Dyslexia Phonological Processing (original) (raw)
Related papers
Developmental Dyslexia and Phonological Processing in European Portuguese Orthography
Dyslexia, 2014
This study analyzed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N = 24; aged 10 to 12 years), chronological-age-matched controls (CA; N = 24; aged 10 to 12 years) and readinglevel-matched controls (RL; N = 24; aged 7 to 9 years) were tested on measures of phonological processing (phonological awareness, naming speed and verbal short-term memory) and reading. The results indicated that the children with DD performed significantly poorer in all measures compared with the CA and RL. Phonological awareness and naming speed showed a high accuracy (receiver operating characteristics curve analysis) for discriminating the children with DD from the CA and RL, whereas the presence of abnormally low scores in phonological awareness and naming speed were more frequent in the DD group than in the controls and the normative population. Hierarchical linear regression analyses revealed that phonological awareness was the most important predictor of all reading accuracy measures, whereas naming speed was particularly related to text reading fluency.
Journal of Applied Studies in Language, 2018
The weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (Wolf and Bowers, 1999). Therefore, this study will investigate the ability of phonological awareness, rapid naming and reading ability of people with dyslexia. The subjects consisted of 4 children aged 7-8 years of dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta. The four dyslexic children were compared to the control group (20 children from Kwitang 8 PSKD Pancoran Mas, Depok, who had the same age and gender as dyslexic children). The research used quantitative method with case study control design. The study was conducted with three experiments, namely: reading test, counting the number of syllable, and fast-track test. The first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). The second experiment consisted of 48 words (24 words with illustrations and 24 words with three syllabics). All words are from the 10,000 words that have the highest frequency in the Indonesian linguistic corpus. The third test is 50 RAN letters (Pennington et al., 2001). Results showed that persons with dyslexia had a lower ability than the control group on all three tests. Dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with non-words and slow reaction times. Based on the results obtained, 2 dyslexic children data support double deficit hypothesis Wolf and Bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits.
The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children
Frontiers in Psychology, 2014
Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency.
CoDAS, 2015
To verify the language and cognitive profile of children with dyslexia, contributing to the diagnosis of this condition in readers of a regular orthography, such as Brazilian Portuguese. In this study, 47 children with dyslexia (GD) and two controlled groups, one composed of 41 age controls (GCI) and the other with 31 reading controls (GCL), participated. All children were submitted to a battery involving the above-mentioned abilities. GD demonstrated predominant deficits in phonological processing, which were not compatible with a delay in the development of such abilities, indicating an atypical development. The GD also obtained lower scores in both basic and more complex reading and writing skills (i.e., letters, words, pseudowords, and texts, respectively), as well as in other domains, such as language (syntactic processing and oral sentence comprehension), which may be a result of a deficit in phonological skills, that interfered with higher complexity linguistic skills. Phonol...
CoDAS, 2014
Phonological processing deficits as a universal model for dyslexia: evidence from different orthographies Déficit em processamento fonológico como um modelo universal para a dislexia: evidência a partir de diferentes ortografias ABSTRACT Purpose: To verify the universal nature of the phonological processing deficit hypothesis for dyslexia, since the most influential studies on the topic were conducted in children or adults speakers of English. Research strategy: A systematic review was designed, conducted and analyzed using PubMed, Science Direct, and SciELO databases. Selection criteria: The literature search was conducted using the terms "phonological processing" AND "dyslexia" in publications of the last ten years (2004-2014). Data analysis: Following screening of (a) titles and abstracts and (b) full papers, 187 articles were identified as meeting the preestablished inclusion criteria. Results: The phonological processing deficit hypothesis was explored in studies involving several languages. More importantly, we identify studies in all types of writing systems such as ideographic, syllabic and logographic, as well as alphabetic orthography, with different levels of orthographyphonology consistency. Conclusion: The phonological processing hypothesis was considered as a valid explanation to dyslexia, in a wide variety of spoken languages and writing systems. RESUMO Objetivo: Verificar a natureza universal da hipótese do déficit de processamento fonológico para a dislexia, uma vez que os estudos mais influentes sobre o tema foram conduzidos com crianças ou adultos falantes do Inglês. Estratégia de pesquisa: Uma revisão sistemática foi planejada, conduzida e analisada utilizando as bases de dados PubMed, Science Direct e SciELO. Critérios de seleção: A busca da literatura foi conduzida utilizando os termos "phonological processing" e "dyslexia", nas publicações dos últimos dez anos (2004-2014). Análise dos dados: Após a triagem inicial (a) dos títulos e resumos e (b) do texto completo, identificamos 187 artigos que atenderam os critérios de inclusão. Resultados: A hipótese do déficit de processamento fonológico foi explorada em estudos envolvendo vários idiomas e, mais importante, em representantes de todos os tipos de sistemas de escrita como o ideográfico, silábico e logográfico, bem como ortografias alfabéticas, com variados níveis de consistência ortográfico-fonológica. Conclusão: A hipótese do processamento fonológico foi considerada como explicação válida para a dislexia em uma grande variedade de idiomas e sistemas de escrita.
