Functional and morphological correlates of developmental dyslexia: A multimodal investigation of the ventral occipitotemporal cortex

2021 ◽  
Author(s):  
Valentina Borghesani ◽  
Cheng Wang ◽  
Christa Watson ◽  
Florence Bouhali ◽  
Eduardo Caverzasi ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Occipitotemporal Cortex

scholarly journals The Visual Word Form Area natively processes shape sequences: Implications for developmental dyslexia

2019 ◽  
Author(s):  
Carol Whitney ◽  
Paddy Ross ◽  
Zhiheng Zhou ◽  
Lars Strother
Keyword(s):  
Word Recognition ◽  
Developmental Dyslexia ◽  
Recognition System ◽  
Visual Word ◽  
Cortical Region ◽  
Word Form ◽  
Phonological Decoding ◽  
Visual Word Form Area ◽  
Occipitotemporal Cortex ◽  
Whole Word

The Visual Word Form Area (VWFA) is a cortical region that adapts to support fluent word recognition. Surprisingly, the region of ventrolateral occipitotemporal cortex that becomes VWFA is specialized for processing the motion of inanimate objects that change shape. Such motion is neurally analyzed as a temporal sequence of shape 'snapshots'. We have proposed that the VWFA develops in this region because letter representations are serially activated in occipitotemporal cortex during typical reading acquisition. Therefore, the region that analyzes inanimate shape sequences is recruited to recognize letter sequences. We discuss the implications of this account for developmental dyslexia. In particular, inability to focus attention down to a single letter may preclude the serial letter selection that typically drives VWFA formation. Such a deficit would also interfere with acquisition of cortical letter-phoneme connections. Instead, compensated dyslexics employ the ventromedial object-recognition system for whole-word recognition, and the subcortical procedural system for phonological decoding.

scholarly journals Developmental dyslexia: Gray matter abnormalities in the occipitotemporal cortex

2008 ◽  
Vol 29 (5) ◽  
pp. 613-625 ◽  
Author(s):  
Martin Kronbichler ◽  
Heinz Wimmer ◽  
Wolfgang Staffen ◽  
Florian Hutzler ◽  
Alois Mair ◽  
...  
Keyword(s):  
Gray Matter ◽  
Developmental Dyslexia ◽  
Occipitotemporal Cortex

scholarly journals The Importance of the Left Occipitotemporal Cortex in Developmental Dyslexia

2018 ◽  
Vol 5 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Lisa Kronbichler ◽  
Martin Kronbichler
Keyword(s):  
Developmental Dyslexia ◽  
Occipitotemporal Cortex

scholarly journals Neural Responses of the Anterior Ventral Occipitotemporal Cortex in Developmental Dyslexia: Beyond the Visual Word Form Area

2019 ◽  
Vol 60 (4) ◽  
pp. 1063 ◽  
Author(s):  
Ana Pina Rodrigues ◽  
José Rebola ◽  
Marcelino Pereira ◽  
Marieke van Asselen ◽  
Miguel Castelo-Branco
Keyword(s):  
Developmental Dyslexia ◽  
Visual Word ◽  
Word Form ◽  
Neural Responses ◽  
Visual Word Form Area ◽  
Occipitotemporal Cortex

Does Viotin Activate Violin More Than Viocin?

2014 ◽  
Vol 61 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Manuel Perea ◽  
Victoria Panadero
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Developmental Dyslexia ◽  
Computational Models ◽  
Error Rates ◽  
Visual Word ◽  
Base Word ◽  
Similar Response ◽  
Skilled Readers ◽  
Young 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.

Neuropsychological Processes in Developmental Dyslexia and Acquired Alexia

1985 ◽  
Vol 30 (5) ◽  
pp. 391-392
Author(s):  
George W. Hynd
Keyword(s):  
Developmental Dyslexia

Alterations of procedural memory consolidation in children with developmental dyslexia.

2020 ◽  
Author(s):  
Martina Hedenius ◽  
Jarrad A. G. Lum ◽  
Sven Bölte
Keyword(s):  
Developmental Dyslexia ◽  
Memory Consolidation ◽  
Procedural Memory

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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