The Clock Counts - Length Effects in English Dyslexic Readers

The Roles of Rule Type and Word Term in the Deductive Reasoning of Adults with and without Dyslexia

Despite its importance to everyday functioning, reasoning is underexplored in developmental dyslexia. The current study investigated verbal deductive reasoning on the Wason selection task, not previously used in dyslexia research despite its well-established pedigree. Reasoning rule was manipulated, with the conditional rules varying in the logical values presented. The word frequency and imageability of the word terms was also manipulated. Twenty-six adults with dyslexia and 31 adults without dyslexia completed Wason selection task problems. No group difference in reasoning accuracy or completion time was found. However, the participants were most accurate when reasoning with the rule type "If p, then not q" and least accurate with the rule type "If p then q". More trials were also answered correctly when the word terms were highly imageable but of average word frequency. These findings are in line with the general reasoning literature. Dyslexia status did not interact with either rule type or word term type. The study expands upon previous research by testing verbal deductive reasoning in dyslexia, highlighting the role of imageability in facilitating reasoning performance for all, regardless of the presence or absence of dyslexia. Implications for the design of educational materials are considered.

What happens to the inhibitory control functions of the right inferior frontal cortex when this area is dominant for language?

A low number of individuals show an atypical brain control of language functions that differs from the typical lateralization in the left cerebral hemisphere. In these cases, the neural distribution of other cognitive functions is not fully understood. Although there is a bias towards a mirrored brain organization consistent with the Causal hypothesis, some individuals are found to be exceptions to this rule. However, no study has focused on what happens to the homologous language areas in the right frontal inferior cortex. Using an fMRI-adapted stop-signal task in a healthy non right-handed sample (50 typically lateralized and 36 atypically lateralized for language production), our results show that atypical lateralization is associated with a mirrored brain organization of the inhibitory control network in the left hemisphere: inferior frontal cortex, presupplementary motor area, and subthalamic nucleus. However, the individual analyses revealed a large number of cases with a noteworthy overlap in the inferior frontal gyrus, which shared both inhibitory and language functions. Further analyses showed that atypical lateralization was associated with stronger functional interhemispheric connectivity and larger corpus callosum. Importantly, we did not find task performance differences as a function of lateralization, but there was an association between atypical dominance in the inferior frontal cortex and higher scores on schizotypy and autistic spectrum traits, as well as worse performance on a reading accuracy test. Together, these results partially support the Causal hypothesis of hemispheric specialization and provide further evidence of the link between atypical hemispheric lateralization and increased interhemispheric transfer through the corpus callosum.

Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia

The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation of visual processing deficits in relation to orthographic depth. To achieve this aim, we administered a battery of non-reading visual and phonological tasks. Developmental dyslexics performed worse than typically developing readers on all visual and phonological tasks. Critically, readers of the shallow orthography were disproportionately impaired on visual processing tasks. Our results suggest that the impaired reading and associated deficits observed in developmental dyslexia are anchored by dual impairments to visual and phonological mechanisms that underpin reading, with the magnitude of the visual deficit varying according to orthographic depth.

Working memory profiles of children with reading difficulties who are learning to read in Greek

This study investigated working memory skills in a small group of 13 nine-year-old Greek children facing reading difficulties and a group of 14 age matched typical Greek readers. The children were assessed on working memory tasks measuring separately the four components of the working memory model of Baddeley and Hitch (1974) as revised by Baddeley (2000): the phonological loop, visuo-spatial sketchpad, episodic buffer and central executive. Both groups completed tests of accuracy of reading, speed of reading and text understanding. The children with reading difficulties performed significantly more poorly than typical readers on all aspects of working memory apart from visual-spatial short-term memory. These results indicate a similar verbal working memory impairment in Greek children with reading difficulties as in their English peers, despite the fact that they are learning to read a language with a transparent rather than an opaque orthography.

Double Trouble: Visual and Phonological Impairments in English Dyslexic Readers

Developmental dyslexia is a reading disorder characterized by problems in accurate or fluent reading. A deficiency in phonological processing is thought to underpin the reading difficulties of individuals with developmental dyslexia and a variety of explanations have been proposed including deficits in phonological awareness and verbal memory. Recent investigations have begun to suggest that developmental deficits in the acquisition of reading may also co-occur with visual processing deficits, which are particularly salient for visually complex stimuli, yet these deficits have received relatively little attention from researchers. To further explore the nature of phonological and visual processing in developmental dyslexia, we administered a series of non-reading tasks tapping both domains. Unsurprisingly, individuals with developmental dyslexia performed worse than typically developing readers in phonological tasks. More intriguingly, they also struggled with visual tasks, specifically when discriminating between novel visual patterns, and in visuo-spatial working memory, which requires greater attentional control. These findings highlight that individuals with developmental dyslexia present not only with phonological impairments but also difficulties in processing visual materials. This aspect has received limited attention in previous literature and represents an aspect of novelty of this study. The dual phonological and visual impairments suggest that developmental dyslexia is a complex disorder characterized by deficits in different cognitive mechanisms that underpin reading.