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Álvarez-Cañizo M, Afonso O, Suárez-Coalla P. Writing proficiency in English as L2 in Spanish children with dyslexia. ANNALS OF DYSLEXIA 2023; 73:130-147. [PMID: 36705859 PMCID: PMC10125956 DOI: 10.1007/s11881-023-00278-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 12/31/2022] [Indexed: 05/21/2023]
Abstract
Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software. Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. Besides, basic language skills are related to the characteristics of written composition to a greater extent in English than in Spanish, suggesting the impact of these on the quality of written composition.
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Affiliation(s)
- Marta Álvarez-Cañizo
- Department of Psychology, University of Valladolid, Paseo de Belén, 1, 47011 Valladolid, Spain
| | - Olivia Afonso
- Centre for Psychological Research, Oxford Brookes University, Oxford, UK
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Kuester-Gruber S, Faisst T, Schick V, Righetti G, Braun C, Cordey-Henke A, Klosinski M, Sun CC, Trauzettel-Klosinski S. Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia? PLoS One 2023; 18:e0282200. [PMID: 36827407 PMCID: PMC9956901 DOI: 10.1371/journal.pone.0282200] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 01/30/2023] [Indexed: 02/26/2023] Open
Abstract
PURPOSE Developmental dyslexia in alphabetic languages (DD) is characterized by a phonological deficit. Since logographic scripts rely predominantly on visual and morphological processing, reading performance in DD can be assumed to be less impaired when reading logographic scripts. METHODS 40 German-speaking children (18 with DD, 22 not reading-impaired-group C; 9-11 years) received Chinese lessons. Eye movements (EM) were recorded during naming single alphabetic words, pictures (confrontational) and Chinese characters to be named in German and Chinese. The main outcome variables were: Articulation latency, numbers and durations of fixations. Quality of life (QoL) was assessed by questionnaires. RESULTS While reading alphabetic words, articulation latencies and numbers of fixations were significantly higher for group DD than for group C (AL-DD = 1.13, AL-C = 0.84, p< .001; FN-DD = 3.50; FN-C = 2.00, p< .001). For naming pictures and Chinese characters in German and in Chinese, no significant group differences were found for any of the EM variables. The percentage of correct answers was high for German naming (DD = 86.67%, C = 95.24%; p = .015) and lower for Chinese naming in both groups, but significantly lower in group DD, especially for Chinese naming (DD = 56.67%, C: 83.77%; p = .003). QoL differed between groups from the children's perspective only at posttest. Parents of group DD perceived their children`s QoL to be lower compared with parents of group C at pre- and posttest. CONCLUSIONS Children with dyslexia performed as well as group C during naming Chinese characters in German and in Chinese regarding their EM variables, presumably because they processed Chinese characters by the visuo-spatial pathway with direct access to the semantic system. However, the significantly lower percentage of correct answers especially during Chinese naming showed that group DD had more difficulties naming Chinese characters than group C, which could be attributed to their phonological deficit, among other factors. TRIAL REGISTRATION German clinical trials register (DRKS00015697).
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Affiliation(s)
- Stephan Kuester-Gruber
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Theda Faisst
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Vera Schick
- China Center Tuebingen, Erich Paulun Institute, University of Tuebingen, Tuebingen, Germany
| | | | - Christoph Braun
- MEG-Center, University of Tuebingen, Tuebingen, Germany
- Hertie Institute for Clinical Brain Research, University of Tuebingen, Tuebingen, Germany
- DiPSCO, Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
- Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
| | - Angelika Cordey-Henke
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Matthias Klosinski
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, LMU Munich, Muenchen, Germany
| | - Ching-Chu Sun
- Department of General Linguistics, University of Tuebingen, Tuebingen, Germany
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Brèthes H, Cavalli E, Denis-Noël A, Melmi JB, El Ahmadi A, Bianco M, Colé P. Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia. Front Psychol 2022; 13:866543. [PMID: 35615197 PMCID: PMC9125151 DOI: 10.3389/fpsyg.2022.866543] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 02/28/2022] [Indexed: 11/27/2022] Open
Abstract
Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension.
