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.

Evaluating Current Deficit Theories of Poor Reading: Role of Phonological Processing, Naming Speed, Balance Automaticity, Rapid Verbal Perception and Working Memory

2005 ◽  
Vol 101 (2) ◽  
pp. 345-361 ◽  
Author(s):  
Robert Savage ◽  
Ulla Patni ◽  
Norah Frederickson ◽  
Roz Goodwin ◽  
Nicola Smith ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Word Reading ◽  
Naming Speed ◽  
Poor Readers ◽  
Chronological Age ◽  
Size Analysis ◽  
Control Group ◽  
Poor Reading ◽  
Nonword Reading ◽  
Regular Classrooms

To clarify the nature of cognitive deficits experienced by poor readers, 9 10-yr.-old poor readers were matched against 9 chronological age and 9 younger reading age-matched controls screened and selected from regular classrooms. Poor readers performed significantly more poorly than chronological age-matched peers on digit naming speed, spoonerisms, and nonsense word reading. Poor readers were also significantly poorer than reading age-matched controls on nonword reading but were significantly better than reading age-matched controls on postural stability. Analyses of effect sizes were consistent with these findings, showing strong effects for digit naming speed, spoonerisms, and nonword reading. However, effect size analysis also suggested that poor readers experienced moderate difficulties with balance automatisation but did not show verbal speech perception deficits relative to either control group.

Support Systems for Poor Readers: Empirical Data From Six EU Member States

2010 ◽  
Vol 44 (3) ◽  
pp. 228-245 ◽  
Author(s):  
Elena Ise ◽  
Leo Blomert ◽  
Daisy Bertrand ◽  
Luís Faísca ◽  
Anne Puolakanaho ◽  
...  
Keyword(s):  
Reading Ability ◽  
High Performance ◽  
Large Scale ◽  
Support Systems ◽  
Poor Readers ◽  
The European Union ◽  
Poor Reading ◽  
Member States ◽  
Mainstream Teachers ◽  
Eu Member States

This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers ( n = 4,210) and remedial teachers ( n = 2,395). Results indicate that the six support systems differed substantially, with effective support systems showing high performance on all variables measured. More specifically, effective support systems were characterized by (a) high levels of both teacher and student support and (b) frequent interactions between teachers and remedial teachers as well as between remedial teachers and diagnosticians. The high prevalence of poor reading ability in the current EU member states demonstrates that educational reforms are critically needed. The results of this study provide concrete starting points for improving support systems for poor readers.

Learning New Information from Text: The Role of Prior Knowledge and Reading Ability

1982 ◽  
Vol 14 (3) ◽  
pp. 243-261 ◽  
Author(s):  
Marjorie Youmans Lipson
Keyword(s):  
Prior Knowledge ◽  
Correct Response ◽  
Reading Ability ◽  
Item Recognition ◽  
Poor Readers ◽  
Expository Texts ◽  
Textual Information ◽  
New Information ◽  
Consequent Improvement

This study was designed to examine children's ability to learn new information from textual materials. It investigated the extent to which equally intelligent average and poor readers could recognize and recall information from expository texts. Two types of explicit and four types of inferential information were tested through recognition items. Subjects recognized more explicit than inferential information, although some inference types were more difficult than others to recognize. In addition, the study examined the extent to which acquisition of new information was a function of prior knowledge. The probability of a correct response was computed for three different prior knowledge conditions: 1) correct, 2) wrong, or 3) unknown. This permitted investigation of the effect of prior knowledge on subjects' acquisition of new information, as well as subjects' ability to correct old information. Prior knowledge was a powerful factor in reading comprehension for both average and poor readers. Both groups were better at acquiring totally new information than at correcting old information that was inaccurate. Even when prior knowledge was contradicted by the text, subjects used it, rather than textual information, for item recognition. Only when they did not, or believed they did not, possess the necessary prior knowledge did they resort to text—with a consequent improvement in recognition.

Dichotic Listening to Temporal Tonal Stimuli by Good and Poor Readers

1997 ◽  
Vol 84 (2) ◽  
pp. 467-473 ◽  
Author(s):  
Sarah Harel ◽  
Israel Nachson
Keyword(s):  
Reading Disability ◽  
Reading Ability ◽  
Poor Readers ◽  
Hemispheric Dominance ◽  
Poor Reading ◽  
Ear Advantage ◽  
Temporal Stimuli ◽  
Right Ear Advantage ◽  
Good And Poor Readers ◽  
Tonal Stimuli

The hypothesis that reading disability is associated with impairment in the lateralization of temporal stimuli was tested by presenting 123 good- and poor-reading boys (Grades 4 through 6) with dichotic sets of temporal and nontemporal tonal stimuli for recognition. Reading ability was assessed by measuring proficiency in reading consonants, vowels, words, sentences and short stories. On the tone test, good readers showed a right-ear advantage in reporting the temporal stimuli, and a left-ear advantage in reporting the nontemporal stimuli. Poor readers showed the reversed pattern of response. Since right-ear advantage in report of given stimuli indicates left-hemispheric dominance for processing those stimuli, the data seem to suggest a link between reading disability and left-hemispheric dysfunction in processing temporal stimuli.

scholarly journals Self-concept in poor readers: a systematic review protocol

2016 ◽  
Author(s):  
Genevieve M McArthur ◽  
Deanna Francis ◽  
Nathan Caruana ◽  
Mark E Boyes ◽  
Nicholas A Badcock
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Health Outcomes ◽  
Reading Ability ◽  
Self Concept ◽  
Poor Readers ◽  
Systematic Review Protocol ◽  
Poor Reading ◽  
Review Protocol ◽  
Per Se

Individuals with poor reading ability are at greater risk of educational and occupational difficulties. In addition to this, these individuals are also at greater risk of poor health outcomes, particularly mental health. At least some of this association may be underpinned by poor self-concept; however, the evidence for this relationship is mixed. In this systematic review protocol, we outline an approach to adjudicate between three reasons for these mixed results: (1) poor reading is more closely associated with some types of self-concept than others; (2) low self-concept is more closely associated with some types of poor reading than others; and (3) low self-concept is not associated with poor reading per se, but is associated with co-morbid problems with language or attention. The protocol proposes a review (based on PRSIMA-P guidelines) to use the existing literature to explore the evidence for these possibilities to better understand the association between poor reading and low self-concept.

Magnocellular Pathway and Reading Rate: An Equivalence Test Analysis

2018 ◽  
Author(s):  
Ashley Edwards ◽  
Christopher Schatschneider
Keyword(s):  
Reading Ability ◽  
Reading Rate ◽  
Coherent Motion ◽  
Equivalence Test ◽  
Test Analysis ◽  
Poor Reading ◽  
Letter Naming ◽  
The Relationship ◽  
Deficit Theory

Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and rapid letter naming (serial and isolated naming). Results showed that in a sample of 83 college students magnocellular performance was not significantly correlated with reading rate or rapid letter naming. Equivalence test analyses showed all correlations between magnocellular performance and reading rate or rapid letter naming to be within the bounds of -0.3 to 0.3. This provides evidence against the idea that having low magnocellular performance will result in poor reading ability. In opposition to the magnocellular deficit theory of dyslexia, these results suggest that a magnocellular deficit is not causally related to reading rate.

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