Reading impairments in schizophrenia relate to individual differences in phonological processing and oculomotor control: Evidence from a gaze-contingent moving window paradigm.

2013 ◽  
Vol 142 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Veronica Whitford ◽  
Gillian A. O'Driscoll ◽  
Christopher C. Pack ◽  
Ridha Joober ◽  
Ashok Malla ◽  
...  
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Oculomotor Control ◽  
Moving Window ◽  
Reading Impairments

Toward an Understanding of Developmental Language and Reading Disorders

1986 ◽  
Vol 51 (4) ◽  
pp. 337-347 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
School Age Children ◽  
Phonological Information ◽  
Normal Children ◽  
Language Impaired ◽  
Sentence Repetition ◽  
History Of ◽  
Reading Impairments ◽  
Impaired Children

The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children's awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment.

Dyslexia as a Phonological Deficit: Evidence and Implications

1998 ◽  
Vol 3 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Margaret Snowling
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Early Identification ◽  
Normal Development ◽  
Reading Difficulties ◽  
Reading Failure ◽  
Phonological Deficit ◽  
Reading Deficits ◽  
Specific Reading ◽  
Definition Of

In recent years, limitations of the discrepancy definition of specific reading difficulties have led researchers to propose that dyslexia is best described as a core phonological deficit. With studies of the normal development of reading as a backdrop, this paper reviews the phonological processing deficit hypothesis of dyslexia. The extant evidence suggests that phonological difficulties in dyslexia persist throughout development from the preschool years into adulthood, despite compensation of reading deficits. Moreover, individual differences in the behavioural manifestation of dyslexia are consistent with differences in the severity of underlying phonological difficulties. Implications for the early identification of dyslexia and for interventions to prevent reading failure are discussed.

Individual Differences in Language Processing: Phonology

2019 ◽  
Vol 5 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Alan C.L. Yu ◽  
Georgia Zellou
Keyword(s):  
Individual Differences ◽  
Language Processing ◽  
Individual Variation ◽  
Phonological Processing ◽  
Phonological Information ◽  
Linguistic Processing ◽  
Cognitive Representations ◽  
Linguistic Representations ◽  
Insight Into ◽  
Shed Light

Individual variation is ubiquitous and empirically observable in most phonological behaviors, yet relatively few studies aim to capture the heterogeneity of language processing among individuals, as opposed to those focusing primarily on group-level patterns. The study of individual differences can shed light on the nature of the cognitive representations and mechanisms involved in phonological processing. To guide our review of individual variation in the processing of phonological information, we consider studies that can illuminate broader issues in the field, such as the nature of linguistic representations and processes. We also consider how the study of individual differences can provide insight into long-standing issues in linguistic variation and change. Since linguistic communities are made up of individuals, the questions raised by examining individual differences in linguistic processing are relevant to those who study all aspects of language.

scholarly journals Triangulation of the neurocomputational architecture underpinning reading aloud

2015 ◽  
Vol 112 (28) ◽  
pp. E3719-E3728 ◽  
Author(s):  
Paul Hoffman ◽  
Matthew A. Lambon Ralph ◽  
Anna M. Woollams
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Semantic Processing ◽  
Word Reading ◽  
Reading Aloud ◽  
Brain Regions ◽  
Semantic Knowledge ◽  
Cognitive Models ◽  
Causal Modeling ◽  
Neural Pathways

The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route.

The Effect on Spelling Ability of Exposure to the Printed Word

1998 ◽  
Vol 59 (1) ◽  
pp. 80-94
Author(s):  
Sharon Dougherty ◽  
Mark Clayton
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Word Knowledge ◽  
Print Exposure ◽  
Spelling Development ◽  
General Ability ◽  
Spelling Ability ◽  
English Speaking ◽  
Printed Word ◽  
The Relationship

The effect on spelling ability of exposure to print This study explores the contribution of print exposure to spelling achievement. The hypothesis that exposure to print accounts for individual differences in spelling ability was tested on 129 Year 7 female students from a predominantly non-English-speaking background. A multiple regression analysis was employed to determine the relationship between spelling and the predictor variables - exposure to print (TRT), phonological processing, comprehension level and general ability. The results indicated that phonological processing ability accounted for individual differences in spelling performance regardless of general ability. However, this specific student cohort appear to reflect stages in spelling development associated with word knowledge and reading experience. The analysis also indicated that other factors not addressed in this study are implicated.

DHH Students’ Phoneme Repetition Awareness in Sentence Reading

2020 ◽  
Vol 25 (4) ◽  
pp. 505-516
Author(s):  
Degao Li ◽  
Kuan Lin
Keyword(s):  
College Students ◽  
Hard Of Hearing ◽  
Phonological Processing ◽  
Reading Performance ◽  
Negative Influence ◽  
The Self ◽  
Chinese Characters ◽  
Moving Window ◽  
Phonological Information ◽  
Sentence Reading

Abstract To examine deaf and hard-of-hearing (DHH) students’ awareness of phoneme repetition in Chinese sentence reading, two experiments were conducted in the self-paced, moving-window reading paradigm. The materials comprised sentences in which Chinese characters that sequentially followed each other shared similar spelling initials and finals in Experiments 1 and 2, respectively. In comparison to hearing participants, DHH participants were more likely to find it more time-consuming to read sentences with, as opposed to without, phoneme repetitions. However, their difficulty in phonological processing seemed to be linked to their weakness at syntactic skilfulness, thus having a negative influence on their reading performance. It is concluded that Chinese DHH college students have developed a phoneme repetition awareness which is different from how hearing college students are aware of phoneme repetitions in Chinese sentence reading. It is implicated that DHH students are able to develop their own skills of phonological information processing in sentence reading as a result of many practices.

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