A Taxometric Investigation of Developmental Dyslexia Subtypes

O’Brien, Beth A.; Wolf, Markus; Lovett, Maureen W.

doi:10.1002/dys.1431

Cited by 46 publications

(39 citation statements)

References 93 publications

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“…Wolf & Bowers, 1999). More importantly, the naming speed deficit found in dyslexia appears to be more pronounced than the phonological deficit, and this applies both in transparent orthographies, for example, Spanish, Finnish and German, and in entirely different and diverse orthographies, such as Hebrew, Chinese and Japanese (as discussed in O’Brien, Wolf, & Lovett, 2012; Wolf & Denckla, 2005). …”

Section: Rapid Automatized Namingmentioning

confidence: 97%

Predictors of Reading in Urdu: Does Deep Orthography Have an Impact?

Farukh

Vulchanova²

2014

Dyslexia

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The aim of this study was to establish the extent to which rapid automatized naming (RAN) and non-word repetition (NWR) tasks predict reading fluency and reading accuracy in Urdu. One hundred sixty (8–9 years) children attending two types of schools (Urdu and English medium schools) were distributed into two groups, a control and a reading disability group on the basis of teacher’s report. The results confirmed the role of RAN in predicting reading fluency in both groups. The role of NWR as a predictor of accuracy was also confirmed, although the strength of the relationship was modulated by RAN in the reading disability group. There are no tests available to identify children with reading problems in Urdu. Our study supports the validity of NWR and RAN tasks for the purposes of screening for reading deficits. The performance results also confirm the original grouping based on teacher reports. The study further highlights the importance of medium of instruction and increased oral language input in learning to read. © 2014 The Authors. Dyslexia published by John Wiley & Sons Ltd.Key MessagesReliability of teacher reports in screening for reading difficulties in the classroom.Appropriateness of non-word repetition and rapid automatized naming tasks for establishing reading problems in Urdu.School type and exposure to instruction influences reading skills.

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Section: Rapid Automatized Namingmentioning

confidence: 97%

Predictors of Reading in Urdu: Does Deep Orthography Have an Impact?

Farukh

Vulchanova²

2014

Dyslexia

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“…the transparency of its letter-sound mappings) might impact the cognitive dynamics of reading and its core predictors (for recent cross-language studies see Caravolas et al (2013), Georgiou et al (2008), Vaessen et al (2010) and Ziegler et al (2010)). Moreover, in at least a subgroup of dyslexics, phonological processing (assessed by phonological awareness and verbal short-term memory tasks) is close to the normal range, while rapid naming performance is significantly affected (Araújo et al, 2010;King et al, 2007;Nelson, 2015;O'Brien et al, 2012;Papadopoulos et al, 2009;Wolf et al, 2002). Therefore, the interest in exploring the role of other (extraphonological) cognitive processing stages has seen a revival, in particular those related to early stages of visual information processing (e.g., Araújo et al, 2011a;Jones et al, 2010Jones et al, , 2008.…”

Section: Introductionmentioning

confidence: 99%

Visual naming deficits in dyslexia: An ERP investigation of different processing domains

et al. 2016

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a b s t r a c tNaming speed deficits are well documented in developmental dyslexia, expressed by slower naming times and more errors in response to familiar items. Here we used event-related potentials (ERPs) to examine at what processing level the deficits in dyslexia emerge during a discrete-naming task. Dyslexic and skilled adult control readers performed a primed object-naming task, in which the relationship between the prime and the target was manipulated along perceptual, semantic and phonological dimensions. A 3 Â 2 design that crossed Relationship Type (Visual, Phonemic Onset, and Semantic) with Relatedness (Related and Unrelated) was used. An attenuated N/P190 -indexing early visual processingand N300 -which index late visual processing -was observed to pictures preceded by perceptually related (vs. unrelated) primes in the control but not in the dyslexic group. These findings suggest suboptimal processing in early stages of object processing in dyslexia, when integration and mapping of perceptual information to a more form-specific percept in memory take place. On the other hand, both groups showed an N400 effect associated with semantically related pictures (vs. unrelated), taken to reflect intact integration of semantic similarities in both dyslexic and control readers. We also found an electrophysiological effect of phonological priming in the N400 range -that is, an attenuated N400 to objects preceded by phonemic related primes vs. unrelated -while it showed a more widespread distributed and more pronounced over the right hemisphere in the dyslexics. Topographic differences between groups might have originated from a word form encoding process with different characteristics in dyslexics compared to control readers.

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“…Disorders in the skill of reading are brought about by language processing deficits (Snowling, 2005); difficulties with skill automaticity (O' Brien, Wolf, & Lovett, 2012;Wolf & Bowers, 1999); visual perceptual skills deficits (Franceschini, Gori, Ruffino, Pedrolli, & Facoetti, 2012); and a compound of language, auditory, visual, and sensorimotor difficulties caused by magnocellular deficits in the brain (Stein, 2001). However, neuroscientists have also investigated the relationship between language and literacy development with the socioemotional and meaning/meaningfulness centers of the brain.…”

Section: Neuroscience Education and Psychology Perspectivesmentioning

confidence: 97%

An Occupation and Participation Approach to Reading Intervention (OPARI) part I: Defining reading as an occupation

Grajo

Candler

2016

Journal of Occupational Therapy, Schools, & Early Intervent

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This is the first of two papers that explore a role that occupational therapy can play in supporting children with reading challenges. Part I presents the grounding framework for an occupation and participation approach to reading intervention (OPARI) and serves to introduce the clinical application of the approach presented in Part II. In this paper, reading is defined as an occupation in daily life. Different perspectives in occupational therapy, education, cognitive psychology and cognitive neuroscience were examined to support a holistic, participation approach to reading. The Occupational Adaptation model (Schkade & Schultz, 2003) is proposed as a guiding framework to describe the assumptions and premises of the OPARI. Lastly, the five essential components of the OPARI are identified as a basis for how the OPARI may be applied in clinical practice. ARTICLE HISTORY

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A Taxometric Investigation of Developmental Dyslexia Subtypes

Cited by 46 publications

References 93 publications

Predictors of Reading in Urdu: Does Deep Orthography Have an Impact?

Predictors of Reading in Urdu: Does Deep Orthography Have an Impact?

Visual naming deficits in dyslexia: An ERP investigation of different processing domains

An Occupation and Participation Approach to Reading Intervention (OPARI) part I: Defining reading as an occupation

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