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Proceedings. Biological sciences / The Royal Society, Vol. 279, No. 1746. (7 November 2012), pp. 4496-4504, doi:10.1098/rspb.2012.1817
Abstract
This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was ...
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Abstract
Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according to federal and state special education laws. Participation of professionals from multiple disciplines on teams is necessary but not sufficient unless cross-disciplinary conceptual frameworks are developed and used. Best practices for assessment and intervention for ...
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Abstract
Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according to federal and state special education laws. Participation of professionals from multiple disciplines on teams is necessary but not sufficient unless cross-disciplinary conceptual frameworks are developed and used. Best practices for assessment and intervention for ...
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Abstract
Abstract Orthographies should not only represent phonology, but meaning and grammar as well, at the morpheme, word and sentence levels. Developing an orthography does not therefore depend on phonological analysis alone, but must be based on a multi-level linguistic analysis. With respect to deciding how to divide a string of morphemes into written words, these different levels may be in conflict, with semantic, grammatical, phonological and sociolinguistic factors all jostling for supremacy. This paper examines a set of nine criteria developed ...
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Abstract
Abstract In writing system research, several scholars assume the existence of a component called ?graphematics? (or a similar expression). Depending on the theoretical background, the concepts named in this way differ to quite a large extent, although in all cases graphematics is seen as related to, and at the same time different from, orthography. In this article, I want to discuss some of these different notions. The central aim, then, is to sketch a specific theoretical framework for the analysis of ...
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Abstract
Temporal processing deficit could be associated with a specific difficulty in learning to read. In 1951, Stambak provided preliminary evidence that children with dyslexia performed less well than good readers in reproduction of 21 rhythmic patterns. Stambak's task was administered to 1,028 French children aged 5–6 years. The score distribution (from 0 to 21) was quasi-normal, with some children failing completely and other performing perfectly. In second grade, reading was assessed in 695 of these children. Kindergarten variables explained 26% of ...
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Abstract
Some children with speech sound disorders (SSD) have difficulty with literacy-related skills, particularly phonological awareness (PA). This study investigates the PA skills of preschoolers with SSD by using a regression model to evaluate the degree to which PA can be concurrently predicted by types of speech sound errors. Preschoolers with ...
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International journal of language & communication disorders / Royal College of Speech & Language Therapists, Vol. 44, No. 2. (r 2009), pp. 175-192, doi:10.1080/13682820801997353
Abstract
Childhood apraxia of speech (CAS) is associated with phonological awareness, reading, and spelling deficits. Comparing literacy skills in CAS with other developmental speech disorders is critical for understanding the complexity of the disorder. This study compared the phonological awareness and reading development of children with CAS and children with inconsistent ...
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by Kenneth R. Pugh, Nicole Landi, Jonathan L. Preston, et al.W. Einar Mencl, Alison C. Austin, Daragh Sibley, Robert K. Fulbright, Mark S. Seidenberg, Elena L. Grigorenko, R. Todd Constable, Peter Molfese, Stephen J. Frost
Abstract
We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of skill-correlated regions, including left hemisphere temporoparietal and occipitotemporal sites, as well as inferior frontal, visual, visual attention, and subcortical components. ...
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Abstract
The visual word form system (VWFS), located in the occipito-temporal cortex, is involved in orthographic processing of visually presented words (Cohen et al., 2002). Recent fMRI studies in children and adults have demonstrated a gradient of increasing word-selectivity along the posterior-to-anterior axis of this system (Vinckier et al., 2007), yet whether this pattern is modified by the increased reading experience afforded by age is still ...
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Abstract
In a recent study, we reported that the accurate perception of beat structure in music ('perception of musical meter') accounted for over 40% of the variance in single word reading in children with and without dyslexia (Huss et al., 2011). Performance in the musical task was most strongly associated with the auditory processing of rise time, even though beat structure was varied by manipulating the duration ...
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Abstract
Pediatricians play an important role in the diagnosis and therapy of children with dyslexia, dysgraphia or dyscalculia. These syndromes strongly affect children's school performance. Children with dyslexia, dysgraphia or dyscalculia show a significant underachievement in reading, writing or counting and their failure to meet the school requirements undermines their self confidence and positive self-concept. As a result, children with learning problems often become aggressive, frustrated ...
