Dyslexia versus visual difficulties in reading and writing. A comment in discussion

2019 ◽  
Vol LXXX (4) ◽  
pp. 256-267
Author(s):  
Ewa Boksa ◽  
Renata Cuprych
Keyword(s):  
Word Recognition ◽  
Visual System ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Word Identification ◽  
Word Decoding ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Phonological Deficits ◽  
The World

Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.

scholarly journals Identifying Signs of Dyslexia Test: Evidence of Criterion Validity

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Rauni Jandé Roama Alves ◽  
Tatiana de Cássia Nakano ◽  
Ricardo Franco de Lima ◽  
Sylvia Maria Ciasca
Keyword(s):  
Motor Skills ◽  
Developmental Dyslexia ◽  
Short Term Memory ◽  
Rapid Naming ◽  
Short Term ◽  
Writing Difficulties ◽  
Term Memory ◽  
Reading And Writing ◽  
Two Samples ◽  
External Variables

Abstract In Brazil, there is a lack of valid instruments for screening for Developmental Dyslexia (DD) and so the aim of this study was an in-depth investigation of evidence of validity based on the relations with external variables for the Identifying Signs of Dyslexia Test (TISD). More specifically, it seeks to investigate the validity of the criterion, i.e. whether such instruments would be capable of identifying this diagnosis. The research involved comparing two samples: (a) children with DD diagnosis (n = 15) and (b) children without complaints of reading and writing difficulties (n = 146). It was found that in all the subtests of which the instrument is made up (reading, writing, visual attention, calculation, motor skills, phonological awareness, rapid naming, short term memory) there were significant differences between the groups, and in the test total. The results suggest that the TISD was able to identify the group with DD, evidencing the validity of the criterion for this instrument.

Written Word Recognition and Production Processes

2020 ◽  
pp. 81-94
Author(s):  
Daniel Daigle ◽  
Rachel Berthiaume
Keyword(s):  
Word Recognition ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Phonological Processing ◽  
Learning To Read ◽  
Reading And Writing ◽  
Main Research ◽  
Knowledge Processes ◽  
Production Processes ◽  
Written Word

Expert reading and writing involve, among other knowledge processes, automatized word recognition and production. These processes are not learned and used globally. In fact, decades of research have shown that word recognition and production processes can be broken down into micro-processes that need to be addressed explicitly during reading and writing instruction. They involve, in particular, phonological, morphological, and visual-orthographic processes. After reviewing what word recognition and production processes are, the main research conclusions from studies conducted among populations of deaf and hard-of-hearing (DHH) readers and writers are presented. Although most of these findings relate to phonological processing, the chapter illustrates the potential importance that other processes can play in DHH students’ abilities to recognize and produce written words. Finally, the chapter highlights the main challenges that DHH students face when learning to read and write, and it proposes some elements considered in the context of reading and writing instruction in order for teachers to help students overcome these difficulties.

Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students

2020 ◽  
Vol 29 (3) ◽  
pp. 1133-1151
Author(s):  
Elizabeth Ijalba ◽  
Alicia Bustos ◽  
Sayume Romero
Keyword(s):  
Reading Instruction ◽  
Case Studies ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Word Reading ◽  
Single Case ◽  
Assessment Process ◽  
Rapid Automatized Naming ◽  
Reading Processes ◽  
Reading And Writing

Introduction The purpose of this study is to present three case studies of developmental dyslexia in dual-language learners (DLLs) and our assessment process. We identify how phonological and orthographic deficits influence reading outcomes. We review the literature on theoretical models of bilingualism and reading models of developmental dyslexia to guide the assessment process through a multicomponential approach. We point out differences in the manifestation of dyslexia in more and less transparent writing systems. We suggest that reading instruction in Spanish can afford benefits to English–Spanish DLLs with developmental dyslexia. Method The study included three participants, two in fifth grade (10.3–11.7 years) and one in college (18.7 years). The assessment battery included reading nonwords and sight words (Test of Word Reading Efficiency); reading accuracy, fluency, and comprehension (Gray Oral Reading Tests–Fourth Edition); phonological awareness subtests (Comprehensive Test of Phonological Processing); and rapid automatized naming tests. A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.

The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Decrease for Older Children?

1997 ◽  
Vol 20 (3) ◽  
pp. 189-210 ◽  
Author(s):  
Maureen W. Lovett ◽  
Karen A. Steinbach
Keyword(s):  
Phonological Processing ◽  
Word Identification ◽  
Control Program ◽  
Strategy Training ◽  
Disabled Children ◽  
Older Children ◽  
Word Attack ◽  
Phonological Deficits ◽  
Remedial Programs ◽  
Reading Disabled

One hundred and twenty-two severely reading disabled children were randomly assigned to one of two word identification training programs or a study skills control program. One program remediated deficient phonological analysis and blending skills and provided direct instruction of letter-sound mappings. The other program taught children how to acquire, use, and monitor four metacognitive decoding strategies. The effectiveness of the remedial programs was evaluated for children in grades 2/3, 4, and 5/6 to determine whether programs were differentially effective at different grade levels. Both training approaches were associated with significant improvement in word identification and word attack skills and sizeable transfer-of-training effects. The phonological program resulted in greater transfer across the phonological processing domain, whereas the strategy training program produced broader transfer for real words of both regular and irregular orthography. Children at each grade level made equivalent gains with remediation. These results suggest that the phonological deficits associated with reading disability are amenable to focused and intensive remediation and that this effort is well directed across the elementary school years. From grades 2 through 6, there is no evidence of a developmental window beyond which phonological deficits cannot be effectively remediated with intensive phonological training.

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.

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.

scholarly journals Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

2021 ◽  
Author(s):  
Réka Vágvölgyi ◽  
Kirstin Bergström ◽  
Aleksandar Bulajić ◽  
Maria Klatte ◽  
Tânia Fernandes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Empirical Studies ◽  
Developed Countries ◽  
Low Literacy ◽  
Behavioral Profile ◽  
Quantitative Studies ◽  
Functional Illiteracy ◽  
Basic Reading Skills

AbstractA considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

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