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1.
Pennington Bruce F. Cardoso-Martins Cláudia Green Phyllis A. Lefly Dianne L. 《Reading and writing》2001,14(7-8):707-755
This study tested the predictions of thephonological and double deficit hypotheses byexperimentally examining speech perception,phoneme awareness, lexical retrieval (serialand discrete), articulatory speed, and verbalSTM in school age child (N = 35) and adolescent(N = 36) dyslexics, and both chronological age(CA) and reading age (RA) controls. Theresults confirmed the findings of previousstudies of a deficit in phoneme awareness indevelopmental dyslexia. At both age levels,dyslexics performed significantly more poorlythan both their CA and RA controls. Althoughdeficits in the other processes investigated,particularly in rapid serial naming, were alsoapparent, they were not as clear-cut as thedeficit in phoneme awareness. In general,definite evidence of a deficit in rapid serialnaming was limited to the more severelyimpaired dyslexics. Furthermore, although rapidserial naming contributed independent variationto various literacy skills, its contributionwas modest relative to the contribution ofphoneme awareness, regardless of whether theliteracy skill relied more or less heavily onphonological or orthographic coding skills. Further analyses suggested that variation inrapid serial skill is particularly importantfor fluent reading of text, whereas phonemeawareness is particularly important for thedevelopment of the ability to read byphonologically recoding letters or groups ofletters in words into their phonological codes.This explains the relatively strongcontribution of phoneme awareness to readingand spelling ability in general. In sum, thephonological hypothesis offers a moreparsimonious account of the present resultsthan the double deficit hypothesis. 相似文献
2.
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
3.
This paper is concerned with those who display positive indicators on tests for dyslexia but seemingly do not have any severe
literacy problems. A case study is presented by way of illustration. On the basis of data from the British Births Cohort Study
(12,905 10-year-old children), it was found that some seemingly normal achievers who showed signs of dyslexia (N=422) obtained
different results on five measures associated with dyslexia than did other normal achievers without such signs (N=4,998).
The measures used were: underachievement at word recognition; and underachievement at spelling, reading comprehension, pseudoword
reading, and mathematics. The proportion of boys to girls in the groups was also noted. It is suggested that these were cases
of mild dyslexia, who, on the basis simply of reading and spelling tests, might escape detection. The consequences for the
concept of dyslexia are discussed, and it is suggested that the needs of dyslexics with only mild literacy problems should
not be overlooked. 相似文献
4.
We analysed word reading and spelling in French adults with low levels of literacy (A‐IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty‐two adult literacy students were compared with reading level‐matched pupils in Years 1–3 of primary school on reading tasks (pseudoword reading, word reading, text comprehension), spelling tasks (pseudoword spelling, text dictation) and oral language tasks. A‐IL scored the same as children on word reading and spelling but less well on pseudoword reading and spelling. They also produced fewer phonologically acceptable errors in the dictation. Regarding oral language skills, as a group A‐IL encountered greater difficulty in phonology than in morphosyntax and semantics, and correlations revealed strong relationships between literacy levels and oral skills, particularly in the domain of phonology. Within their group, however, A‐IL displayed several distinct language profiles. These could reflect different risk factors leading to functional illiteracy and are discussed regarding the cognitive and environmental causes of impaired reading acquisition. 相似文献
5.
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
6.
The present study evaluated the idea that the hemisphere-specific cognitive demands of reading and writing may induce task-specific maladaptive patterns of language lateralization in children with dyslexia. Situation-specific lateralization was examined in a repeated measures design under three dichotic listening conditions: baseline, concurrent reading, and concurrent writing. Twelve males with phonological dyslexia, 8 to 12 years old, were compared to 12 age-matched and 12 younger reading-matched good readers. Lateralization patterns were examined for condition-specific relationships to pseudoword decoding, word recognition, reading comprehension, spelling, and arithmetic. The results show that dyslexia is not related to incomplete lateralization or to a failure to inhibit verbal processing in the right hemisphere during reading and writing. Reading increased the lateralization of the children with dyslexia, which had a negative relation to arithmetic; writing caused a decrease in lateralization, which was linked specifically to deficits in phonological decoding and visual word recognition. The results suggest that children with dyslexia suffer from a selective linguistic vulnerability to left-hemisphere interference from the idiosyncratic attentional and processing demands of particular school tasks. Dyslexia is a much more dynamic and environmentally sensitive disorder than previously thought. 相似文献
7.
Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills 总被引：7，自引：0，他引：7
This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education. 相似文献
8.
