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1.
The goal of the present study was to ascertain whether developmental dyslexics and their affected parents evinced similar
patterns of deficits in word recognition skills. Forty dyslexic children and both their biological parents were administered
a battery of experimental measures of phonological and orthographic processing. Deficits in component skills were defined
in terms of deviations from the performance of normal readers matched on reading achievement level. Four distinct patterns
of deficits were found among both the dyslexics and their parents: a subgroup with a specific deficit in processing phonological
codes; a subgroup with a specific deficit in processing orthographic codes; a subgroup with deficits in processing both phonological
and orthographic codes; and a subgroup of individuals who did not significantly differ from normal readers at the same reading
level in either processing domain. Although limited evidence for familial subgroup concordance was obtained in both the phonological
and combined phonological subgroups, no concordance was observed among families classified into the orthographic or reading-achievement
equivalent subgroups. It was concluded that all affected family members shared a propensity for a phonological deficit, and
that some family members share a fundamental problem in processing orthographic information as well.
This research was supported by a Biomedical Research Support Grant from the University of Southern California. The research
reported in this paper was based on a Ph.D. thesis conducted by the first author at the University of Southern California. 相似文献
2.
Franklin R. Manis Patricia A. Szeszulski Liana K. Holt Kathryn Graves 《Annals of dyslexia》1988,38(1):139-153
In this paper we apply a developmental model of reading to the question of dyslexic subtypes. Groups of normal readers (n=40)
and dyslexic children (n=50), matched on reading level and IQ, were given a comprehensive test battery measuring level of
development of visual, phonological, and orthographic skills. As a group, dyslexics deviated from normal readers of equivalent
reading achievement primarily in phonological skills (spelling-to-sound translation and phonemic analysis), although limited
differences in knowledge of word-specific spellings were also observed. Dyslexics were superior to the younger normal readers
in visual processing of print. Analysis of individual data by reference to the reading level control group revealed three
major subgroups: a group with a specific deficit in phonological processing of print (52 percent), a group with deficits in
processing both the phonological and orthographic features of printed words (24 percent), and a group with phonological deficits
in language (8 percent). The remainder of the sample (16 percent) had specific deficits in visual or orthographic processing
of print, in spelling, or did not differ from the control group. The data support the view that most developmental dyslexics
have a specific language disorder involving some aspect of phonological processing. However, small subgroups with very different
configurations of reading and nonreading difficulties may exist as well.
This research was supported by an NICHD grant to the first author (USPHS grant 1 R23 HD20231). 相似文献
3.
Morphological awareness in developmental dyslexia 总被引：5，自引：0，他引：5
This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children
has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness,
which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications
of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance
of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level
and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting
that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills.
Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation
tasks, they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived
words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while
allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their
degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which
they use as a compensatory reading strategy. 相似文献
4.
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
5.
This study aimed at examining whether deaf children process written words on the basis of phonological units. In French, the syllable is a phonologically and orthographically well-defined unit. French deaf children and hearing children matched on word recognition level were asked to copy written words and pseudo-words. The number of glances at the item, copying duration, and the locus of the first segmentation (i.e., after the first glance) within the item were measured. The main question was whether the segments copied by the deaf children corresponded to syllables as defined by phonological and orthographic rules.The results showed that deaf children, like hearing children, used syllables as copying units when the syllable boundaries were marked both by orthographic and phonological criteria. However, in a condition in which orthographic and phonological criteria were differentiated, the deaf children did not perform phonological segmentations while the hearing children did. We discuss two explanatory hypotheses. First, items in this condition were difficult to decode for deaf children; second, orthographic units were probably easier to process for deaf children than phonological units because of a lack of automaticity in their phonological conversion processes for pseudo-words. Finally, incidental observations during the experimental task raised the question of the use of fingerspelled units. 相似文献
6.
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
7.
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
8.
The present study tracked the time course of the syllable frequency effect in French visual word recognition, by varying the strength of spreading activation between letters and phonological syllables. The frequency of phonological first syllables and the frequency of orthographic first syllables were conjointly manipulated in two lexical decision tasks. In Experiment 1, word parsing into syllable units was supported by orthographic redundancy. No interaction between orthographic and phonological syllable frequency was found. In Experiment 2, word parsing into syllables was not marked by orthographic redundancy. Results showed an interaction between orthographic and phonological syllable frequency: the syllable frequency effect was inhibitory when orthographic syllable frequency was high, whereas it was facilitatory when orthographic syllable frequency was low. Decreasing the strength of syllable activation (i.e., with orthographic syllables of low frequency and ambiguous syllable boundaries) prevented the activation of lexical competitors before target word recognition, leading to a facilitatory effect of syllable frequency. The present study provides evidence that the net effect of syllable frequency is strongly related to its time course, and that the strength of syllable activation, which depends on orthographic properties, determines the direction of the net effect. 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.
Nathlie A. Badian 《Annals of dyslexia》2001,51(1):177-202
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness
(syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades
1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological
measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension,
but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant
variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion
of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were
compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly
lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to
poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others. 相似文献
11.
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
12.
Badian NA 《Annals of dyslexia》2005,55(1):28-52
In this study, visual-orthographic skills were defined as the ability to recognize whether letters and numerals are correctly
oriented. Aims were to investigate whether visual-orthographic skills would contribute independent variance to reading, and
whether children with a visual-orthographic deficit would be more impaired readers than similar children without this deficit.