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Affiliation(s)
- Hélène Brèthes
- Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France
- Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
| | - Eddy Cavalli
- Laboratoire d’Etude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Ambre Denis-Noël
- Université Côte d’Azur, CNRS, MSHS Sud-Est, CoCoLab, Nice, France
| | - Jean-Baptiste Melmi
- Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France
- Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
| | - Abdessadek El Ahmadi
- Aix-Marseille Université, CNRS, Laboratoire de Neurosciences Cognitives (UMR 7291, CNRS), Marseille, France
| | | | - Pascale Colé
- Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France
- Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
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Huo S, Wu KC, Mo J, Wang J, Maurer U. Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies. JOURNAL OF LEARNING DISABILITIES 2022; 55:229-241. [PMID: 34105413 DOI: 10.1177/00222194211017819] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia (Mage = 103 months) and 48 age-matched typically developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, and the global deficit (GD) subtype. After controlling for English language experience, age, and gender, all three dyslexia subtype groups performed significantly worse in English word reading fluency and dictation than the TD children. In addition, the PD group performed worse in English PA; the OD group performed worse in English OA; and the GD group performed worse in all English skills except English PM. We compared the level of impairment in literacy between languages and dyslexia subtypes. In word reading fluency, all subtype groups experienced less impairment in English than Chinese, while the OD group showed the largest English advantage. In dictation, only the OD group showed a significant language effect favoring English. The findings suggest that different subtypes of Chinese dyslexia bear different risks for difficulties in English literacy.
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Affiliation(s)
- Shuting Huo
- The Chinese University of Hong Kong, Hong Kong
| | - Ka Chun Wu
- The Chinese University of Hong Kong, Hong Kong
| | - Jianhong Mo
- The Chinese University of Hong Kong, Hong Kong
- The Education University of Hong Kong, Hong Kong
| | - Jie Wang
- The Chinese University of Hong Kong, Hong Kong
- The Education University of Hong Kong, Hong Kong
| | - Urs Maurer
- The Chinese University of Hong Kong, Hong Kong
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Commissaire E, Demont E. Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:40-59. [PMID: 34496103 DOI: 10.1002/dys.1693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2019] [Revised: 06/25/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
The goal of this study was to examine the reading performance of French typically developing readers and dyslexic adolescents from grades 6 to 9 in English as a second language (L2) learned in a school context. Lexicality effects and the impact of two sub-lexical variables, that is cross-language orthographic markedness and congruency of grapheme-to-phoneme correspondences (GPCs), were investigated in three tasks: L2 reading aloud and lexical decision, and L2-to-L1 translation. English words and nonwords were divided into three conditions: (a) marked condition in which items have an L2-specific orthographic pattern (e.g., town), (b) unmarked congruent condition in which items have an L1/L2 shared orthography and similar GPCs across languages (e.g., fast) and (c) unmarked incongruent condition that contains incongruent GPCs across languages (e.g., dirt). The results yielded a significant deficit in dyslexic readers in all three tasks, suggesting poor decoding but also poor lexical orthographic representations in L2 and difficulties in connecting form to semantic representations. This deficit was mostly observed for the unmarked incongruent conditi-on, highlighting the need to carefully manipulate the sub-lexical features of items when examining L2 reading. The results are discussed in relation to the cross-language transfer hypothesis and to mono- and bilingual models of reading.
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Affiliation(s)
- Eva Commissaire
- Laboratoire de Psychologie des Cognitions (LPC-EA4440), Université de Strasbourg, Strasbourg, France
| | - Elisabeth Demont
- Laboratoire de Psychologie des Cognitions (LPC-EA4440), Université de Strasbourg, Strasbourg, France
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Georgiou GK, Martinez D, Vieira APA, Guo K. Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis. ANNALS OF DYSLEXIA 2021; 71:5-27. [PMID: 33712993 DOI: 10.1007/s11881-021-00220-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in the comparison between DYS and reading-level (RL) controls. A random-effects model analysis revealed a large effect size (Cohen's d = 1.17) for the CA-DYS comparison and a small effect size (Cohen's d = 0.18) for the RL-DYS comparison. In addition, we found significant heterogeneity in the effect sizes that was partly explained by the level of orthographic knowledge (effect sizes being higher for lexical than sub-lexical orthographic knowledge). These results suggest that individuals with dyslexia experience an orthographic knowledge deficit that is as large as that of phonological awareness and rapid automatized naming reported in previous meta-analyses.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
| | - Dalia Martinez
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Kan Guo
- School of Mathematical Sciences, Beijing Normal University, Beijing, 100875, People's Republic of China.
