Evidence for Superior Orthographic Skills in Dyslexics

1995 ◽  
Vol 6 (4) ◽  
pp. 250-254 ◽  
Author(s):  
Linda S Siegel ◽  
David Share ◽  
Esther Geva
Keyword(s):  
Phonological Processing ◽  
Reading Strategy ◽  
Orthographic Awareness ◽  
Reading Levels ◽  
Phonological Skills ◽  
Normally Achieving ◽  
Word Attack ◽  
Phonological Features

The purpose of this study was to assess the development of both phonological and orthographic skills in normally achieving and dyslexic readers The subjects were 257 dyslexic and 342 normally achieving readers, matched at eight reading levels They were administered the Woodcock (1987) Word Attack Subtest, a measure of phonological skills requiring the reading of pseudowords, and an orthographic awareness task designed to measure awareness of the properties of English words and the probable sequences and positions of letters within words The dyslexics had significantly higher scores than the normally achieving readers on the orthographic awareness task However, the normally achieving readers had significantly higher scores on the Word Attack Subtest Therefore, the difficulties with phonological processing and the increased orthographic awareness of the dyslexics may indicate a reading strategy that relies more on the visual than the phonological features of words

Pseudoword reading errors of poor, dyslexic, and normally achieving readers on multisyllable pseudowords

1996 ◽  
Vol 17 (2) ◽  
pp. 215-232 ◽  
Author(s):  
Naomi Frankel Tal ◽  
Linda S. Siegel
Keyword(s):  
Oral Reading ◽  
Phonological Processing ◽  
Reading Level ◽  
Poor Readers ◽  
Normally Achieving ◽  
Word Attack ◽  
Reading Errors ◽  
Pseudoword Reading ◽  
The Disabled ◽  
Disabled Readers

ABSTRACTThis study examined the pseudoword reading strategies of dyslexic readers (i.e., children whose reading was significantly lower than predicted by their IQ score) and poor readers (i.e., children whose reading scores were consistent with their lower IQ scores). The disabled readers were grouped according to their reading grade level and were compared with reading level matched, normally achieving readers. The reading performance on a test of pseudoword reading (Woodcock Word Attack Subtest) for the three groups (dyslexic, poor, and normal readers) was analyzed according to the type of error committed. The performance of dyslexic and poor readers was virtually indistinguishable at both reading grade levels 2–3 and 4–5. There was very little difference among dyslexic, poor, and normally achieving readers in the types of errors made. Nearly 50010 of all the oral reading errors of all three groups were vowel substitutions, followed by consonant substitution and deletion and insertion errors. Sequential, reversal, and word substitution errors were committed infrequently for all three reader groups. The findings failed to support the existence of a critical phonological processing difference between IQ reading- discrepant and IQ reading-nondiscrepant disabled readers and suggest that disabled readers lag behind normally achieving readers in phonological decoding skills.

A role for putamen in phonological processing in children

2016 ◽  
Vol 20 (2) ◽  
pp. 318-326 ◽  
Author(s):  
SARIKA CHERODATH ◽  
CHAITRA RAO ◽  
RASHI MIDHA ◽  
SUMATHI T A ◽  
NANDINI C SINGH
Keyword(s):  
Early Literacy ◽  
Phonological Processing ◽  
Reading Skills ◽  
Grey Matter ◽  
Grey Matter Volume ◽  
Imaging Data ◽  
Phonological Skills ◽  
Nonword Reading ◽  
Matter Volume ◽  
Post Hoc

Bilingual children are required to successfully develop phonological skills in two languages, yet little is known about the neural correlates associated with them. We obtained structural imaging data from 30 Hindi–English children aged between 8 and 10 years and used voxel based morphometry to explore neuroanatomical correlates of behavioural measures of phonological awareness. Our results showed that phonological skills in English are predicted by grey matter volume of bilateral putamen, but solely by right putamen in Hindi. Post-hoc analysis revealed that English nonword reading correlates with grey matter volume in bilateral putamen while in Hindi nonword reading it correlates only with right putamen. These differences in putamen-based mechanisms indicate that syllable level awareness sufficiently supports early literacy in the transparent, alphasyllabic Hindi orthography whereas that in English requires both phonemic and syllabic level awareness. Our findings point towards a key role for putamen in mediating phonological and reading skills in children.

