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1.
Phonological processing skills and deficits in adult dyslexics 总被引：13，自引：0，他引：13
This article presents 4 experiments aimed at defining the primary underlying phonological processing deficit(s) in adult dyslexia. 5 phonological processes, all involving spoken language, were studied: phoneme perception, phoneme awareness, lexical retrieval of phonology, articulatory speed, and phonetic coding in verbal short-term memory. 2 differently ascertained adult dyslexic groups, familial dyslexics (n = 15) and clinic dyslexics (n = 15), were the subjects in each experiment. These dyslexic groups were chosen because deficits that persist until adulthood and that are found in differently ascertained dyslexic groups are more likely to be primary. Each dyslexic group was compared to 2 control groups, chronological age (CA) controls who were similar in age and sex, and younger reading age (RA) controls who were similar in reading age and sex. The main finding was a clear deficit in phoneme awareness in both dyslexic groups, with each dyslexic group performing significantly worse than both CA and RA controls. Moreover, performance on the 2 phoneme awareness tasks together uniquely accounted for substantial variance in nonword reading. The clinic but not the familial dyslexics appeared to have an additional deficit in verbal short-term memory. No clear deficits were found in either dyslexic group in phoneme perception, lexical retrieval, or articulatory speed. 相似文献
2.
This study examined phonological awareness at the level of phonemes and rhyme and related this to nonword naming ability. Poor readers were compared with 11 year old chronological-age controls and 8 year old reading-age controls. The poor reader group was impaired for chronological age in all tasks, and impaired for reading age at nonword naming and phoneme deletion. The poor readers' rhyming skills, however, were commensurate with reading age. Individual variation was observed together with exceptions to the group findings; most poor readers performed within the range of the reading-age controls on the phonological tasks and in nonword naming. Dissociations in phonological skills were evident, including indications that intact awareness of rhyme may not be a prerequisite for the development of phoneme awareness. Furthermore, phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Therefore, phoneme awareness may be more important than rhyming skill in understanding reading disorders. 相似文献
3.
Fifteen Portuguese children with dyslexia, aged 9–11 years, were compared with reading and chronological age controls with
respect to five indicators related to the phonological deficit hypothesis: the effects of lexicality, regularity, and length,
implicit and explicit phonological awareness, and rapid naming. The comparison between groups indicates that Portuguese children
with dyslexia have a phonological impairment which is revealed by a developmental deficit in implicit phonological awareness
and irregular word reading (where younger reading level controls performed better than dyslexics) and by a developmental delay
in decoding ability and explicit phonological awareness (where dyslexics matched reading level controls). These results are
discussed in relation to the idea that European Portuguese is written in an orthography of intermediate depth. 相似文献
4.
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 with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed. 相似文献
5.
Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolf's (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability. 相似文献
6.
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
7.
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Students were administered measures of phonological awareness, morphological skills, visual-orthographic knowledge, rapid naming, verbal working memory, and literacy skills. Results showed that, at Time 2, both dyslexic groups performed less well than the control group on most of the measures. Deficits in rapid naming were particularly salient in both dyslexic groups. Comparing the two dyslexic groups, the typical-functioning dyslexics had more multiple deficits than the high-functioning dyslexics. Findings highlight the importance of rapid naming deficits as potential universal causes of dyslexia and the utility of targeting visual-orthographic knowledge and morphological skills in supporting the development of dyslexic adolescents. 相似文献
8.
《Scientific Studies of Reading》2013,17(4):401-429
The double-deficit hypothesis suggests that deficient skills on two dimensions, rapid naming and phonemic awareness, are associated with poor reading. We studied the reading, spelling, and orthographic skills of Grade 3 children who met our criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Analyses of variance revealed main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. All deficit groups performed below the DA children. Compared to children with NSD, children with PD (a) were less accurate decoders, (b) were faster readers, (c) had weaker spelling dictation, and (d) had comparably poor spelling recognition scores. Children with DD showed a mixed pattern of stronger, equal, or weaker skills compared to younger reading level controls. 相似文献
9.
Escribano CL 《Journal of learning disabilities》2007,40(4):319-330
The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected. 相似文献
10.
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean
Young-Suk Kim 《Contemporary educational psychology》2011,36(3):177-189
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition. 相似文献
11.
Bruce F. Pennington Dianne L. Lefly Guy C. Van Orden Myra O. Bookman Shelley D. Smith 《Annals of dyslexia》1987,37(1):62-89
A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important
early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this
assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific
predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional
design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote,
whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling
performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that
dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close
the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls
on measures of phonological coding skill should be observed early rather than late in development.
None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop
in nondyslexics until adulthood. It accounted for a substantial (32–53 percent) portion of the variance in reading and spelling
performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion
of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic
coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA])
controls in phonological coding skill only in adulthood.
This research was supported by the following grants to the first author: A NIMH RSDA (MH00419-05) and project grants from
NIMH (MH38820-04), NICHD (HD19423-02) and the March of Dimes (12-135). Author Smith’s work was supported by a project grant
from NICHD (HD 19423-02). 相似文献
12.
Nathlie A. Badian 《Annals of dyslexia》1993,43(1):90-109
The main aim of the study was to determine whether performance on reading-related cognitive processing tasks would help predict reading progress in children receiving special help. The 86 subjects were initially aged six to eight years and most were followed up after two years. When variance due to IQ and age was accounted for, an orthographic processing task, phonological awareness (phoneme deletion), and digit- naming speed were significant predictors of later reading skills. A strength in phonological awareness differentiated initial poor readers who later made excellent gains in reading from poor readers who did not improve. Children whose reading deteriorated had serious weaknesses on tasks of naming speed and confrontation naming. Their poor lexical retrieval skills had a more deleterious effect on later reading than on initial. Indications were that for children diagnosed as poor readers at age six or seven years, prognosis is better for boys, and for garden- variety poor readers, than for dyslexics. Caution was urged in applying the term dyslexic to children in the first two school grades because many of them will be slow starters who do not have a persistent reading problem. 相似文献
13.
