their use can
have important positive effects on individual careers and self-confidence when specific conditions exist. Finally, we investigated
the use of computer readers to supplement an adult remediation program. The readers allowed and motivated the students to
read more and, as a result, to progress more rapidly.
Support for this study was provided by Xerox, the Luke B. Hancock Foundation, and the Charles and Helen Schwab Foundation. 相似文献
19.
Kevin K. H. Chung Jason C. M. Lo Connie S.-H. Ho Xiaoyun Xiao David W. Chan 《Annals of dyslexia》2014,64(3):222-247
This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers. 相似文献
20.
The reading levels and reading strategies of 43 children with genetic dyslexia, right-hemisphere lesions/dysfunction, and
left-hemisphere lesions/dysfunction were retrospectively compared. Age and IQ were comparable. Only children who had a verbal
or performance IQ over 90 were included in the study. Although the genetic dyslexics had a significantly higher Full Scale
IQ than the other two groups, their reading level was significantly lower. This suggests that a disturbance of the normal
processes of neuronal migration during fetal development may have profound effects on specific cognitive processes, without
affecting others. In contrast, 50 percent of the boys with left-hemisphere deficits were disabled readers. One-third of the
boys with right-hemisphere deficits were also poor readers. With one exception, the girls, who had comparable deficits, were
good readers. A comparison was made between the groups in terms of reading strategies and patterns of errors. 相似文献