Analysis of Typefaces Designed for Readers with Developmental Dyslexia

2020 ◽  
pp. 529-543
Author(s):  
Xinru Zhu ◽  
Kyo Kageura ◽  
Shin’ichi Satoh
Keyword(s):  
Developmental Dyslexia

Does Viotin Activate Violin More Than Viocin?

2014 ◽  
Vol 61 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Manuel Perea ◽  
Victoria Panadero
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Developmental Dyslexia ◽  
Computational Models ◽  
Error Rates ◽  
Visual Word ◽  
Base Word ◽  
Similar Response ◽  
Skilled Readers ◽  
Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

Neuropsychological Processes in Developmental Dyslexia and Acquired Alexia

1985 ◽  
Vol 30 (5) ◽  
pp. 391-392
Author(s):  
George W. Hynd
Keyword(s):  
Developmental Dyslexia

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The deficit of letter processing in developmental dyslexia: combining evidence from dyslexics, typical readers and illiterate adults

2013 ◽  
Vol 17 (1) ◽  
pp. 125-141 ◽  
Author(s):  
Tânia Fernandes ◽  
Ana P. Vale ◽  
Bruno Martins ◽  
José Morais ◽  
Régine Kolinsky
Keyword(s):  
Developmental Dyslexia ◽  
Combining Evidence ◽  
Letter Processing ◽  
Illiterate Adults

scholarly journals Reduced Visual Magnocellular Event-Related Potentials in Developmental Dyslexia

2021 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
John Stein
Keyword(s):  
Steady State ◽  
Developmental Dyslexia ◽  
Reading Ability ◽  
Event Related Potentials ◽  
Black And White ◽  
Reverse Pattern ◽  
Related Potentials ◽  
The Right ◽  
Visual Hemifields ◽  
Electroencephalogram Eeg

(1) Background—the magnocellular hypothesis proposes that impaired development of the visual timing systems in the brain that are mediated by magnocellular (M-) neurons is a major cause of dyslexia. Their function can now be assessed quite easily by analysing averaged visually evoked event-related potentials (VERPs) in the electroencephalogram (EEG). Such analysis might provide a useful, objective biomarker for diagnosing developmental dyslexia. (2) Methods—in adult dyslexics and normally reading controls, we recorded steady state VERPs, and their frequency content was computed using the fast Fourier transform. The visual stimulus was a black and white checker board whose checks reversed contrast every 100 ms. M- cells respond to this stimulus mainly at 10 Hz, whereas parvocells (P-) do so at 5 Hz. Left and right visual hemifields were stimulated separately in some subjects to see if there were latency differences between the M- inputs to the right vs. left hemispheres, and these were compared with the subjects’ handedness. (3) Results—Controls demonstrated a larger 10 Hz than 5 Hz fundamental peak in the spectra, whereas the dyslexics showed the reverse pattern. The ratio of subjects’ 10/5 Hz amplitudes predicted their reading ability. The latency of the 10 Hz peak was shorter during left than during right hemifield stimulation, and shorter in controls than in dyslexics. The latter correlated weakly with their handedness. (4) Conclusion—Steady state visual ERPs may conveniently be used to identify developmental dyslexia. However, due to the limited numbers of subjects in each sub-study, these results need confirmation.

scholarly journals Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

2021 ◽  
Author(s):  
Réka Vágvölgyi ◽  
Kirstin Bergström ◽  
Aleksandar Bulajić ◽  
Maria Klatte ◽  
Tânia Fernandes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Empirical Studies ◽  
Developed Countries ◽  
Low Literacy ◽  
Behavioral Profile ◽  
Quantitative Studies ◽  
Functional Illiteracy ◽  
Basic Reading Skills

AbstractA considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

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