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Reis A, Araújo S, Morais IS, Faísca L. Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis. ANNALS OF DYSLEXIA 2020; 70:339-368. [PMID: 32918699 DOI: 10.1007/s11881-020-00205-x] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Accepted: 07/30/2020] [Indexed: 05/21/2023]
Abstract
An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735 ≤ d ≤ 2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591 ≤ d ≤ 1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent-as opposed to intermediate and opaque-orthographies. Overall, the meta-analysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies.
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Affiliation(s)
- Alexandra Reis
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal.
| | - Susana Araújo
- Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal
| | - Inês Salomé Morais
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal
| | - Luís Faísca
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal
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8
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Panagiotidou E, Serrano F, Moreno-Ríos S. Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:67-86. [PMID: 31692157 DOI: 10.1002/dys.1640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Revised: 08/16/2019] [Accepted: 10/21/2019] [Indexed: 06/10/2023]
Abstract
This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no reading requirements, which made it suitable for testing reasoning in primary school children, especially children with reading difficulties (RD), such as dyslexia. The study aimed also to validate the possible use of the task for studying reasoning and detecting the visual impedance effect without the interference of reading skills and to investigate the association between transitive reasoning and reading abilities. A pilot study (N = 10) was used to test the suitability of the new task for primary school children. Afterwards, the task was tested on a larger sample of children of third to sixth Grade, with and without RD (N = 84). Results showed that the new task is able to detect the main reasoning effects as well as the visual impedance effect. The findings are discussed, with the new task considered appropriate for studying reasoning skills in child populations both with and without RD.
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Affiliation(s)
- Elpida Panagiotidou
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
| | - Francisca Serrano
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
| | - Sergio Moreno-Ríos
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
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9
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Abstract
Zusammenfassung. Die Fähigkeit zur Rechtschreibung ist eine Kernkompetenz schriftsprachlichen Ausdrucks, die üblicherweise mithilfe von Diktaten erfasst wird. Eine ökonomischere, aber im deutschen Sprachraum nur wenig verbreitete Alternative stellen Verfahren der Fehleridentifikation dar. In der vorliegenden Studie wurde die psychometrische Güte eines Diktats und eines Fehleridentifikationstests am Ende der Sekundarstufe I verglichen. Hierzu wurden einer Stichprobe ( N = 188) von Schülerinnen und Schülern der neunten und zehnten Jahrgangsstufe der bayerischen Mittelschule (vormals Hauptschule) und des Gymnasiums ein Fehleridentifikationstest sowie ein Diktat vorgegeben. Es ergaben sich sowohl in der Gesamtstichprobe als auch in homogeneren Substichproben hohe Korrelationen zwischen Fehleridentifikationstest und Diktat. Beide Verfahren zeigten ähnlich hohe Zusammenhänge mit Lese- und Hörverstehen. Ebenso waren beide Verfahren vergleichbar gut in der Lage, zwischen Schülerinnen und Schülern der Mittelschule und des Gymnasiums zu unterscheiden, Schülerinnen und Schülern mit einer Lese-Rechtschreib-Schwäche zu identifizieren, sowie zwischen Schülerinnen und Schülern deutscher und anderer Erstsprache zu differenzieren. Ein Fehleridentifikationstest scheint sich somit auch in höheren Klassenstufen als ökonomische Alternative zum klassischen Diktat zu empfehlen.
