Phonological and orthographic coding in deaf skilled 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.

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High-Skilled Readers Resonate; Low-Skilled Readers Minimalize

PsycEXTRA Dataset ◽

10.1037/e527312012-390 ◽

2008 ◽

Cited By ~ 1

Author(s):

Karla A. Lassonde ◽

Edward J. O'Brien ◽

Danielle S. McNamara

Keyword(s):

Skilled Readers

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Word and pseudoword superiority effects on letter position processing in developing and skilled readers.

Journal of Experimental Psychology Human Perception & Performance ◽

10.1037/xhp0000273 ◽

2016 ◽

Vol 42 (12) ◽

pp. 1989-2002

Author(s):

Yvette Kezilas ◽

Saskia Kohnen ◽

Meredith McKague ◽

Serje Robidoux ◽

Anne Castles

Keyword(s):

Letter Position ◽

Skilled Readers

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Is the Letter ‘t’ in the Word ‘gourmet’? Disruption in Task-Evoked Connectivity Networks in Adults with Impaired Literacy Skills

NeuroSci ◽

10.3390/neurosci2010005 ◽

2021 ◽

Vol 2 (1) ◽

pp. 75-94

Author(s):

Kulpreet Cheema ◽

William E. Hodgetts ◽

Jacqueline Cummine

Keyword(s):

Developmental Disorders ◽

Brain Networks ◽

Literacy Skills ◽

Resting State Networks ◽

Skilled Readers ◽

University Of Alberta ◽

Domain Specific ◽

Probe Task ◽

The University ◽

General Networks

Much work has been done to characterize domain-specific brain networks associated with reading, but very little work has been done with respect to spelling. Our aim was to characterize domain-specific spelling networks (SpNs) and domain-general resting state networks (RSNs) in adults with and without literacy impairments. Skilled and impaired adults were recruited from the University of Alberta. Participants completed three conditions of an in-scanner spelling task called a letter probe task (LPT). We found highly connected SpNs for both groups of individuals, albeit comparatively more connections for skilled (50) vs. impaired (43) readers. Notably, the SpNs did not correlate with spelling behaviour for either group. We also found relationships between SpNs and RSNs for both groups of individuals, this time with comparatively fewer connections for skilled (36) vs. impaired (53) readers. Finally, the RSNs did predict spelling performance in a limited manner for the skilled readers. These results advance our understanding of brain networks associated with spelling and add to the growing body of literature that describes the important and intricate connections between domain-specific networks and domain-general networks (i.e., resting states) in individuals with and without developmental disorders.

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Franciscan Books and their Readers

10.5117/9789463729512 ◽

2022 ◽

Author(s):

René Hernández

Keyword(s):

Space Form ◽

Northern Italy ◽

Ideal Space ◽

Skilled Readers ◽

Personal Library ◽

Key Aspects ◽

Cultural Agency ◽

First Time ◽

The Ideal

The book explores the manuscripts written, read, and studied by Franciscan friars from the thirteenth to the fifteenth centuries in Northern Italy, and specifically Padua, assessing four key aspects: ideal, space, form and readership. The ideal is studied through the regulations that determined what manuscripts should aim for. Space refers to the development and role of Franciscan libraries. The form is revealed by the assessment of the physical configuration of a set of representative manuscripts read, written, and manufactured by the friars. Finally, the study of the readership shows how Franciscans were skilled readers who employed certain forms of the manuscript as a portable, personal library, and as a tool for learning and pastoral care. By comparing the book collections of Padua’s reformed and unreformed medieval Franciscan libraries for the first time, this study reveals new features of the ground-breaking cultural agency of medieval friars.

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Unusual modality effects in less-skilled readers.

Journal of Experimental Psychology Learning Memory and Cognition ◽

10.1037/0278-7393.25.1.284 ◽

1999 ◽

Vol 25 (1) ◽

pp. 284-289 ◽

Cited By ~ 1

Author(s):

Catherine G. Penney ◽

Annette Godsell

Keyword(s):

Skilled Readers ◽

Modality Effects

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Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children With Reading Disabilities

Journal of Learning Disabilities ◽

10.1177/0022219411407866 ◽

2011 ◽

Vol 44 (4) ◽

pp. 358-371 ◽

Cited By ~ 26

Author(s):

H. Lee Swanson

Keyword(s):

Working Memory ◽

Reading Comprehension ◽

Reading Disabilities ◽

Dynamic Testing ◽

Verbal Iq ◽

Only Children ◽

Testing Conditions ◽

Skilled Readers ◽

Reading Measures ◽

Significant Moderator

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children’s WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading.

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