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Abstract
The visual word form area (VWFA) is a region in the posterior left occipitotemporal cortex adjacent to the fusiform gyrus hypothesized to mediate word recognition. Evidence supporting the role of this area in reading comes from neuroimaging studies of normal subjects, case-controlled lesion studies, and studies of patients with surgical resection of the VWFA for tumors or epilepsy. Based on these prior reports, a small ...
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Abstract
Skilled reading depends upon successfully integrating orthographic, phonological, and semantic information; however, the process of becoming a skilled reader with efficient neural circuitry is not fully understood. Short-term learning paradigms can provide insight into learning mechanisms by revealing differential responses to training approaches. To date, neuroimaging studies have primarily focused on effects of teaching novel words either in isolation or in context, without directly comparing ...
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Abstract
We used fMRI to examine functional brain abnormalities of German-speaking dyslexics who suffer from slow effortful reading but not from a reading accuracy problem. Similar to acquired cases of letter-by-letter reading, the developmental cases exhibited an abnormal strong effect of length (i.e., number of letters) on response time for words and pseudowords. Corresponding to lesions of left occipito-temporal (OT) regions in acquired cases, we found a dysfunction of this region in our developmental cases who failed to exhibit responsiveness of left ...
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Abstract
The left ventral occipito-temporal cortex (LvOT) is thought to be essential for the rapid parallel letter processing that is required for skilled reading. Here we investigate whether rapid written word identification in skilled readers can be supported by neural pathways that do not involve LvOT. Hypotheses were derived from a stroke patient who acquired dyslexia following extensive LvOT damage. The patient followed a reading trajectory ...
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Abstract
Around 5% of English speakers have a significant problem with learning to read words. Poor word readers are often trained to use letter-sound rules to improve their reading skills. This training is commonly called phonics. Well over 100 studies have administered some form of phonics training to poor word readers. However, there are surprisingly few systematic reviews or meta-analyses of these studies. The most well-known ...
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Abstract
Recent research suggests that visual–verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual–verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this study was to disassociate the role of modality and verbal demand in driving the PAL–reading relationship. To do so, we compared performance across four PAL mapping conditions: visual–verbal, verbal–verbal, visual–visual ...
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Abstract
Reading is a unique, cognitive human skill crucial to life in modern societies, but, for about 10% of the children, learning to read is extremely difficult. They are affected by a neurodevelopmental disorder called dyslexia. Although impaired auditory and speech sound processing is widely assumed to characterize dyslexic individuals, emerging evidence suggests that dyslexia could arise from a more basic cross-modal letter-to-speech sound integration deficit. ...
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Abstract
Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1 and 2]. The neurocognitive causes of dyslexia are still hotly debated [3, 4, 5, 6, 7, 8, 9, 10, 11 and 12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games—not involving any direct phonological or orthographic training—drastically ...
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Abstract
Rotation, its physiological processing, as well as how this lateralized direction of movement is sensed, is regularly taken for granted and little appreciated when studying how learning develops. Preference for direction of rotational movement and how one processes this information has been found to differ greatly from one individual to another. This report discusses how bimanual rotational hand use preference and reversed direction of body part and movement sensation detection may be utilized to help identify certain currently unrecognized classroom learning ...
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Journal of Child Psychology and Psychiatry, Vol. 54, No. 3. (1 March 2013), pp. 280-290, doi:10.1111/jcpp.12010
Abstract
Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. Methods: In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; Mage = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per ...
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Abstract
Children with specific reading-comprehension difficulties can read accurately, but they have poor comprehension. In a randomized controlled trial, we examined the efficacy of three interventions designed to improve such children’s reading comprehension: text-comprehension (TC) training, oral-language (OL) training, and TC and OL training combined (COM). Children were assessed preintervention, midintervention, postintervention, and at an 11-month follow-up. All intervention groups made significant improvements in reading comprehension relative to an untreated control group. Although these gains were maintained at follow-up in the TC ...
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Abstract
Priming effects were examined in 40 children (9-15 years old) using functional magnetic resonance imaging (fMRI). An orthographic judgment task required participants to determine if two sequentially presented spoken words had the same spelling for the rime. Four lexical conditions were designed: similar orthography and phonology (O(+)P(+)), similar orthography but different phonology (O(+)P(-)), similar phonology but different orthography (O(-)P(+)), and different orthography and phonology (O(-)P(-)). ...