Liliane Sprenger-Charolles Pascale Colé Agnès Kipffer-Piquard Florence Pinton Catherine Billard 《Reading and writing》2009,22(7):811-842
In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence
(multiple-case study) of dyslexics’ phonological deficits in reading and reading-related skills in comparison with Reading
Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe
reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 ± 8 months; RL: 80 ± 3 months). For the group study, the 15 dyslexics were matched pairwise
on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 ± 4 months). For the multiple-case study, the
RL control group included 86 average readers (CA: 83 ± 4 months; RL: 85 ± 5 months). To assess the relative efficiency of
the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency
regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular
words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or
long. The dyslexics’ skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness,
phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when
they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this
deficit was high (the accuracy scores of all but two of the 15 dyslexics being more than 1 SD below the RL control mean),
and that deficits in phonemic awareness were more prevalent (seven cases) than deficits in phonological memory (one case)
and in rapid naming (two cases). Three unexpected results were observed in the group study: the difference between regular
words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular
words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant
differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics’ reading
deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of
the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand
some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for
instance).
相似文献
| Catherine BillardEmail: |
14.
We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor of orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of orthographic processing skills and support the idea that RSN taps into automaticity/efficiency of processing print-sound mappings. 相似文献
15.
This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition, whereas visual-verbal paired-associate learning, RAN, and phoneme awareness were predictors of nonword reading. These results suggest that visual-verbal paired-associate learning, RAN, and phoneme awareness tap related but far-from-identical processes and are important predictors of different aspects of reading skills in children. 相似文献
16.
Schatschneider C Carlson CD Francis DJ Foorman BR Fletcher JM 《Journal of learning disabilities》2002,35(3):245-256
It is widely accepted that deficits in phonological awareness skills are related to reading difficulties. Recently, another source of reading difficulty has been identified that involves naming speed, and combined impairments in phonological skills and naming speed will produce more severe reading deficits than single deficits in either of these cognitive skills. The purpose of this study was to investigate the consequences of grouping children based on the presence or absence of deficits in these skills. We demonstrate that the greater severity of reading impairment found in children with a double deficit could be due in part to a statistical artifact caused by grouping children based on their performance on two correlated continuous variables. This artifact also makes it difficult to establish the relative impact of deficits in naming speed on reading ability independent of deficits in phonological awareness. 相似文献
17.
《Scientific Studies of Reading》2013,17(1):27-52
This study investigates the relationship between phoneme awareness and rapid naming skills and subsequent reading and spelling ability in two developmental periods: kindergarten to Grade 1 and Grade 1 to Grade 2. Two groups of children participated in the study: children at high and children at low familial risk of developmental dyslexia. The results are consistent with previous findings that both phoneme awareness and rapid naming play an important role in early literacy acquisition in an alphabetic writing system. However, relative to phoneme awareness, rapid naming plays a modest role. In this study, an unambiguous specific effect for rapid naming was found only among the children in the high-risk group. Furthermore, even among these children, the effect of rapid naming was limited to rapid naming of letters and digits and to the second developmental period investigated. The implications of these results for understanding the role played by rapid naming and phoneme awareness in alphabetic literacy acquisition are discussed. 相似文献
18.
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities
(RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh
graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and
38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness,
and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness
but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a
contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally,
results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension
beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence
of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition
process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality
hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD
students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as
well as comprehension abilities. 相似文献
19.
Liliana Tolchinsky Iris Levin Dorit Aram Catherine McBride-Chang 《Reading and writing》2012,25(7):1573-1598
Preschoolers?? metalinguistic and visual capabilities may be associated with the writing system of their culture. We examined patterns of performance in phonological awareness, naming of letters, morphological awareness, and visual-spatial relations, in 5-year-old native speakers of Spanish (n?=?43), Hebrew (n?=?40), and Cantonese (n?=?63) and the relations of these literacy related skills to concurrent word writing and word reading. The writing systems in these languages represent three major categories, i.e., alphabetic (Spanish), abjad (Hebrew), and morphosyllabic (Chinese). Phonological awareness, letter naming, and perception of visual-spatial relations differed across groups, whereas morphological awareness showed a similar level of attainment in all three languages. Stepwise regression analyses explaining writing and reading for each language separately revealed both commonalities and differences between languages. Phonological awareness assessed by initial syllable deletion contributed to writing and to reading in Cantonese and in Spanish. Phonological awareness assessed by final phoneme isolation explained reading in Hebrew, whereas final and initial phoneme isolation explained writing in Hebrew. Letter naming predicted both writing and reading in Spanish and in Hebrew, while perception of visual-spatial relations did so in Cantonese. At age 5, children??s metalinguistic knowledge and visual discrimination abilities are already attuned to the particular features of the writing system to which they are exposed. 相似文献
20.
The visual attention (VA) span deficit hypothesis was found successfully to account for variability in developmental dyslexia (Bosse, Tainturier & Valdois, 2007). We conducted a cross‐sectional study on 417 typically developing children from first, third and fifth grades examining the role of VA span on the development of reading skills. A battery including reading, phoneme awareness and VA span tasks was administered. Results show that VA span predicts variations in learning to read independent of the influence of phoneme awareness. Moreover, whereas the specific influence of VA span on pseudoword reading declines from first to third grade, VA span has a significant and sustained influence across grades for the irregular words. In addition to phoneme awareness, the VA span contributes to reading performance from the beginning of literacy instruction, suggesting that it might have a long‐term influence on specific orthographic knowledge acquisition. 相似文献