Participants were 207 children, aged 8 to 10 years, who attended school in a small suburban community. Because of the evidence
that phonological awareness and naming speed are strongly related to reading, visual-orthographic skills were entered into
hierarchical regression analyses following these variables. With age, verbal IQ, and verbal short-term memory also controlled,
visual-orthographic skills accounted for significant independent variance in all reading measures. When children with a visual—orthographic
deficit (29% of the sample) were compared with those without this deficit, they were significantly lower on all reading variables.
At 8 to 10 years of age, reading progress of some children continues to be hampered by a problem in orthographic memory for
the orientation of letters and numerals. Such children will require special attention, but their problems may be overlooked.
As recommended by Willows and Terepocki (1993), there is need for further research on the phenomenon of letter reversals when
they occur among children beyond first grade. 相似文献
13.
Specific deficits in component reading and language skills: genetic and environmental influences 总被引：29，自引：0，他引：29
Phonological coding, measured by the oral reading of nonwords, and orthographic coding, measured by the discrimination of words from homophonic nonwords (e.g., rane, rain), were compared for pairs of older children with reading disabilities (RD) and younger nondisabled readers matched on word recognition. Phonological coding was substantially lower for most children with RD, indicating a unique developmental deficit in phonological coding rather than an equal developmental lag across all component reading skills. Data from identical and fraternal twins indicated that the phonological coding deficit of the children with RD was highly heritable and accounted for most of the heritable variance in their word recognition deficits. The deficits of the twins with RD in segmental language skills (rhyming and phoneme segmentation) were related to the heritable variance in their phonological coding deficits. Orthographic coding was not significantly heritable, and it accounted for much of the environmental variance in word recognition deficits. Implications of the results for the remediation of reading disability are discussed. 相似文献
14.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
15.
Frank R. Vellutino William E. Tunmer James J. Jaccard RuSan Chen 《Scientific Studies of Reading》2013,17(1):3-32
The objectives of this series of 3 studies were (a) to evaluate whether French-speaking children mainly use phonological mediation in the first stage of reading acquisition in a silent-reading task and (b) to examine the role of phonological processing in the construction of the orthographic lexicon. Forty-eight French children were followed from kindergarten to the end of Grade 2. Their phonological skills were assessed using a semantic categorization task with homophone and visual foils (Study 1); their orthographic skills were assessed using a choice task involving a correct exemplar, a homophone, and a visual foil (Study 2). In the semantic categorization task, the differences between the visual and homophone foils increased with time, as the homophone foils were more and more likely to be chosen. In the orthographic choice task, performance improved with time, but errors were more likely to involve homophone foils. The results obtained by two subgroups of children who differed in their level of orthographic expertise at the end of Grade 2 (Study 3) indicated that, 1 year earlier (at the end of Grade I), the future "expert" spellers were more likely than the future "poor" spellers to use phonological processing in silent reading (semantic categorization task). Moreover, in Grade 1, future expert spellers' phonological skills in reading aloud and in spelling from dictation (pseudoword tasks) were better than those of future poor spellers, and future expert spellers also had better phonological awareness skills at the beginning of the last year of kindergarten. These results suggest that French-speaking children use phonological mediation in silent-reading tasks and that phonological processing contributes to the construction of the orthographic lexicon. 相似文献
16.
This paper investigates the relationship between phonological processing and reading ability amongst grade 4 and grade 5 Arabic
speaking children in Egypt. In addition to measuring reading level, the study assessed the children’s ability to identify
rhymes, delete individual phonemes from words, retain and manipulate sequences of digit names and rapidly access verbal labels.
Further literacy and literacy-related tasks required children to decode novel letter strings, to distinguish similar words,
to identify words within letter chains and to correctly spell dictated text. A non-verbal ability measure was also included
to allow comparisons to be made between a group of poor readers with good non-verbal skills (dyslexics) with a control group
of chronological-age-matched normal readers with equivalent average scores on the non-verbal task. Results indicated relationships
between literacy ability, decoding and phonological processing within this cohort, as well as identifying differences between
dyslexic and control groups that suggest Arabic dyslexics show signs of poor phonological skills. The study supports the view
that Arabic dyslexic children have impairments in the phonological processing domain. 相似文献
17.
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
18.
The development of reading skills may depend to a certain extent on the development of basic visual perception. The magnocellular
theory of developmental dyslexia assumes that deficits in the magnocellular pathway, indicated by less sensitivity in perceiving
dynamic sensory stimuli, are responsible for a proportion of reading difficulties experienced by dyslexics. Using a task that
measures coherent motion detection threshold, this study examined the relationship between dynamic visual perception and reading
development in Chinese children. Experiment 1 compared the performance of 27 dyslexics and their age- and IQ-matched controls in the coherent motion detection task and
in a static pattern perception task. Results showed that only in the former task did the dyslexics have a significantly higher
threshold than the controls, suggesting that Chinese dyslexics, like some of their Western counterparts, may have deficits
in magnocellular pathway. Experiment 2 examined whether dynamic visual processing affects specific cognitive processes in reading. One hundred fifth-grade children
were tested on visual perception and reading-related tasks. Regression analyses found that the motion detection threshold
accounted for 11% and 12%, respectively, variance in the speed of orthographic similarity judgment and in the accuracy of
picture naming after IQ and vocabulary size were controlled. The static pattern detection threshold could not account for
any variance. It is concluded that reading development in Chinese depends to a certain extent on the development of dynamic
visual perception and its underlying neural pathway and that the impact of visual development can be specifically related
to orthographic processing in reading Chinese. 相似文献
19.
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
20.
This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension. 相似文献