scholarly journals Neural Processes Underlying Nonword Rhyme Differentiate Eventual Stuttering Persistence and Recovery

2020 ◽  
Vol 63 (8) ◽  
pp. 2535-2554
Author(s):  
Amanda Hampton Wray ◽  
Gregory Spray
Keyword(s):  
Retrospective Analysis ◽  
Phonological Processing ◽  
Developmental Period ◽  
Semantic Context ◽  
Phonological Priming ◽  
Brain Potentials ◽  
Brain Potential ◽  
Phonological Skills ◽  
Neural Processes ◽  
Developmental Stuttering

Purpose Phonological skills have been associated with developmental stuttering. The current study aimed to determine whether the neural processes underlying phonology, specifically for nonword rhyming, differentiated stuttering persistence and recovery. Method Twenty-six children who stutter (CWS) and 18 children who do not stutter, aged 5 years, completed an auditory nonword rhyming task. Event-related brain potentials were elicited by prime, rhyming, and nonrhyming targets. CWS were followed longitudinally to determine eventual persistence ( n = 14) or recovery ( n = 12). This is a retrospective analysis of data acquired when all CWS presented as stuttering. Results CWS who eventually recovered and children who do not stutter exhibited the expected rhyme effect, with larger event-related brain potential amplitudes elicited by nonrhyme targets compared to rhyme targets. In contrast, CWS who eventually persisted exhibited a reverse rhyme effect, with larger responses to rhyme than nonrhyme targets. Conclusions These findings suggest that CWS who eventually persisted are not receiving the same benefit of phonological priming as CWS who eventually recovered for complex nonword rhyming tasks. These results indicate divergent patterns of phonological processing in young CWS who eventually persisted, especially for difficult tasks with limited semantic context, and suggest that the age of 5 years may be an important developmental period for phonology in CWS. Supplemental Material https://doi.org/10.23641/asha.12682874

scholarly journals Reading skill and exposure to orthography influence speech production

2015 ◽  
Vol 37 (2) ◽  
pp. 411-434 ◽  
Author(s):  
MEREDITH SALETTA ◽  
LISA GOFFMAN ◽  
DIANE BRENTARI
Keyword(s):  
Reading Comprehension ◽  
Speech Production ◽  
Language Processing ◽  
Phonological Processing ◽  
Reading Skill ◽  
Neighborhood Density ◽  
Read Aloud ◽  
Word Attack ◽  
Orthographic Neighborhood Density ◽  
Insight Into

ABSTRACTOrthographic experience during the acquisition of novel words may influence production processing in proficient readers. Previous work indicates interactivity among lexical, phonological, and articulatory processing; we hypothesized that experience with orthography can also influence phonological processing. Phonetic accuracy and articulatory stability were measured as adult, proficient readers repeated and read aloud nonwords, presented in auditory or written modalities and with variations in orthographic neighborhood density. Accuracy increased when participants had read the nonwords earlier in the session, but not when they had only heard them. Articulatory stability increased with practice, regardless of whether nonwords were read or heard. Word attack skills, but not reading comprehension, predicted articulatory stability. Findings indicate that kinematic and phonetic accuracy analyses provide insight into how orthography influences implicit language processing.

Phonological similarity judgments in ASL

2012 ◽  
Vol 15 (1) ◽  
pp. 104-127 ◽  
Author(s):  
Matthew L. Hall ◽  
Victor S. Ferreira ◽  
Rachel I. Mayberry
Keyword(s):  
Language Learning ◽  
Phonological Processing ◽  
Age Of Acquisition ◽  
Phonological Similarity ◽  
Early Exposure ◽  
Mouse Click ◽  
Continuous Scale ◽  
Phonological Features ◽  
Similarity Judgments ◽  
Native Signers

We created a novel paradigm to investigate phonological processing in sign and asked how age of acquisition (AoA) may affect it. Participants indicated which of two signs was more phonologically similar to a target, and estimated the strength of the resemblance with a mouse click along a continuous scale. We manipulated AoA by testing deaf native and non-native signers, and hearing L2 signers and sign-naïve participants. Consistent with previous research, judgments by the native and L2 signers reflected similarity based on shared phonological features between signs. By contrast, judgments by the non-native signers and sign-naïve participants were influenced by other (potentially visual or somatosensory) properties of signs that native and L2 signers ignored. These results suggest that early exposure to language helps a learner discern which aspects of a linguistic signal are most likely to matter for language learning, even if that language belongs to a different modality.

