Reading Styles in Children with Dyslexia: A Neuropsychological Evaluation of Modality Preference on the Reading Style Inventory

1996 ◽  
Vol 19 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Norris A. Graham ◽  
John R. Kershner
Keyword(s):  
Children With Disabilities ◽  
Right Hemisphere ◽  
Reading Level ◽  
Linguistic Processing ◽  
Word Attack ◽  
High Incidence ◽  
Reading Styles ◽  
Novice Readers ◽  
Modality Preference ◽  
Visual Reading

This study assessed the neuropsychological validity of the modality preference measures from the Reading Style Inventory (RSI), an instrument that claims to measure left-hemisphere (analytic, sequential, auditory) and right-hemisphere (holistic, simultaneous, visual) reading styles. Older fluent readers (age-matched to the children with disabilities) rated their reading styles more strongly auditory and visual than nondisabled beginning readers (reading-level-matched to the children with disabilities) and children with dyslexia. Compared to both control groups, the dyslexia group was unique in failing to demonstrate a high incidence of children with strong preferences in either modality. RSI ratings were unrelated to dichotic listening and, by inference, not related to the relative activation of the cerebral hemispheres in linguistic processing. RSI performance was also unrelated to reading comprehension, word recognition, word attack, and verbal/performance IQ. The results do not support the underlying biological rationale of the RSI or its claims to accurately profile nondisabled novice readers and children with dyslexia in terms of their cerebral hemispheric preferences. However, the results do suggest the potential usefulness of the RSI in educational contexts.

Bihemispheric Language: How the Two Hemispheres Collaborate in the Processing of Language

2004 ◽  
Author(s):  
Norman D. Cook
Keyword(s):  
Language Processing ◽  
Right Hemisphere ◽  
Central Question ◽  
Linguistic Processing ◽  
Figures Of Speech ◽  
Language Functions ◽  
Left And Right ◽  
Level Of Understanding ◽  
The Right

Speech production in most people is strongly lateralized to the left hemisphere (LH), but language understanding is generally a bilateral activity. At every level of linguistic processing that has been investigated experimentally, the right hemisphere (RH) has been found to make characteristic contributions, from the processing of the affective aspects of intonation, through the appreciation of word connotations, the decoding of the meaning of metaphors and figures of speech, to the understanding of the overall coherency of verbal humour, paragraphs and short stories. If both hemispheres are indeed engaged in linguistic decoding and both processes are required to achieve a normal level of understanding, a central question concerns how the separate language functions on the left and right are integrated. This chapter reviews relevant studies on the hemispheric contributions to language processing and the role of interhemispheric communications in cognition.

Right-Hemisphere Linguistic Functioning

1983 ◽  
Vol 57 (2) ◽  
pp. 407-414 ◽  
Author(s):  
Caven S. McLoughlin ◽  
Patricia J. McLoughlin
Keyword(s):  
Experimental Evidence ◽  
Right Hemisphere ◽  
Relevant Literature ◽  
Cerebral Hemispheres ◽  
Linguistic Processing ◽  
Language Functioning ◽  
Qualitative And Quantitative ◽  
Processing Abilities ◽  
Left And Right

This review examined the linguistic processing abilities and potential of adults' nondominant hemisphere. Relevant literature was reviewed for experimental evidence of qualitative and quantitative differences in language functioning between the left and right cerebral hemispheres. Selected studies representing typical methodologies and subjects were included.

Perceptual and Linguistic Processing of Letters and Words by Normal and Disabled Readers

1977 ◽  
Vol 9 (3) ◽  
pp. 217-225 ◽  
Author(s):  
Rick Steinheiser ◽  
John T. Guthrie
Keyword(s):  
Semantic Processing ◽  
Primary Source ◽  
Reading Level ◽  
Normal Group ◽  
Sentence Completion ◽  
Linguistic Processing ◽  
Response Latencies ◽  
The Disabled ◽  
Disabled Readers

Response latencies were obtained in word matching and sentence completion tasks from disabled readers, age-matched normal readers, and reading-level matched normal readers. The disabled group was significantly slower than the old normal group on both tasks (p < .001) and did not differ from the young normal group. None of the groups required more time for sentence completion than physical matching, indicating that semantic processing of these sentences was highly automatized. The disabled and younger groups were slower on physically confusable words than dissimilar words; whereas, the older were the same on both types of words, indicating that perceptual and decoding processes are learned by normal readers but are a primary source of deficiency in disabled readers.

scholarly journals Aquisição, afasia e a hierarquia prosódica

2011 ◽  
Vol 40 ◽  
pp. 61-76 ◽  
Author(s):  
Ester Mirian Scarpa
Keyword(s):  
Language Acquisition ◽  
Right Hemisphere ◽  
Syllable Structure ◽  
The Other ◽  
Linguistic Processing ◽  
Top Down ◽  
Pitch Range ◽  
Correct Placement ◽  
Pitch Direction ◽  
Slow Tempo