The study evaluated a substantially updated version of Orton's (1937) classical idea of a significant relatonship in dyslexic children between cerebral lateralization and their word decoding deficits. Attentional lateralization was examined under the assumption that covert spatial attention when directed contralaterally interacts with ageinvariant cerebral asymmetries for receptive speech. Thirty dysphonetic dyslexic children were compared to 30 younger normal readers who were matched to the dyslexics in reading comprehension. The children were tested in left ear (LE) and right ear (RE) directed attention dichotic listening (DAD), and in pseudoword decoding, word recognition, reading comprehension, spelling, arithmetic, and in general intelligence (IQ). Group comparisons in DAD failed to show any differences, confirming the mounting evidence that dyslexia is not related to incomplete lateralization. Entering the DAD scores of the dyslexics (LE first, LE second, RE first, RE second) as predictors of achievement revealed that, independently of chronological age (CA) and IQ, their ability to recall items from the LE first produced a negative regression which predicted 42 percent of the variance in pseudoword decoding. Selective report from the LE also produced small but significant negative correlations with visual recognition of real words and spelling; but no relationship to reading comprehension. IQ was related to reading comprehension and to the ability to shift attention from the LE to the RE. Eventhough the dyslexics were lateralized normally, weak lateralization was related specifically to phonological word decoding, a core deficit in dyslexia. However, unlike Orton's concept, these findings suggest that dyslexics suffer from exuberant right hemisphere processing in response to spatial attentional demands that, in turn, interferes transcallosally with the development of the sound-symbol representations that are required for fluent reading. Lateralization, per se, is unaffected by the disorder. 相似文献
9.
Paz Suárez-Coalla Nerea Villanueva Soledad González-Pumariega María González-Nosti 《Infancia y Aprendizaje》2016,39(2):275-311
In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations. 相似文献
10.
Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association’s definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian. 相似文献
11.
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
12.
Until recently the majority of research undertaken into dyslexia focused on English‐speaking dyslexics, who tend to make significantly more phonological than visual errors. This led to a major assumption about the possible cause of dyslexia being a lack of phonological awareness. According to the phonological deficit theory, the level of phonological consistency of a language determines not only the reading speed but also the amount and types of reading and spelling errors made by dyslexic people. This theory has been seriously challenged by the results of a number of studies in more phonologically consistent languages, such as Greek, Italian and Japanese, where morphology seemed to play a more crucial role than the phonological structure of a language per se. The 116 dyslexic people who took part in this experiment were matched on age, sex, IQ and psycho‐educational performance. A total of 58 US English‐speaking dyslexic people were compared to 58 Greek dyslexic people. Both groups met the diagnostic criteria. Results demonstrated that Greek dyslexics were found to make significantly fewer phonological errors (11.0%) than the US dyslexics (85.5%, p < .000), but comparatively more visual (66.8% to US 14.0%, P < .000) and grammatical errors (22.2% to US 0.1%, p < .000) than their English‐speaking counterparts. These data showed highly significant quantitative and qualitative spelling differences. Greek dyslexics could be accurately differentiated from the US English dyslexics based on the three types of spelling errors. 相似文献
13.
Marja Laasonen Veijo Virsu Suvi Oinonen Mirja Sandbacka Anita Salakari Elisabet Service 《Reading and writing》2012,25(9):2247-2273
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 healthy controls. To determine sensory Item STM, participants were asked to match pairs of sequences of increasing length. In Time STM, participants matched pairs of five-stimulus-sequences of increasing stimulus onset asynchrony between the stimuli. Phonological STM was studied with digit span forwards and backwards, pseudoword span, pseudoword matching span, and pseudoword repetition. Earlier results associating phonological STM impairment with dyslexia were replicated. Dyslexic participants also performed more poorly than controls in sensory STM, suggesting that they have general difficulties in representing temporal sequences in STM. Further, sensory STM, phonological STM, temporal acuity, and reading ability were correlated, pointing to shared processes. 相似文献
14.
Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only
affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling
inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior
of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision
task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were
spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia,
age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall
reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that
of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling
inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion
was that the findings were best interpreted in terms of a recurrent-feedback model. 相似文献
15.
Minna Torppa Rauno Parrila Pekka Niemi Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Jari-Erik Nurmi 《Reading and writing》2013,26(8):1353-1380
We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits. 相似文献
16.
17.
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related
subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and
controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent
contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding
explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were
divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading
and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there
were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There
were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words
or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading.
This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups
in reading experience. Our data, therefore, support the PCVOD model.
相似文献
| Judith BekebredeEmail: |
18.
Marie Lallier Guillaume Thierry Polly Barr Manuel Carreiras Marie-Josephe Tainturier 《Scientific Studies of Reading》2018,22(4):335-349
According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits of English monolingual and early Welsh–English bilingual dyslexic adults on reading and spelling irregular English words and English-like pseudowords. As predicted, monolinguals were relatively more impaired in reading pseudowords than irregular words, whereas the opposite was true for bilinguals. Moreover, monolinguals showed stronger sublexical processing deficits than bilinguals and were poorer spellers overall. This study shows that early bilingual reading experience has long-lasting effects on the manifestations of dyslexia in adulthood. It demonstrates that learning to read in a consistent language like Welsh in addition to English gives bilingual dyslexic adults an advantage in English literacy tasks strongly relying on phonological processing. 相似文献
19.
Hsiao-Lan Sharon Wang Martina Huss Jarmo A. H?m?l?inen Usha Goswami 《Reading and writing》2012,25(2):509-536
The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. 相似文献
20.
Kiuru N Haverinen K Salmela-Aro K Nurmi JE Savolainen H Holopainen L 《Journal of learning disabilities》2011,44(6):556-569
The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females. 相似文献