Children with dyslexia are slow to articulate a single speech gesture

Fawcett, Angela J.; Nicolson, Roderick I.

doi:10.1002/dys.222

Cited by 39 publications

(41 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In regard to a reduced articulation speed in dyslexia, supportive findings have been reported by Fawcett and Nicolson (2002). Here two groups of children with dyslexia (ages 13 and 16) were asked to articulate a single articulatory gesture (e.g., "p") or the sequence "putuku" repeatedly and as quickly as possible.…”

Section: )supporting

confidence: 55%

Is a cerebellar deficit the underlying cause of reading disabilities?

Irannejad

Savage

2011

Ann. of Dyslexia

View full text Add to dashboard Cite

This thesis critically appraised the Cerebellar Deficit Theory (CDT) which claims to provide a parsimonious explanation of the two most prominent existing cognitive deficit theories of dyslexia, namely the phonological and the speed naming deficit theories. Specifically, a mild congenital cerebellar deficit is proposed to give rise to a series of impairments that eventually lead to difficulties in rapid naming, phonological processing and reading. Conceptual problems with the theoretical model behind the CDT were first identified and discussed. The behavioral evidence related to CDT was then evaluated. Following this evaluation, four major questions related to CDT were examined: (1) Was there a relationship between word reading as measured by word identification task and (a) phonological awareness, (b) reading fluency and rapid automatized naming, and (c) purported cerebellar processing tas ks?; (2) Did a subgroup of children with dyslexia selected from the sample for this thesis differ in their performance on any of the motor, cerebellar, reading, phonological, and rapid naming measures when compared to a reading-age (RA) and chronological-age (CA) match control subgroup selected from the same sample?; (3) Did any of these group differences remain when the effect of attention was controlled statistically?; and (4) Un déficit phonologique, indépendant de tout déficit cérébelleux, a semblé fournir l"explication la plus convaincante des difficultés en lecture du sous-groupe de dyslexiques par rapport aux lecteurs typiques.vi Acknowledgments

show abstract

Section: )supporting

confidence: 55%

Is a cerebellar deficit the underlying cause of reading disabilities?

Irannejad

Savage

2011

Ann. of Dyslexia

View full text Add to dashboard Cite

show abstract

“…Organic and functional factors such as orofacial myofunctional alterations may interfere with DDK test results [25] . Slowness during oral DDK tasks in dyslexic children was a result not only of phonologic access and motor planning but also of slower velocity in the production of the articulatory gesture [15] . There is still the need to understand the relationship between DDK and phonological ability, DDK and speech articulatory rates, besides DDK and speech fluency [11] .…”

Section: Discussionmentioning

confidence: 99%

“…DDK is also known as 'alternate clinical evaluation procedures has been considered an important means of advancing our understanding of communication disorders [8,12,14,15] .…”

Section: Introductionmentioning

confidence: 99%

Oral and Vocal Fold Diadochokinesis in Children

Modolo

Berretin-Felix

Genaro

et al. 2010

Folia Phoniatr Logop

View full text Add to dashboard Cite

Aim: To establish reference values concerning the results of oral and vocal fold diadochokinesis (DDK) assessment, as well as to analyze the differences among gender and age. Methods: One hundred and fifty Brazilian-Portuguese-speaking children from 8 to 10 years old were assessed. The DDK was assessed through the repetition of ‘pa’, ‘ta’, ‘ka’, ‘pataka’, ‘a’ and ‘i’. Results: As age increased there was a rise in the average DDK rate, a rise in the coefficient of variation of period for syllable ‘ka’ and a rise in the coefficient of variation of the peak intensity for the syllable ‘ta’. The number of utterances per second of ‘ta’ was higher for girls than for boys. In trisyllables, 8-year-old girls presented a lower number of utterances than the other subgroups. As age increased, there was a rise in the average DDK rate of the vowel ‘i’ for girls; there was also a smaller standard deviation and perturbations of the period for this same vowel. Conclusion: Oral and vocal fold DDK reference values were established and differences as to gender and age were observed.

show abstract

“…If so, poor articulatory skill should tend to co-occur with dyslexia. Indeed, such may be the case because dyslexic children seem to have difficulty producing accurate phonemes (Share, Silva, & Adler, 1987;Silva, McGee, & Williams, 1985), or producing phonemes such as /p/ and /k/ rapidly (Fawcett & Nicolson, 2002). If the child's articulatory skill is poor, the development of articulatory awareness and speech perception would be arrested, thus resulting in poor phonological awareness and then poor reading skill.…”

Section: A Comprehensive Model Of Reading Acquisitionmentioning

confidence: 97%

Implications of articulatory awareness in learning literacy in english as a second language

Yamada

2004

Dyslexia

View full text Add to dashboard Cite

The articulatory awareness task, which was found by Griffiths and Frith (2002) to discriminate ex-dyslexic from non-dyslexic adults, was given to three groups of Japanese college students with different English reading abilities. Two unexpected results emerged: (1) Articulatory awareness performance was generally poor across the groups, thereby suggesting that poor articulatory awareness is not unique to dyslexia but rather to reading difficulty in general, and (2) There was a weak but significant positive correlation between articulatory awareness and English reading ability. Implications are that while articulatory awareness may not function only in dyslexia, it is embedded in a complex information-processing network involving reading acquisition. Specifically, a revised Articulatory Awareness Deficit Hypothesis is formulated, which states that poor articulatory awareness is part of articulation difficulty associated with poor phonological awareness that in turn tends to underlie dyslexia and reading difficulty.

show abstract

Children with dyslexia are slow to articulate a single speech gesture

Cited by 39 publications

References 34 publications

Is a cerebellar deficit the underlying cause of reading disabilities?

Is a cerebellar deficit the underlying cause of reading disabilities?

Oral and Vocal Fold Diadochokinesis in Children

Implications of articulatory awareness in learning literacy in english as a second language

Contact Info

Product

Resources

About