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Abstract
Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in ...
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Abstract
PurposeA mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. MethodSpelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. ResultsPhonological, orthographic, and morphological errors were noted across all grades, ...
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Abstract
This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children—28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls—participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more ...
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Abstract
Children in grades one to four completed two sentence construction tasks: (a) Write one complete sentence about a topic prompt (sentence integrity, Study 1); and (b) Integrate two sentences into one complete sentence without changing meaning (sentence combining, Study 2). Most, but not all, children in first through fourth grade could write just one sentence. The sentence integrity task was not correlated with sentence combining ...
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Abstract
Growth curve analyses showed that (a) word-level phonological and orthographic awareness show greatest growth during the primary grades but some additional growth thereafter, and (b) three kinds of morphological awareness show greatest growth in the first three or four grades but one—derivation—continues to show substantial growth after fourth grade. Implications of the findings for the role of three kinds of linguistic awareness—phonological, orthographic, and morphological—in learning to read and spell words are discussed. A case is made that phonological awareness, while ...
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Abstract
A fundamental issue in cognitive neuroscience is the existence of two major, sub-lexical and lexical, reading processes and their possible segregation in the left posterior perisylvian cortex. Using cortical electrostimulation mapping, we identified the cortical areas involved on reading either orthographically irregular words (lexical, "direct" process) or pronounceable pseudowords (sublexical, "indirect" process) in 14 right-handed neurosurgical patients while video-recording behavioral effects. Intraoperative neuronavigation system and ...
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Abstract
The ability to identify letters and encode their position is a crucial step of the word recognition process. However and despite their word identification problem, the ability of dyslexic children to encode letter identity and letter-position within strings was not systematically investigated. This study aimed at filling this gap and further explored how letter identity and letter-position encoding is modulated by letter context in developmental ...
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Abstract
The ability to rapidly and accurately recognize visual stimuli represents a significant computational challenge. Yet, despite such complexity, the primate brain manages this task effortlessly. How it does so remains largely a mystery. The study of visual perception and object recognition was once limited to investigations of brain-damaged individuals or lesion experiments in animals. However, in the last 25years, new methodologies, such as functional neuroimaging ...
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Abstract
Synesthesia is a phenomenon where a stimulus produces consistent extraordinary subjective experiences. A relatively common type of synesthesia involves perception of color when viewing letters (e.g. the letter 'a' always appears as light blue). In this study, we examine whether traits typically regarded as markers of synesthesia can be acquired by simply reading in color. ...
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Abstract
The present study used event-related potentials (ERPs) to examine the time course of visual word recognition using a masked repetition priming paradigm. Participants monitored target words for occasional animal names, and ERPs were recorded to nonanimal critical items that were full repetitions, partial repetitions, or unrelated to the immediately preceding masked prime word. The results showed a strong modulation of the N400 and three earlier ...
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Abstract
The mismatch negativity (MMN), a brain response elicited by a discriminable change in any repetitive aspect of auditory stimulation even in the absence of attention, has been widely used in both basic and clinical research during recent years. The fact that the MMN reflects the accuracy of auditory discrimination and that it can be obtained even from unattentive subjects makes it an especially attractive tool for studying various central auditory-system dysfunctions both in adults and children. In this review, we will ...
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Abstract
According to several studies auditory discrimination as measured by mismatch negativity (MMN) is compromised in participants with reading disorder. However, studies on duration discrimination have produced conflicting findings [Baldeweg, T., Richardson, A., Watkins, S., Foale, C., & Gruzelier, J., 1999. Impaired auditory frequency discrimination in dyslexia detected with mismatch evoked potentials. Annals of Neurology, 4, 1–9; Corbera, S., Escera, C., & Artigas, J., 2006. Impaired duration mismatch negativity in developmental dyslexia. Neuroreport, 17, 1051–1055]. Auditory sensitivity has not been as actively ...
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Abstract
OBJECTIVE: The aim of the research was to investigate auditory processing abilities in children with reading disorders using electrophysiological and behavioral tasks. METHODS: Differences in auditory processing between control, compensated (age appropriate reading skills with a history of reading disorder), and reading disordered groups were systematically investigated. RESULTS: The reading disorder group had significantly lower results than control and compensated reader groups for most tests in the reading and auditory processing test battery. All children with a reading disorder did not pass at least ...