Comparing the phonological and double deficit hypotheses for developmental dyslexia
2001
This study tested the predictions of the phonological and double deficit hypotheses by experimentally examining speech perception, phoneme awareness, lexical retrieval (serial and discrete), articulatory speed, and verbal STM in school age child (N = 35) and adolescent (N = 36) dyslexics, and both chronological age (CA) and reading age (RA) controls. The results confirmed the findings of previous studies of a deficit in phoneme awareness in developmental dyslexia. At both age levels, dyslexics performed significantly more poorly than both their CA and RA controls. Although deficits in the other processes investigated, particularly in rapid serial naming, were also apparent, they were not as clear-cut as the deficit in phoneme awareness. In general, definite evidence of a deficit in rapid serial naming was limited to the more severely impaired dyslexics. Furthermore, although rapid serial naming contributed independent variation to various literacy skills, its contribution was modest relative to the contribution of phoneme awareness, regardless of whether the literacy skill relied more or less heavily on phonological or orthographic coding skills. Further analyses suggested that variation in rapid serial skill is particularly important for fluent reading of text, whereas phoneme awareness is particularly important for the development of the ability to read by phonologically recoding letters or groups of letters in words into their phonological codes. This explains the relatively strong contribution of phoneme awareness to reading and spelling ability in general. In sum, the phonological hypothesis offers a more parsimonious account of the present results than the double deficit hypothesis.
Reading and Writing, 2002
An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.
British Journal of Developmental Psychology, 2010
This longitudinal study examined the development of phonologyand literacy in Dutchspeaking children at family risk of dyslexia and in matched controls. Measures were administered in kindergarten (before the startofformal reading instruction), in first and in third grade.C hildren, diagnosed with dyslexia in third grade,s howed impaired phonological awareness (PA), verbals hort-term memory, and rapid automatic naming ability (RAN) at all time points, with the deficit in PA aggravating overt ime.T hese children also performed more poorly in letter knowledge,wordand nonword reading accuracy and speed, and spelling at each time point. Children at family risk of dyslexia who did not fulfil criteria for dyslexia, scored more poorly than low-risk controls on the literacy and phonological measures that required the most fine-grained phonological representations. This suggests that the family risk of dyslexia is continuous rather than discrete.Hierarchical regression analyses demonstrated that PA and RAN wereinitially the most important instigators of reading accuracy and reading speed, respectively. After 2y ears of reading instruction, only RAN predicted reading speed and accuracy. Letter knowledge,r eading accuracy,a nd reading speed also contributed to the development of PA.
Developmental dyslexia in an orthography of intermediate depth: the case of European Portuguese
Reading and Writing, 2009
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.
Scientific Studies of Reading, 2011
The influence of orthographic transparency on the prevalence of dyslexia subtypes was examined in a review of multiple-case studies conducted in languages differing in orthographic depth (English, French, and Spanish). Cross-language differences are found in the proportion of dissociated profiles as a function of the dependent variables (speed or accuracy), the classification method (classical vs. regression-based methods), and the control sample (chronological age vs. reading level controls). The classical method results in a majority of mixed profiles, whereas the regression-based method results in a majority of dissociated profiles. However, the regression-based method appears to result in less reliable subtypes within and between languages. Finally, reading-level comparisons revealed that the phonological subtype reflects a deviant developmental trajectory across all languages, whereas the surface subtype corresponds to a delayed developmental trajectory. The results also indicate that reading speed should be considered to correctly classify dyslexics into subtypes, at least in transparent orthographies.