Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic

This study was designed to examine the dyslexic subtypes in a transparent orthography (i.e., Spanish language). The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times (RTs) to high frequency words and to pseudowords. Using regression-based procedures, the authors identified 20 phonological and 48 surface dyslexics from a sample of 89 dyslexic third-grade children by comparing them to chronological-age-matched controls on RTs to high frequency and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, the same 20 phonological dyslexics were defined, but only 19 surface dyslexics were identified. Nevertheless, the results of the phonological awareness tasks and error analysis do not validate the division of the dyslexic sample into these subgroups.

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Is phonological deficit a necessary or sufficient condition for Chinese reading disability?

Brain and Language ◽

10.1016/j.bandl.2021.105069 ◽

2022 ◽

Vol 226 ◽

pp. 105069

Author(s):

Wai Ting Siok ◽

Li Hai Tan

Keyword(s):

Reading Disability ◽

Sufficient Condition ◽

Chinese Reading ◽

Phonological Deficit

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Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

10.1101/589226 ◽

2019 ◽

Author(s):

Miao Li ◽

Dongnhu T. Truong ◽

Mellissa DeMille ◽

Jeffrey G. Malins ◽

Maureen W. Lovett ◽

...

Keyword(s):

Language Learning ◽

Reading Disability ◽

Learning Disability ◽

Genetic Variants ◽

Latent Profile Analysis ◽

Regulatory Element ◽

Genetic Associations ◽

Poor Reading ◽

Phonological Deficit ◽

Language Learning Disability

AbstractRecent studies of co-occurring reading disability (RD) and attention deficit/hyperactivity disorder (ADHD), and co-occurring RD and language learning disability (LLD), support a core disability plus co-occurrence model focused on language and attention. Genetic factors have been associated with poor reading performance. However, little is known about whether different genetic variants independently contribute to RD co-occurrence subtypes. We aimed to identify subgroups of struggling readers using a latent profile analysis (LPA) in a sample of 1,432 Hispanic American and African American youth. RD classes were then tested for association with variants of READ1, a regulatory element within the candidate RD risk gene,DCDC2. Six groups were identified in the LPA using RD designation as a known-class variable. The three RD classes identified groups of subjects with neurocognitive profiles representing RD+ADHD, specific phonological deficit RD, and RD+LLD. Genetic associations across RD subtypes were investigated against functional groupings of READ1. The RU1-1 group of READ1 alleles was associated with RD cases that were marked by deficits in both processing speed and attention (RD + ADHD). TheDCDC2microdeletion that encompasses READ1 was associated with RD cases showing a phonological deficit RD profile. These findings provide evidence for differential genetic contribution to RD subtypes, and that previously implicated genetic variants for RD may share an underlying genetic architecture across population groups for reading disability.

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The O–C diagrams of minor planets − a new approach to modelling the rotation

International Astronomical Union Colloquium ◽

10.1017/s0252921100031407 ◽

1999 ◽

Vol 173 ◽

pp. 185-188

Author(s):

Gy. Szabó ◽

K. Sárneczky ◽

L.L. Kiss

Keyword(s):

Error Analysis ◽

Time Dependence ◽

Theoretical Work ◽

Minor Planet ◽

Minor Planets ◽

New Approach ◽

Preliminary Results ◽

Ccd Observations

AbstractA widely used tool in studying quasi-monoperiodic processes is the O–C diagram. This paper deals with the application of this diagram in minor planet studies. The main difference between our approach and the classical O–C diagram is that we transform the epoch (=time) dependence into the geocentric longitude domain. We outline a rotation modelling using this modified O–C and illustrate the abilities with detailed error analysis. The primary assumption, that the monotonity and the shape of this diagram is (almost) independent of the geometry of the asteroids is discussed and tested. The monotonity enables an unambiguous distinction between the prograde and retrograde rotation, thus the four-fold (or in some cases the two-fold) ambiguities can be avoided. This turned out to be the main advantage of the O–C examination. As an extension to the theoretical work, we present some preliminary results on 1727 Mette based on new CCD observations.

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Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Perspectives on Language Learning and Education ◽

10.1044/lle15.1.22 ◽

2008 ◽

Vol 15 (1) ◽

pp. 22-33 ◽

Cited By ~ 4

Author(s):

Frank R. Vellutino ◽

Haiyan Zhang

Keyword(s):

Early Intervention ◽

Reading Disability ◽

Intervention Studies ◽

Intervention Study ◽

Reading Difficulties ◽

First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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Error Analysis in Neuropsychological Assessment of Verbal Memory and Learning

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.1.21 ◽

1995 ◽

Vol 11 (1) ◽

pp. 21-28 ◽

Cited By ~ 5

Author(s):

Dietmar Heubrock

Keyword(s):

Error Analysis ◽

Verbal Memory ◽

Verbal Learning ◽

Learning Disorders ◽

Memory And Learning ◽

Auditory Verbal Learning Test ◽

Additional Information ◽

Auditory Verbal Learning ◽

Accurate Picture ◽

Learning Test

Performance on a German version of the Rey Auditory-Verbal Learning Test (AVLT) was investigated for 64 juvenile patients who were subdivided in 6 clinical groups. In addition to standard evaluation of AVLT protocols which is usually confined to items recalled correctly, an error analysis was performed. Differentiating between total errors (TE), repetition errors (RE), and misnamings (ME), substantial differences between clinical groups could be demonstrated. It is argued that error analysis of verbal memory and learning enriches the understanding of neuropsychological syndromes, and provides additional information for diagnostic and clinical use. Thus, it is possible to gain a more accurate picture so that patients can be appropriately retrained, and research into the functional causes of memory and learning disorders can be intensified.

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