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Abstract
The authors describe an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-school program, the authors generated intention-to-treat and treatment-on-the-treated estimates of the program’s impact on several literacy outcomes of fourth, fifth, and sixth graders reading below proficiency on a state assessment at baseline. ...
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Abstract
Background Reading component models such as the Simple View of Reading (SVR; Gough & Tunmer, 1986; Hoover & Gough, 1990) provide a concise framework for describing the processes and skills involved when readers comprehend texts. According to the Independent Review of the Teaching of Early Reading (Rose, 2006) strong evidence for the SVR comes from Factor Analysis of datasets on different measures of reading showing dissociation between decoding skills and comprehension. To the best of our knowledge, only two such published ...
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Abstract
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability. ...
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Abstract
Theoretical accounts of grammatical limitations in specific language impairment (SLI) have been polarized between those that postulate problems with domain-specific grammatical knowledge, and those that regard grammatical deficits as downstream consequences of perceptual or memory limitations. Here we consider an alternative view that grammatical deficits arise when the learning system is biased towards memorization of exemplars, and is poor at extracting statistical dependencies from the ...
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Abstract
Difficulties with visual perception (VP) are often described in children with neurological or developmental problems. However, there are few data regarding the range of visual perceptual abilities in populations of normal children, or on the impact of these abilities on children's day-to-day functioning. Data were obtained for 4512 participants in ...
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Abstract
The last decade has generated much interest in the genetics of developmental disorders. This interest, in part, is focused on two issues: the specificity/generality and the type/frequency of the genetic mechanisms involved. First, it appears that studies are more fruitful and their results more replicable, broadly speaking, when they conceptualize ...
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Abstract
It is widely accepted that deficits in phonological awareness skills are related to reading difficulties. Recently, another source of reading difficulty has been identified that involves naming speed, and combined impairments in phonological skills and naming speed will produce more severe reading deficits than single deficits in either of these cognitive skills. The purpose of this study was to investigate the consequences of grouping children based on the presence or absence of deficits in these skills. We demonstrate that the greater ...
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Abstract
This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN) were low (.38) and loaded on different factors. PA and RAN were moderately correlated with real-word reading (.48 and .46, respectively). Other findings were that (a) real-word reading was correlated best (r values were ...
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Abstract
Serial rapid automized naming (RAN) has been often found to correlate more strongly with reading than discrete RAN. This study aimed to demonstrate that the strength of the RAN?reading fluency relationship is dependent on the format of both RAN and the reading task if the reading task consists of sight words. Seventy-one first-grade, 74 second-grade, and 127 fourth-grade children were administered discrete and serial measures of RAN and word reading. The results showed that in second- and fourth-grade readers similar formats ...
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Abstract
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230 Scandinavian children were followed longitudinally between kindergarten and 2nd grade. PA and RAN were measured in kindergarten and Grade 1, while word recognition, phonological decoding, and spelling were measured in kindergarten, Grade 1, and ...
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Journal of anatomy, Vol. 197 Pt 3 (October 2000), pp. 335-359
Abstract
This article illustrates how functional neuroimaging can be used to test the validity of neurological and cognitive models of language. Three models of language are described: the 19th Century neurological model which describes both the anatomy and cognitive components of auditory and visual word processing, and 2 20th Century cognitive models that are not constrained by anatomy but emphasise 2 different routes to reading that ...
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Abstract
Skilled reading requires mapping of visual text to sound and meaning. Because reading relies on neural systems spread across the brain, a full understanding of this cognitive ability involves the identification of pathways that communicate information between these processing regions. In the past few years, diffusion tensor imaging has been used to identify correlations between white matter properties and reading skills in adults and children. White matter differences have been found in left temporo-parietal areas and in posterior callosal tracts. We ...
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Abstract
Functional lesion studies have yielded new information about the cortical organization of speech perception in the human brain. We will review a number of recent findings, focusing on studies of speech perception that use the techniques of electrocortical mapping by cortical stimulation and hemispheric anesthetization by intracarotid amobarbital. Implications for recent developments in neuroimaging studies of speech perception will be discussed. This discussion will provide the framework for a developing model of the cortical circuitry critical for speech perception. ...
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