Studies on language acquisition have shown that the child exhibits a top-down trajectory in the acquisition of the prosodic hierarchy, starting with the organisation of the upper (intonational) prosodic levels. Rhythmic readjustments and postlexical secondary stress are later acquisitions. Prosodic disturbances of aphasia and dysarthria have been connected to the question of brain-damage lateralisation and linguistic processing. Subjects damaged in their right hemisphere are said to be dysprosodic; they produce few Fo variations, Fo flattenning, slow tempo. Prosody is said to be reasonably preserved in Broca´s subjects and well preserved in fluent (Wernicke) aphasia subjects. A comparative study was carried out with two subjects, one aphasic and one dysarthric. Some prosodic difficulties were observed in the speech of fluent aphasic subjects, related to the prosodic hierarchy, to the metrical grid and to syllable structure, respectively. On the other hand, the correct placement of pauses in the frontiers of upper domains of the dysarthric subject shows preservation of the prosodic hierarchy. Pitch-direction is also preserved, with short pitch-range. In both cases, the upper domains of the prosodic hierarchy are preserved.

Toward understanding the problem in severely disabled readers Part 1: Vowel errors

1989 ◽  
Vol 10 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Susan E. Bryson ◽  
Janet F. Werker
Keyword(s):  
Phonological Processing ◽  
Reading Level ◽  
Local Context ◽  
Linguistic Processing ◽  
The Disabled ◽  
Context Dependent ◽  
Disabled Readers ◽  
And Performance ◽  
Phonemic Level ◽  
Context Free

ABSTRACTThis experiment examined the vowel responses of severely disabled readers and normal control children in reading orthographically regular nonwords. The disabled readers were divided into three groups based on their relative Verbal and Performance IQs. Following the rationale of Fowler, Shankweiler, and Liberman (1979), vowel responses were classified as incorrect or correct. Correctness was determined according to either context-free or context-dependent criteria. The main finding was that the vowel responses of two out of three reading disabled groups paralleled those of their reading level peers. However, disabled readers with higher Performance than Verbal IQs made significantly more context-free responses and significantly fewer context-dependent responses than all other groups. Moreover, knowledge of how speech is segmented at the phonemic level predicted performance on the reading task. The findings suggest that disabled readers employ very local (context-independent) strategies in reading; these findings are discussed in terms of the idea that disabled readers suffer a basic deficit in phonological processing (Liberman, Liberman, & Mattingly, 1980) or linguistic processing (Siegel & Ryan, 1984).

Linguistic Processing and Reaction Time Differences in Stutterers and Nonstutterers

1983 ◽  
Vol 26 (2) ◽  
pp. 181-185 ◽  
Author(s):  
C. Rebekah Hand ◽  
William O. Haynes
Keyword(s):  
Right Hemisphere ◽  
Reaction Times ◽  
Decision Task ◽  
Linguistic Processing ◽  
Hemispheric Processing ◽  
Left And Right ◽  
Response Modes ◽  
Field Efficiency ◽  
The Right ◽  
Visual Hemifields

Linguistic processing by the left and right cerebral hemispheres was investigated in 10 adult male stutterers and l0 matched nonstutterers. Subjects performed a lexical decision task in which nonword and real-word stimuli were presented tachistoscopically to the right and left visual hemifields. Vocal and manual reaction times to real words were measured to assess hemispheric participation in processing linguistic information and to determine differences between response modes. The stuttering group exhibited a left visual field efficiency or right hemisphere preference for this task and were slower in both vocal and manual reaction times. Ramifications for hemispheric processing theories and laryngeal dysfunction hypothesis are discussed.

scholarly journals The role of reading experience in atypical cortical tracking of speech and speech-in-noise in dyslexia

2021 ◽  
Author(s):  
Florian Destoky ◽  
Julie Bertels ◽  
Maxime Niesen ◽  
Vincent Wens ◽  
Marc Vander Ghinst ◽  
...  
Keyword(s):  
Right Hemisphere ◽  
Acoustic Noise ◽  
Brain Activity ◽  
Superior Temporal Gyrus ◽  
Reading Level ◽  
School Age Children ◽  
Reading Experience ◽  
Speech In Noise ◽  
The Right

