8Chapter Understanding the Nature of the Phonological Deficit

2011 ◽  
pp. 187-204
Keyword(s):  
Phonological Deficit

scholarly journals Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit

2017 ◽  
Vol 60 (3) ◽  
pp. 654-667 ◽  
Author(s):  
Mark R. van den Bunt ◽  
Margriet A. Groen ◽  
Takayuki Ito ◽  
Ana A. Francisco ◽  
Vincent L. Gracco ◽  
...  
Keyword(s):  
Native Speakers ◽  
Reading Group ◽  
Linear Mixed Effects Model ◽  
Phonological Representations ◽  
Linear Mixed Effects ◽  
Phonological Deficit ◽  
Adaptation Response ◽  
After Effect ◽  
Effect Phase ◽  
Phonological Abilities

Purpose The purpose of this study was to examine whether developmental dyslexia (DD) is characterized by deficiencies in speech sensory and motor feedforward and feedback mechanisms, which are involved in the modulation of phonological representations. Method A total of 42 adult native speakers of Dutch (22 adults with DD; 20 participants who were typically reading controls) were asked to produce /bep/ while the first formant (F1) of the /e/ was not altered (baseline), increased (ramp), held at maximal perturbation (hold), and not altered again (after-effect). The F1 of the produced utterance was measured for each trial and used for statistical analyses. The measured F1s produced during each phase were entered in a linear mixed-effects model. Results Participants with DD adapted more strongly during the ramp phase and returned to baseline to a lesser extent when feedback was back to normal (after-effect phase) when compared with the typically reading group. In this study, a faster deviation from baseline during the ramp phase, a stronger adaptation response during the hold phase, and a slower return to baseline during the after-effect phase were associated with poorer reading and phonological abilities. Conclusion The data of the current study are consistent with the notion that the phonological deficit in DD is associated with a weaker sensorimotor magnet for phonological representations.

scholarly journals The interface between morphology and phonology: Exploring a morpho-phonological deficit in spoken production

Cognition ◽  
2013 ◽  
Vol 127 (2) ◽  
pp. 270-286 ◽  
Author(s):  
Ariel M. Cohen-Goldberg ◽  
Joana Cholin ◽  
Michele Miozzo ◽  
Brenda Rapp
Keyword(s):  
Phonological Deficit

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.

Viewing a phonological deficit within a multifactorial model of dyslexia

2016 ◽  
Vol 30 (3) ◽  
pp. 613-629 ◽  
Author(s):  
Hugh W. Catts ◽  
Autumn McIlraith ◽  
Mindy Sittner Bridges ◽  
Diane Corcoran Nielsen
Keyword(s):  
Phonological Deficit ◽  
Multifactorial Model

Exploring dyslexics' phonological deficit I: lexical vs sub-lexical and input vs output processes

Dyslexia ◽  
2005 ◽  
Vol 11 (4) ◽  
pp. 253-268 ◽  
Author(s):  
Gayaneh Szenkovits ◽  
Franck Ramus
Keyword(s):  
Phonological Deficit

When two and too don’t go together: A selective phonological deficit sparing number words

Cortex ◽  
2011 ◽  
Vol 47 (9) ◽  
pp. 1052-1062 ◽  
Author(s):  
Giulia M.L. Bencini ◽  
Lucia Pozzan ◽  
Laura Bertella ◽  
Ileana Mori ◽  
Riccardo Pignatti ◽  
...  
Keyword(s):  
Phonological Deficit ◽  
Number Words

scholarly journals Object Naming in Dyslexic Children: More Than a Phonological Deficit

2011 ◽  
Vol 138 (3) ◽  
pp. 215-228 ◽  
Author(s):  
Susana Araújo ◽  
Luís Faísca ◽  
Inês Bramão ◽  
Filomena Inácio ◽  
Karl Magnus Petersson ◽  
...  
Keyword(s):  
Object Naming ◽  
Phonological Deficit

scholarly journals Language impairment with a microduplication in 1q42.3q43

2020 ◽  
Author(s):  
Antonio Benítez-Burraco ◽  
Maite Fernández-Urquiza ◽  
Mª Salud Jiménez-Romero
Keyword(s):  
Standardized Tests ◽  
Language Impairment ◽  
Distal Region ◽  
Auditory Memory ◽  
Chromosome 1 ◽  
Literature Mining ◽  
Phonological Deficit ◽  
Natural Settings ◽  
In Silico Analyses

ABSTRACTDeletions and duplications of the distal region of the long arm of chromosome 1 are associated with brain abnormalities and developmental delay. Because duplications are less frequent than deletions, no detailed account of the cognitive profile of the affected people is available, particularly, regarding their language (dis)abilities. In this paper we report on the cognitive and language features of a girl with one of the smallest interstitial duplications ever described in this region, affecting to 1q42.3q43 (arr[hg19] 1q42.3q43(235,963,632-236,972,276)x3). Standardized tests as well as the analysis of her language use in natural settings suggest that the proband’s speech is severely impaired, exhibiting dysarthric-like features, with speech problems also resulting from a phonological deficit boiling down to a verbal auditory memory deficit. Lexical and grammatical knowledge are also impaired, impacting negatively on both expressive and receptive abilities, seemingly as a consequence of the phonological deficit. Still, her pragmatic abilities seem to be significantly spared, granting her a good command on the principles governing conversational exchanges. In silico analyses (literature mining, network analysis) and in vitro analyses (microarray) point to several genes as potential candidates for the observed deficits in the language domain. These include one gene within the duplicated region (LYST), one predicted functional partner (CMIP), and three genes outside the 1q42.3q43 region, which are all highly expressed in the cerebellum: DDIT4 and SLC29A1, found strongly downregulated in the proband compared to their healthy parents, and CNTNAP3, found strongly upregulated.

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