Phonological Processing and Right minus Left Hand Skill

1992 ◽  
Vol 44 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Marian Annett
Keyword(s):  
Genetic Variation ◽  
Word Order ◽  
Phonological Processing ◽  
Reading Ability ◽  
Left Hand ◽  
Group Test ◽  
Rhyme Awareness ◽  
Skill Groups ◽  
Experiment Individual ◽  
Made In

Two experiments tested the hypothesis that children at the left of the distribution of right minus left (R-L) hand skill are at risk for poor phonological processing. In the first experiment, individual assessments of spoken rhyme awareness were made in 5- to 8-year-olds. In the second experiment, a group test of word order memory for spoken confusable and nonconfusable items was given to 9- to 11-year-olds. Evidence of poorer phonological processing in those at the left of the R-L distribution was found in both experiments. Rhyme judgements and word order memory were both associated with reading ability, but reading did not interact with effects for hand skill. A group test of homophone comprehension was given to the same children tested for word order memory. Homophone errors did not differ between hand skill groups, showing a dissociation between the two tasks for R-L hand difference. The findings suggest that some risks for phonological processing could be due to normal genetic variation associated with the hypothesized rs + gene (Annett, 1972, 1978).

Dyslexia, an Imbalance in Cerebral Information-Processing Strategies

1978 ◽  
Vol 47 (3) ◽  
pp. 699-706 ◽  
Author(s):  
P. G. Aaron
Keyword(s):  
Reading Ability ◽  
Control Group ◽  
Disabled Children ◽  
Opposite Pattern ◽  
Sequential Processing ◽  
Processing Strategies ◽  
Group A ◽  
Entire Word ◽  
Pattern Of Performance ◽  
Made In

Reading ability seems to involve analytic-sequential processing of selected letters and a holistic-simultaneous perception of the salient features of the entire word. The dyslexic child, being normal in intelligence, is most likely deficient in either one of the two processes while being normal in the other. To test this hypothesis, 28 reading disabled children, on the basis of the nature of errors made in a writing from dictation task, were divided into two groups: analytic-sequential deficient and holistic-simultaneous deficient. Further testing showed that the first group was poor in processing a sequence of digits but normal on holistic-simultaneous memory tasks. The opposite pattern of performance was shown by the second group. A control group of 14 normal readers did not show such an imbalance.

scholarly journals Common Misconceptions about the Phonological Deficit Theory of Dyslexia

2021 ◽  
Vol 11 (11) ◽  
pp. 1510
Author(s):  
David L. Share
Keyword(s):  
Struggling Readers ◽  
Phonemic Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Discussion Paper ◽  
Phonological Deficit ◽  
Core Deficit ◽  
The Common ◽  
Deficit Theory ◽  
Common Misconceptions

In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip of the phonological iceberg” and that “deeper” spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits—PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper—real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.

Phonological Processing, Language Comprehension, and Reading Ability

1989 ◽  
Vol 22 (2) ◽  
pp. 76-89 ◽  
Author(s):  
Virginia A. Mann ◽  
Elizabeth Cowin ◽  
Joyce Schoenheimer
Keyword(s):  
Language Comprehension ◽  
Phonological Processing ◽  
Reading Ability ◽  
Processing Language

‘Incrementing’ in conversation. A comparison of practices in English, German and Japanese

Pragmatics ◽  
2007 ◽  
Vol 17 (4) ◽  
pp. 513-552 ◽  
Author(s):  
Elizabeth Couper-Kuhlen ◽  
Tsuyoshi Ono
Keyword(s):  
Word Order ◽  
The Other ◽  
Preliminary Survey ◽  
Linguistic Study ◽  
Made In ◽  
Prior Action

This cross-linguistic study focuses on ways in which conversationalists speak beyond a point of possible turn completion in conversation, specifically on turn extensions which are grammatically dependent, backward-looking and extend the prior action. It argues that further distinctions can be made in terms of whether the extension is prosodically integrated with the prior unit, its host, (Non-add-on) or not, and in terms of whether it repairs some part of the host (Replacement) or not. Added-on, non-repairing extensions are further distinguished in terms of whether they are grammatically fitted to the end of the host (Glue-ons) or not (Insertables). A preliminary survey of TCU continuation in English, German and Japanese conversation reveals a number of significant differences with respect to frequency and range of extension type. English is at one extreme in preferring Glue-ons over Non-Add-ons and Insertables, whereas Japanese is at the other extreme in preferring Non-add-ons and Insertables over Glue-ons. German occupies an intermediary position but is on the whole more like Japanese. The preference for Glue-ons vs. Insertables appears to reflect a language’s tendency towards syntactic left- vs. right headedness. In conclusion the study argues for a classification of ‘increment’ types which goes beyond the English-based Glue-on, attributes a central role to prosodic delivery and adopts a usage-based understanding of word order.

