A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children

Abstract

Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6–11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differences (P < 0.001) in reaction time and the number of syllables in accomplishing diadochokinetic tasks among stuttering children, dyslexics, and the control group. This indicates that stuttering children and dyslexics have poor performance in reaction time and in the number of monosyllable articulation and long syllable articulation. Furthermore, there are significant differences (P < 0.001) in these indices between stuttering children and dyslexics, so that the latter group have better performance than the former one. Conclusion. The findings indicate that stuttering children and dyslexics have deficits in diadochokinetic skill which suggests their low performance in the motor control of speech production and articulation. Such deficits might be due to the role of the tongue in the development of stuttering and dyslexia.

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

“…Conversely, lower DDK scores in the phCAS group, especially in the multisyllabic condition, confirm inclusionary criteria for this group. In the DYX group, lower DDK scores are consistent with previous observations (Malek et al, 2013; Thoonen et al, 1999). …”

“…It is well established that children with dyslexia and children with CAS struggle with nonword repetitions (Catts, 1986; Shriberg, Lohmeier, Strand, & Jakielski, 2012) and rapid syllable repetitions (Malek, Amiri, Hekmati, Pirzadeh, & Gholizadeh, 2013; Thoonen, Maassen, Gabreels, & Schreuder, 1999). Both of these task types require sequential processing, the former with respect to encoding, storing, retrieving, and motor execution of variegated phoneme sequences (e.g., /lɪ́səʃral/) and the latter, regarding mostly motor planning and motor execution of syllable sequences (e.g., /papapapa …/; /patapatapata …/).…”

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

“…The stronger response to altered auditory feedback in the ramp phase is at least partially consistent with an overreliance on auditory feedback, another model discussed earlier. This interpretation corresponds to neurocomputational models showing that stuttering, reported to share characteristics with DD (Malek et al, 2013), is characterized by a bias toward feedback control (Civier et al, 2010). This overreliance, however, on auditory feedback could also not explain the weak de-adaptation in DD in the aftereffect phase.…”

“…This hypothesis has further been supported using behavioral and neuroimaging measures in children at risk for DD (Noordenbos, Segers, Serniclaes, Mitterer, & Verhoeven, 2012a, 2012b. With regard to speech production, it has been shown that both articulatory skills (Catts, 1986(Catts, , 1989 and oral motor skills are impaired in people with DD (Malek, Amiri, Hekmati, Pirzadeh, & Gholizadeh, 2013;Smith, Roberts, Lambrecht-Smith, Locke, & Bennett, 2006).…”

Deficient Response to Altered Auditory Feedback in Dyslexia

“…In contrast to speech perception, speech production-a relatively direct way to measure phonological representations-has only received scant attention in dyslexia. However, the studies that have been conducted suggest that individuals with dyslexia show impairments in articulatory and oral motor skills (Elbro, Borstrom, & Petersen, 1998;Malek, Amiri, Hekmati, Pirzadeh, & Gholizadeh, 2013). In summary, many studies investigated phonological deficits in dyslexia by measuring performance on metacognitive tests (e.g.…”