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Affiliation(s)
- Jan Lenhart
- Institut für Psychologie, Julius-Maximilians-Universität Würzburg
| | - Peter Marx
- Institut für Psychologie, Julius-Maximilians-Universität Würzburg
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MacKay EJ, Larcohe A, Parrila R, Deacon SH. A beginning exploration of text generation abilities in university students with a history of reading difficulties. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:207-218. [PMID: 30838720 DOI: 10.1002/dys.1610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Revised: 10/17/2018] [Accepted: 02/04/2019] [Indexed: 06/09/2023]
Abstract
There is a fundamental lack of understanding of how university students with a history of reading difficulties perform on various demanding literacy tasks. We compared the text generation skills, measured with timed summary writing and proofreading tasks, of university students with a history of reading difficulties to those of students with no such history. We further examined whether between-group differences in text generation skills remained after controlling for transcription skills (spelling and handwriting fluency), word reading, and reading comprehension. Forty-six university students with a history of reading difficulties were matched on age, gender, and non-verbal intelligence to 46 students without this history. We found that the students with a history of reading difficulties performed poorer on both measures of text generation than students without this history. When differences in transcription skills, word reading, and reading comprehension were controlled, we found that only differences in timed summary writing remained significant. These results suggest that students with a history of reading difficulties experience challenges with specific aspects of text generation that are beyond what one would expect from their difficulties with transcription and word reading. We suggest that, if not addressed, text generation deficits are likely to create obstacles for academic success.
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Affiliation(s)
- Elizabeth J MacKay
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Annie Larcohe
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney, Austrailia
| | - S Hélène Deacon
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
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Bønnerup KH, Pedersen AL, Weed E, Parrila R. Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:173-189. [PMID: 31025492 DOI: 10.1002/dys.1617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Revised: 03/26/2019] [Accepted: 03/26/2019] [Indexed: 06/09/2023]
Abstract
Previous research has treated high-functioning dyslexic students as a homogeneous group. This study explores the clinical observation that dyslexic students attending university programmes differ from dyslexic students attending tertiary education professional programmes in some aspects of their literacy skills. Four groups, dyslexic university students (n = 32), dyslexic students attending professional programmes (n = 32), control university students (n = 31), and control students from professional programmes (n = 30), were assessed on measures of pseudoword reading, phonological choice, vocabulary, reading and spelling of morphologically complex single words, and reading aloud from a syntactically complex text. The results showed that the two dyslexic groups were comparable only on the phonological tasks, the dyslexic university students outperforming the professional programme students in all reading and spelling measures. Controlling vocabulary and number of semesters studied, the difference was no longer significant. Nevertheless, the analyses indicate that phonological deficits underlie the performance of professional programme students with dyslexia across a wide range of tasks, whereas university students with dyslexia may be able to limit the impact of phonological deficits to some extent by relying on some alternative cognitive attributes. Reading experience, orthographic learning, and working memory efficiency are discussed as possible explanations for this pattern of results.
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Affiliation(s)
| | - Anne Leth Pedersen
- Centre of Teaching Development and Digital Media, Aarhus University, Aarhus, Denmark
| | - Ethan Weed
- Department of Linguistics and Center of Functionally Integrative Neuroscience, Aarhus University, Aarhus, Denmark
| | - Rauno Parrila
- Department of Educational Studies, Macquarie University, Sydney, New South Wales, Australia
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Li H, Booth JR, Bélanger NN, Feng X, Tian M, Xie W, Zhang M, Gao Y, Ang C, Yang X, Liu L, Meng X, Ding G. Structural correlates of literacy difficulties in the second language: Evidence from Mandarin-speaking children learning English. Neuroimage 2018; 179:288-297. [DOI: 10.1016/j.neuroimage.2018.06.037] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2018] [Revised: 06/07/2018] [Accepted: 06/11/2018] [Indexed: 02/06/2023] Open
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Pedersen HF, Fusaroli R, Lauridsen LL, Parrila R. Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension. DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:305-321. [PMID: 27730707 DOI: 10.1002/dys.1542] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
| | | | | | - Rauno Parrila