The Relationship Between Multiple Birth Children’s Early Phonological Skills and Later Literacy

1998 ◽  
Vol 29 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Sandra McMahon ◽  
Kelly Stassi ◽  
Barbara Dodd
Keyword(s):  
Phonological Processing ◽  
Poor Performance ◽  
Multiple Birth ◽  
Speech And Language ◽  
Phonological Processes ◽  
Phonological Skills ◽  
Word Repetition ◽  
Long Term Follow Up ◽  
Early Speech ◽  
And Performance

Previous studies have shown that multiple birth children (MBC) are prone to early phonological difficulties and later literacy problems. However, to date, there has been no systematic long-term follow-up of MBC with phonological difficulties in the preschool years to determine whether these difficulties predict later literacy problems. In this study, 20 MBC whose early speech and language skills had been previously documented were compared to normative data and 20 singleton controls on tasks assessing phonological processing and literacy. The major findings indicated that MBC performed significantly more poorly on some tasks of phonological processing than singleton controls did. Further, the early phonological skills of MBC (i.e., the number of inappropriate phonological processes used) were correlated with poor performance on visual rhyme recognition, word repetition, and phoneme detection tasks 5 years later. There was no significant relationship between early biological factors (birth weight and gestation period) and performance on the phonological processing and literacy-related subtests. These results support the hypothesis that MBC’s early speech and language difficulties are not merely a transient phase of development, but a real disorder, with consequences for later academic achievement.

Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia

2001 ◽  
Vol 44 (4) ◽  
pp. 925-940 ◽  
Author(s):  
Catherine M. Marshall ◽  
Margaret J. Snowling ◽  
Peter J. Bailey
Keyword(s):  
Phonological Processing ◽  
Auditory Processing ◽  
Chronological Age ◽  
Control Group ◽  
Cognitive Demands ◽  
Phonological Skills ◽  
Rapid Auditory Processing ◽  
Repetition Task

According to a prominent theory, the phonological difficulties in dyslexia are caused by an underlying general impairment in the ability to process sequences of rapidly presented, brief sounds. Two studies examined this theory by exploring the relationships between rapid auditory processing and phonological processing in a sample of 82 normally reading children (Study 1) and by comparing 17 children with dyslexia to chronological-age and reading-age control participants on these tasks (Study 2). In the normal readers, moderate correlations were found between the measure of rapid auditory processing (Auditory Repetition Task, or ART) and phonological ability. On the ART, the dyslexia group performed at a level similar to that of the reading-age control group but obtained scores that were significantly below those of the chronological-age control group. This difference was due to a subgroup of 4 children in the dyslexia group who had particular difficulty with the ART. The phonological skills of these individuals were not worse than those of the children in the dyslexia group who were unimpaired on the ART. The discussion argues that there is no evidence that phonological difficulties are secondary to impairments of rapid auditory processing, as measured by the ART, and highlights the need to examine the strategic and cognitive demands involved in tasks of rapid auditory processing.

Reading Development in Deaf Children

2018 ◽  
Author(s):  
Fiona E. Kyle
Keyword(s):  
Literacy Development ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Development ◽  
Theoretical Models ◽  
Deaf Children ◽  
Reading Levels ◽  
Phonological Skills ◽  
Children's Literacy ◽  
Models Of Reading

Reading is a complex and multifaceted skill, the development of which is the cornerstone of education. Many deaf children show delays in reading achievement compared to their hearing peers. Despite recent advances in technology that might be expected to support deaf children’s literacy development, overall reading levels do not appear to have made commensurate improvement. This chapter explores this issue by examining studies that try to account for the huge individual differences observed in deaf children and adolescents’ reading skills. The roles of vocabulary and phonological skills in reading ability are discussed with reference to theoretical models of reading development. Implications for teachers and practitioners are explored.

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