Basics of genetics

2013 ◽  
Author(s):  
Anne Barton
Keyword(s):  
Genetic Variation ◽  
Genetic Factors ◽  
Musculoskeletal Diseases ◽  
Disease Onset ◽  
Novel Therapies ◽  
Genetic Changes ◽  
Susceptibility Factors ◽  
Basic Concepts ◽  
Modern Technologies ◽  
Made In

Genetic factors are important in predisposing to nearly all of the conditions managed by rheumatologists; indeed, musculoskeletal diseases, like other complex diseases, are thought to be caused by environmental triggers in genetically susceptible individuals. Studying genetic susceptibility factors is more straightforward than environmental factors because, first, genetic changes are stable and do not vary throughout life; second, genetic changes exist before disease onset and so could be causative rather than occurring as a result of disease; and, third, genetic variation is easy to measure reliably using modern technologies. By comparison, environmental exposures can occur many years before disease onset, may vary during life, and are hard to accurately capture and measure. Enormous progress has been made in recent years in identifying susceptibility genes. This knowledge may allow better targeting of available therapies, the development of novel therapies, and an improved understanding of what determines disease severity in individual patients. In this chapter, the basic concepts in genetics are explained.

The Tabvla Hebana and Propertivs II, 31

1953 ◽  
Vol 43 (1-2) ◽  
pp. 27-29
Author(s):  
Hugh Last
Keyword(s):  
Left Hand ◽  
Made In

The publication 1 of the fragment at first missing from the upper left-hand corner of the tabula Hebana (AE 1949, 215) so far confirms some conjectures which I made in a talk at Cambridge in 1951 that I am moved to print the briefest note about a point which does not seem so far to have been mentioned elsewhere.

scholarly journals The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ

2011 ◽  
Vol 22 (11) ◽  
pp. 1442-1451 ◽  
Author(s):  
Hiroko Tanaka ◽  
Jessica M. Black ◽  
Charles Hulme ◽  
Leanne M. Stanley ◽  
Shelli R. Kesler ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Reading Ability ◽  
Poor Readers ◽  
Poor Reading ◽  
Iq Scores ◽  
Low Iq ◽  
Behavioral Evidence ◽  
Definition Of ◽  
Multivariate Pattern

Although the role of IQ in developmental dyslexia remains ambiguous, the dominant clinical and research approaches rely on a definition of dyslexia that requires reading skill to be significantly below the level expected given an individual’s IQ. In the study reported here, we used functional MRI (fMRI) to examine whether differences in brain activation during phonological processing that are characteristic of dyslexia were similar or dissimilar in children with poor reading ability who had high IQ scores (discrepant readers) and in children with poor reading ability who had low IQ scores (nondiscrepant readers). In two independent samples including a total of 131 children, using univariate and multivariate pattern analyses, we found that discrepant and nondiscrepant poor readers exhibited similar patterns of reduced activation in brain areas such as left parietotemporal and occipitotemporal regions. These results converge with behavioral evidence indicating that, regardless of IQ, poor readers have similar kinds of reading difficulties in relation to phonological processing.

VII.—A Grant of Arms of the year 1510

Archaeologia ◽  
1933 ◽  
Vol 83 ◽  
pp. 167-170
Author(s):  
W. G. Clark-Maxwell
Keyword(s):  
Good Deal ◽  
Left Hand ◽  
Effective Design ◽  
Made In

The grant of arms here reproduced was made in November 1510, by Thomas Wriothesley, Garter King of Arms, to John Mundy, described as gentleman, of Chakenden (Checkendon) in the county of Oxford. It is written on a sheet of parchment 17¾ in. by 9½ in., which has suffered somewhat from damp ; the margins are decorated, as will be seen in the illustration (pl. xliii), with a rather coarse but effective design of flowers, while the arms and crest occupy the customary position on the left hand. There are two seals, both now detached from the document, enclosed in the usual wooden cases, which are a good deal worm-eaten ; the larger seal 2½ in. diameter, is that of the Garter Office : a cross between four doves with wings expanded; on a chief a crown within a garter between a leopard and a fleur-de-lys, with the legend: . The smaller (left-hand) seal 2 in. diameter is that of Wriothesleys' own arms, quarterly I and IV, a cross and four falcons for Wriothesley, II, Fretty and a quarter with a lion passant in the quarter, for Dunstaville, III, a pale lozengy and a border bezanty, for Lushill, but the legend is indecipherable, both seals having suffered greatly from abrasion.

Predictors of reading among Herero–English bilingual Namibian school children

2005 ◽  
Vol 8 (3) ◽  
pp. 239-254 ◽  
Author(s):  
KAZUVIRE VEII ◽  
JOHN EVERATT
Keyword(s):  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Literacy Skills ◽  
Semantic Fluency ◽  
Linguistic Processing ◽  
Central Processing ◽  
English Bilingual ◽  
Cognitive Linguistic ◽  
Sound Discrimination

Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

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