- Centre on Developmental and Learning Disabilities, University of Alberta, Edmonton, Alberta, Canada
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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15
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Palladino P, Cismondo D, Ferrari M, Ballagamba I, Cornoldi C. L2 Spelling Errors in Italian Children with Dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:158-72. [PMID: 26892314 DOI: 10.1002/dys.1522] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2015] [Revised: 01/26/2016] [Accepted: 01/26/2016] [Indexed: 05/21/2023]
Abstract
The present study aimed to investigate L2 spelling skills in Italian children by administering an English word dictation task to 13 children with dyslexia (CD), 13 control children (comparable in age, gender, schooling and IQ) and a group of 10 children with an English learning difficulty, but no L1 learning disorder. Patterns of difficulties were examined for accuracy and type of errors, in spelling dictated short and long words (i.e. disyllables and three syllables). Notably, CD were poor in spelling English words. Furthermore, their errors were mainly related with phonological representation of words, as they made more 'phonologically' implausible errors than controls. In addition, CD errors were more frequent for short than long words. Conversely, the three groups did not differ in the number of plausible ('non-phonological') errors, that is, words that were incorrectly written, but whose reading could correspond to the dictated word via either Italian or English rules. Error analysis also showed syllable position differences in the spelling patterns of CD, children with and English learning difficulty and control children. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Paola Palladino
- Brain and Behavioral Sciences Department, University of Pavia, P.zza Botta 11, 27100, Pavia, Italy
| | - Dhebora Cismondo
- Brain and Behavioral Sciences Department, University of Pavia, P.zza Botta 11, 27100, Pavia, Italy
| | - Marcella Ferrari
- Brain and Behavioral Sciences Department, University of Pavia, P.zza Botta 11, 27100, Pavia, Italy
| | - Isabella Ballagamba
- General Psychology Department, University of Padova, Via Venezia 8, Padova, 35131, Italy
| | - Cesare Cornoldi
- General Psychology Department, University of Padova, Via Venezia 8, Padova, 35131, Italy
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16
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Hiscox L, Leonavičiūtė E, Humby T. The effects of automatic spelling correction software on understanding and comprehension in compensated dyslexia: improved recall following dictation. DYSLEXIA (CHICHESTER, ENGLAND) 2014; 20:208-224. [PMID: 24976387 DOI: 10.1002/dys.1480] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2013] [Revised: 06/04/2014] [Accepted: 06/05/2014] [Indexed: 06/03/2023]
Abstract
Dyslexia is associated with difficulties in language-specific skills such as spelling, writing and reading; the difficulty in acquiring literacy skills is not a result of low intelligence or the absence of learning opportunity, but these issues will persist throughout life and could affect long-term education. Writing is a complex process involving many different functions, integrated by the working memory system; people with dyslexia have a working memory deficit, which means that concentration on writing quality may be detrimental to understanding. We confirm impaired working memory in a sample of university students with (compensated) dyslexia, and using a within-subject design with three test conditions, we show that these participants demonstrated better understanding of a piece of text if they had used automatic spelling correction software during a dictation/transcription task. We hypothesize that the use of the autocorrecting software reduced demand on working memory, by allowing word writing to be more automatic, thus enabling better processing and understanding of the content of the transcriptions and improved recall. Long-term and regular use of autocorrecting assistive software should be beneficial for people with and without dyslexia and may improve confidence, written work, academic achievement and self-esteem, which are all affected in dyslexia.
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Affiliation(s)
- Lucy Hiscox
- School of Psychology, Cardiff University, Park Place, Cardiff, CF10 3AT, UK
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17
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Callens M, Tops W, Stevens M, Brysbaert M. An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia. ANNALS OF DYSLEXIA 2014; 64:91-119. [PMID: 24510507 DOI: 10.1007/s11881-013-0088-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2013] [Accepted: 12/18/2013] [Indexed: 06/03/2023]
Abstract
An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were tested using a variety of tests. When we applied an exploratory factor analysis to scores, a model with ten factors fitted the data best. Effect sizes were used to express the processing costs of students with dyslexia. The factors related to reading, spelling, flashed orthography, phonology, naming, math, and reading fluency resulted in large effect sizes. A factor combining all measures for crystallized IQ had a medium effect size. The subtests for fluid intelligence were divided in two separate constructs. Relationships between all subtest scores are visualized and interpreted in a general theoretical and practical framework.
