A Visually Based Developmental Reading Deficit

McCloskey, Michael; Rapp, Brenda

doi:10.1006/jmla.2000.2724

Cited by 70 publications

(41 citation statements)

References 32 publications

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“…Therefore, we agree with McCloskey and Rapp (2000) summarizing their doubts and recommendations concerning future research strategies on developmental reading and spelling disorders as follows:…”

Section: Discussionmentioning

confidence: 69%

“…If some of these components can develop independently from others a selective disorder of one of them must not necessarily affect the development of the whole system (Marshall, 1984;McCloskey & Rapp, 2000;Coltheart, 2005). On the behavioural level, developmental modularity of the sublexical and the lexical reading and spelling procedures is assumed to be reflected in strong double dissociations between impaired and unimpaired or at least less impaired reading and spelling subskills.…”

mentioning

confidence: 97%

“…As reading and spelling routes consist of numerous cognitive subsystems, lexical and sublexical processing impairments may derive from a considerable number of different cognitive disorders. Consequently, individual reading and spelling patterns should be interpreted on the background of detailed diagnostic information about perceptual, phonological, visual-graphemic, and memory abilities required for reading and spelling (McCloskey & Rapp, 2000;Jackson & Coltheart, 2001;Castles, 2006).…”

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confidence: 99%

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Developmental surface and phonological dysgraphia in German 3rd graders

et al. 2008

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The investigation of developmental reading and spelling disorders within the framework provided by cognitive neuropsychology has yielded interesting results for several alphabetic orthographies, for example English, Italian, and French. However, this approach has not attracted much attention in German speaking countries up to now. The following study, carried out with 35 German dysgraphic 3rd graders provides evidence that there is no less reason to apply this line of research to German children than to children acquiring other alphabetic orthographies. By evaluating the individual scores of the dysgraphic children on spelling nonwords and orthographically irregular or inconsistent words against the corresponding mean scores established for two non-dysgraphic control samples (grade-matched and 2nd grade), nine children could be assigned to the surface dysgraphic and 12 to the phonological dysgraphic subtype. In order to restrict the range of cognitive deficits which might have caused the spelling patterns of the two dysgraphic subgroups at more distal links of the causal chain, individual performance profiles were determined for several spelling-related phonological and visual-graphemic tasks. On average, the phonological dysgraphic children showed poorer performance in different phonological tasks than the children assigned to the surface subtype. In addition, both subgroups showed subnormal skills in visualgraphemic tasks. Dissociations between the different spelling related tasks were observed not only between but also within the subgroups. This may reflect individually varying cognitive processing deficits underlying developmental dysgraphia in German.

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Section: Discussionmentioning

confidence: 69%

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confidence: 97%

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confidence: 99%

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Developmental surface and phonological dysgraphia in German 3rd graders

et al. 2008

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“…(2001) referem que o fator ACID do WISC (déficit em aritmética, código, informação e span de dígitos) e aritmética também estão associados à aquisição da leitura e escrita. Além disso, déficits em percepção visual (Davis, Castles, McAnally & Gray, 2001;Manis & cols., 1996;McCloskey & Rapp, 2000), bem como na codificação de informações visuais e auditivas (Pammer & Vidyasagar, 2005) também têm sido encontrados em alguns disléxicos.…”

Section: J F Salles E M a M P Parenteunclassified

Funções neuropsicológicas em crianças com dificuldades de leitura e escrita

Salles

Parente

2006

Psic.: Teor. e Pesq.

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RESUMO -Nos estudos sobre a relação entre dificuldades de leitura e escrita e fatores neuropsicológicos associados, controvérsias giram em torno de hipóteses de um possível desvio ou atraso de desenvolvimento. Para examinar esta polêmica, o presente estudo comparou o desempenho em tarefas neuropsicológicas de crianças de 2ª série com dificuldades de leitura e escrita (n=14) com o de dois grupos: um contrastando competência de leitura e escrita, mas não idade (n=15) e outro contrastando idade, mas não competência de leitura e escrita (1ª série; n=9). Os resultados revelaram que o grupo de 2ª série, com dificuldade de leitura e escrita, apresentou escores estatisticamente inferiores aos do grupo de 2ª série competente em leitura e escrita em consciência fonológica, linguagem oral e memória fonológica, não diferindo significativamente do grupo de 1ª série. Tais achados favorecem a hipótese de atraso de desenvolvimento destas funções neuropsicológicas em crianças com dificuldades de leitura e escrita.Palavras-chave: leitura; dificuldades de leitura e escrita; dislexias de desenvolvimento; processamento fonológico; funções neuropsicológicas. Neuropsychological Functions in Children with Reading and Writing DifficultiesABSTRACT -In the studies about the relationship between reading and writing difficulties and neuropsychological associated factors there are controversies around the hypotheses of a possible deviation or developmental delay. To analyze this polemic the present study compared the neuropsychological task performances of second grade children with reading and writing difficulties (n=14) with two groups: one contrasting reading and writing competence, but not age (n=15), and the other contrasting age, but not reading and writing competence (1 st grade; n=9). The results showed that the scores of the second grade group with reading and writing difficulties were statistically lower to second grade children competent in reading and writing in phonological awareness, oral language and phonological memory, not differing significantly from the first grade group. Such findings favor the developmental delay hypothesis of these neuropsychological functions in children with reading and writing difficulties.

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“…In particular, young children, in tasks ranging from block placement to lexical acquisition of spatial terms, are able to represent orientation or axis information (horizontal, vertical, and even diagonal in some instances), but they can display fragility in representing spatial relations surrounding such axes (see also McCloskey & Rapp, 2000, for a related finding in adults). The present results are consistent with the idea that during the first few months of life such fragility is particularly manifest in the coding of direction away from the diagonal orientation or axis.…”

Section: Role Of the Bar As A Referentmentioning

confidence: 99%

Spatial representation by young infants: Categorization of spatial relations or sensitivity to a crossing primitive?

Quinn

2004

Memory & Cognition

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A Visually Based Developmental Reading Deficit

Cited by 70 publications

References 32 publications

Developmental surface and phonological dysgraphia in German 3rd graders

Developmental surface and phonological dysgraphia in German 3rd graders

Funções neuropsicológicas em crianças com dificuldades de leitura e escrita

Spatial representation by young infants: Categorization of spatial relations or sensitivity to a crossing primitive?

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