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Dyslexia Phonological Processing
This study analysed 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 10-12 years), chronological age (CA)-matched controls (N = 24; aged 10-12 years) and reading level (RL)matched controls (N = 24; aged 7-9 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 was 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.
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.
Phonological Deficit Traits in Verbal Language of Dyslexics
Learning Disabilities [Working Title], 2021
Developmental dyslexia is a common learning disorder which is defined as a specific deficit in reading acquisition that cannot be accounted for by low IQ , lack of typical educational opportunities, or an obvious sensory or neurological damage. Dyslexic children commonly present with delayed language development first, which selectively affects phonological processing more than other aspects of language. The problem at the level of phonological representations causes a range of typical symptoms which include problems of verbal short-term memory, non-word repetitions, phonological learning of new verbal information, word retrieval, and rapid naming. This chapter will address the picture of early oral language difficulties especially phonological deficits in dyslexia, and how reading problems are related to them.
The Studies about Phonological Deficit Theory in Children with Developmental Dyslexia: Review
Problem statement: Developmental Dyslexia (DD) or Reading Disability (RD) that was part of a larger heterogeneous group of learning disorders and characterized by unexpected problems in academic performance, despite average intelligence. Approach: Current opinions on the biological basis of dyslexia pointed to problems with phonological processing deficits with resulting poor phonemic awareness. Though there was much support for this hypothesis in the scientific literature, there remained an ongoing debate as to whether the core deficit was in fact a more general information processing problem that involves phonological awareness, phonological short-term memory, phonological re/de-coding (Rapid Automatized Naming, RAN). Results: Also double deficit hypothesis proposed that the dyslexic children impaired in word-identification accuracy or exhibiting slowly word decoding profile. Conclusion/Recommendations: The aim of this review was to present some of the most exciting researches on DD in the domains of phonological deficit theory that those will help future studies to follow.
In this study we compared dyslexic children and specific language impaired (SLI) children on phonological skills and underlying processes, i.e. working memory and auditory perception. Problems with phonological skills and underlying processes occur in both dyslexic and SLI children. However, dyslexic children experience particularly problems in word recognition, while a considerable number of SLI children develop relatively good reading skills. What is the importance of phonological skills and underlying processes to reading achievement? Results show differences in degree of problems between dyslexic and SLI children. Patterns of results of performance between groups differ. This could imply that both groups differ in (other) underlying skills which explain poor performance on tasks of this study but are not necessarily related to reading achievement.
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.
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.
Phonological and orthographic processing in basic literacy adults and dyslexic children
Reading and Writing
The aim of the present study was to examine the hypothesis that, compared to typically reading children matched on regular word reading, adults with basic literacy (either adult literacy students or adult basic education students) struggle on phonologically demanding tasks but are relatively performant on orthographic demanding tasks, and hence present a performance pattern similar to that of dyslexic children. Using various reading and phoneme awareness tests, we therefore compared the adults to both typically reading children from Grades 3 and 4 and dyslexic children, these two groups being matched to the adults on regular word reading. The dyslexic children were also compared to either chronological age- or reading level-matched children. The hypothesis was only partly supported by the data, as results depended on the subgroup of adults considered. While the literacy students presented poorer phoneme awareness and a somewhat stronger length effect in reading than the dyslexic chi...
Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology
Journal of Experimental Child Psychology, 2000
We investigated the relationship between dyslexia and three aspects of language: speech perception, phonology, and morphology. Reading and language tasks were administered to dyslexics aged 8 -9 years and to two normal reader groups (age-matched and reading-level matched). Three dyslexic groups were identified: phonological dyslexics (PD), developmentally language impaired (LI), and globally delayed (delay-type dyslexics). The LI and PD groups exhibited similar patterns of reading impairment, attributed to low phonological skills. However, only the LI group showed clear speech perception deficits, suggesting that such deficits affect only a subset of dyslexics. Results also indicated phonological impairments in children whose speech perception was normal. Both the LI and the PD groups showed inflectional morphology difficulties, with the impairment being more severe in the LI group. The delay group's reading and language skills closely matched those of younger normal readers, suggesting these children had a general delay in reading and language skills, rather than a specific phonological impairment. The results are discussed in terms of models of word recognition and dyslexia.