Dyslexia is a frequent developmental disorder in which reading acquisition is delayed and that is usually associated with difficulties understanding speech in noise. At the neuronal level, children with dyslexia were reported to display abnormal cortical tracking of speech (CTS) at phrasal rate. Here, we aimed to determine if abnormal tracking is a cause or a consequence of dyslexia and if it is modulated by the severity of dyslexia or the presence of acoustic noise. We included 26 school-age children with dyslexia, 26 age-matched controls and 26 reading-level matched controls. All were native French speakers. Children's brain activity was recorded with magnetoencephalography while they listened to continuous speech in noiseless and multiple noise conditions. CTS values were compared between groups, conditions and hemispheres, and also within groups, between children with best and worse reading performance. Syllabic CTS was significantly reduced in the right superior temporal gyrus in children with dyslexia compared with controls matched for age but not for reading level. Among children with dyslexia, phrasal CTS tended to lateralize to the left hemisphere in severe dyslexia and lateralized to the right hemisphere in children with mild dyslexia and in all control groups. Finally, phrasal CTS was lower in children with dyslexia compared with age-matched controls, but only in informational noise conditions. No such effect was seen in comparison with reading-level matched controls. Overall, our results confirmed the finding of altered neuronal basis of speech perception in noiseless and babble noise conditions in dyslexia compared with age-matched peers. However, the absence of alteration in comparison with reading-level matched controls suggests that such alterations are a consequence of reduced reading experience rather than a cause of dyslexia.

scholarly journals A transcallosal fiber system between homotopic inferior frontal regions supports complex linguistic processing

2016 ◽  
Author(s):  
Philipp Kellmeyer ◽  
Magnus-Sebastian Vry ◽  
Tonio Ball
Keyword(s):  
Right Hemisphere ◽  
Diffusion Tensor ◽  
The Body ◽  
Canonical Model ◽  
Stroke Recovery ◽  
Linguistic Processing ◽  
Fiber System ◽  
Affective Prosody ◽  
Left And Right ◽  
The Right

AbstractInferior frontal regions in the left and right hemisphere support different aspects of language processing. In the canonical model, left inferior frontal regions are mostly involved in processing based on phonological, syntactic and semantic features of language, whereas the right inferior frontal regions process paralinguistic aspects like affective prosody.Using diffusion tensor imaging (DTI) based probabilistic fiber tracking in 20 healthy volunteers, we identify a callosal fiber system connecting left and right inferior frontal regions that are involved in linguistic processing of varying complexity. Anatomically, we show that the interhemispheric fibers are highly aligned and distributed along a rostral to caudal gradient in the body and genu of the corpus callosum to connect homotopic inferior frontal regions.In light of converging data, taking previous DTI-based tracking studies and clinical case studies into account, our findings suggest that the right inferior frontal cortex not only processes paralinguistic aspects of language (such as affective prosody), as purported by the canonical model, but also supports the computation of linguistic aspects of varying complexity in the human brain. Our model may explain patterns of right hemispheric contribution to stroke recovery as well as disorders of prosodic processing. Beyond language-related brain function, we discuss how interspecies differences in interhemispheric connectivity and fiber density, including the system we described here, may also explain differences in transcallosal information transfer and cognitive abilities across different mammalian species.

Linguistic processing and the right hemisphere - an event related fMRI study

2004 ◽  
Vol 31 (S 1) ◽  
Author(s):  
A Jansen ◽  
B Dräger ◽  
J van Randenborgh ◽  
A Flöel ◽  
AF Förster ◽  
...  
Keyword(s):  
Right Hemisphere ◽  
Linguistic Processing ◽  
Fmri Study ◽  
The Right

scholarly journals The Effect of Teachers’ Level of Visual Use on Students’ Visual Reading Skills: Comparison Between the Students of Expert and Novice Teachers

2020 ◽  
Vol 13 (3) ◽  
pp. 100
Author(s):  
Hasan Aslan ◽  
Ibrahim Turan
Keyword(s):  
High School ◽  
High School Students ◽  
Novice Teachers ◽  
Reading Skills ◽  
Reading Level ◽  
School Students ◽  
History Teachers ◽  
Skill Levels ◽  
Almost All ◽  
Visual Reading

The aim of this study is to examine the effect of history teachers’ visual usage level on high school students’ visual reading skills. This qualitative research, consisting of two stages, was carried out using a holistic multi-case study design. In the first stage, 19 history teachers were observed in the classroom and their visual usage status in history lessons was determined (Aslan, 2015). Among these 19 teachers, a total of 4 teachers, 2 experts, and 2 novices, were determined according to their visual usage levels, and the second stage of the research was conducted with their students. The study group consisted of 92 high school students who agreed to participate in the study on a voluntary basis among the students of the teachers identified in 4 high schools. The data required for the research was gathered via “Visual Reading Level Form” which developed by the researchers. Visual Reading Level Form aims to determine the visual reading skill levels of the participants in related sub-skills such as; estimating time and space, identifying persons, events and symbols, recognizing propaganda, understanding the message, and the historical importance of visual. According to research findings, in almost all sub-skills determined in this study, the students of the expert teachers were more successful than the students of the novice teachers. This shows that teachers’ higher levels of visual use precipitate an increase in their students’ visual reading skills.

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