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Affiliation(s)
- Maaike Callens
- Department of Experimental Psychology, University of Ghent, Henri Dunantlaan 2, 9000, Gent, Belgium,
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18
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Pammer K. Temporal sampling in vision and the implications for dyslexia. Front Hum Neurosci 2014; 7:933. [PMID: 24596549 PMCID: PMC3925989 DOI: 10.3389/fnhum.2013.00933] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2013] [Accepted: 12/23/2013] [Indexed: 11/17/2022] Open
Abstract
It has recently been suggested that dyslexia may manifest as a deficit in the neural synchrony underlying language-based codes (Goswami, 2011), such that the phonological deficits apparent in dyslexia occur as a consequence of poor synchronisation of oscillatory brain signals to the sounds of language. There is compelling evidence to support this suggestion, and it provides an intriguing new development in understanding the aetiology of dyslexia. It is undeniable that dyslexia is associated with poor phonological coding, however, reading is also a visual task, and dyslexia has also been associated with poor visual coding, particularly visuo-spatial sensitivity. It has been hypothesized for some time that specific frequency oscillations underlie visual perception. Although little research has been done looking specifically at dyslexia and cortical frequency oscillations, it is possible to draw on converging evidence from visual tasks to speculate that similar deficits could occur in temporal frequency oscillations in the visual domain in dyslexia. Thus, here the plausibility of a visual correlate of the Temporal Sampling Framework is considered, leading to specific hypotheses and predictions for future research. A common underlying neural mechanism in dyslexia, may subsume qualitatively different manifestations of reading difficulty, which is consistent with the heterogeneity of the disorder, and may open the door for a new generation of exciting research.
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Affiliation(s)
- Kristen Pammer
- The Research School of Psychology, The Australian National University Canberra, ACT, Australia
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19
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Pammer K. Brain mechanisms and reading remediation: more questions than answers. SCIENTIFICA 2014; 2014:802741. [PMID: 24527259 PMCID: PMC3913493 DOI: 10.1155/2014/802741] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2013] [Accepted: 11/13/2013] [Indexed: 05/30/2023]
Abstract
Dyslexia is generally diagnosed in childhood and is characterised by poor literacy skills with associated phonological and perceptual problems. Compensated dyslexic readers are adult readers who have a documented history of childhood dyslexia but as adults can read and comprehend written text well. Uncompensated dyslexic readers are adults who similarly have a documented history of reading impairment but remain functionally reading-impaired all their lives. There is little understanding of the neurophysiological basis for how or why some children become compensated, while others do not, and there is little knowledge about neurophysiological changes that occur with remedial programs for reading disability. This paper will review research looking at reading remediation, particularly in the context of the underlying neurophysiology.
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Affiliation(s)
- Kristen Pammer
- The Department of Psychology, The Australian National University, Canberra, ACT 0200, Australia
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20
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Goral M, Conner PS. Language Disorders in Multilingual and Multicultural Populations. ANNUAL REVIEW OF APPLIED LINGUISTICS 2013; 33:128-161. [PMID: 26257455 PMCID: PMC4527602 DOI: 10.1017/s026719051300010x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
We review the characteristics of developmental language disorders (primary language impairment, reading disorders, autism, Down syndrome) and acquired language disorders (aphasia, dementia, traumatic brain injury) among multilingual and multicultural individuals. We highlight the unique assessment and treatment considerations pertinent to this population, including, for example, concerns of language choice and availability of measures and of normative data in multiple languages. A summary of relevant, recent research studies is provided for each of the language disorders selected.
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21
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Stenneken P, Egetemeir J, Schulte-Körne G, Müller HJ, Schneider WX, Finke K. Slow perceptual processing at the core of developmental dyslexia: A parameter-based assessment of visual attention. Neuropsychologia 2011; 49:3454-65. [DOI: 10.1016/j.neuropsychologia.2011.08.021] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2011] [Revised: 08/18/2011] [Accepted: 08/23/2011] [Indexed: 11/24/2022]
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