Developmental dyslexia: Related to specific or general deficits?

Daal, Victor Van; Leij, Aryan van der

doi:10.1007/s11881-999-0020-2

Cited by 53 publications

(32 citation statements)

References 32 publications

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“…Many studies have reported that individuals with dyslexia perform more poorly on pseudoword repetition than control participants (e.g. Brady, Poggie, & Rapala, 1989;Brady, Shankweiler, & Mann, 1983;Hulme & Snowling, 1992;Kamhi & Catts, 1986;Snowling, 1981;Snowling, Goulandris, Bowlby, & Howell, 1986;Van Bon & Van Der Pijl, 1997;Van Daal & van der Leij, 1999), compatible with the notion that a phonological core deficit provides a causal explanation for dyslexia. But note that Reis and Castro-Caldas (1997) found that illiterates also performed much worse than literates on pseudoword repetition (replicated in Castro-Caldas, Petersson, Reis, Stone-Elander, & Ingvar, 1998).…”

Section: Pseudoword Repetitionmentioning

confidence: 71%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

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Section: Pseudoword Repetitionmentioning

confidence: 71%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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“…Phonological awareness. In transparent orthographies, such as German and Dutch, phonological awareness tasks are known to reach ceiling levels in accuracy in primary school children, even in those with dyslexia (Landerl & Wimmer, 2000;van Daal & van der Leij, 1999). Therefore, the present study considered reaction time (of the correct trials) as the dependent variable in the phonological awareness tasks.…”

Section: Methodsmentioning

confidence: 99%

Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia

2010

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a b s t r a c tThe triple-code model, cognitive neuroimaging and developmental behavioral data suggest a specific association between phonological processing and arithmetic fact retrieval. Accordingly, individuals with deficits in phonological processing, such as individuals with developmental dyslexia, are expected to show difficulties in arithmetic fact retrieval. The present study tested this proposal in 25 adults with developmental dyslexia and 25 matched controls by examining strategy use during single-digit multiplication and subtraction and its associations with phonological processing. Findings revealed that individuals with dyslexia retrieved fewer arithmetic facts from memory and were less efficient in doing so. At the same time, they showed deficits in phonological processing. Phonological processing, particularly phonological awareness, was related to arithmetic fact retrieval. This association was especially prominent in multiplication, indicating that fact retrieval in multiplication rather than subtraction is mediated by phonological processes. These data provide ground for future neuroimaging studies, who should examine the neural overlap between phonological processing and multiplication fact retrieval in the same sample of participants.

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“…Among the phonological memory tasks with which children with dyslexia have difficulty is the nonword repetition task, in which participants must store and repeat a phonological sequence that could be a word in the language but is not. Research has shown that children with dyslexia consistently perform less well than control participants on nonword repetition tasks (Brady, Poggie, & Rapala, 1989;Catts, 1986;Hulme & Snowling, 1992;Kamhi & Catts, 1986;Snowling, 1981;van Daal & van der Leij, 1999;van der Bob & van der Pijl, 1997). Studies have also demonstrated that heritability for dyslexia is higher when the disorder is combined with a deficit in nonword repetition (Bishop, 2001;Bishop, Adams, & Norbury, 2004;Raskind, Hsu, Berninger, Thomson, & Wijsman, 2000).…”

Section: Dyslexiamentioning

confidence: 99%

Are Specific Language Impairment and Dyslexia Distinct Disorders?

Catts

Adlof

Hogan

et al. 2005

J Speech Lang Hear Res

551

562

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Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. Results: Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions: These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia.

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Developmental dyslexia: Related to specific or general deficits?

Abstract: The present study was designed to examine the question of whether developmental dyslexia in 12-year-old

Cited by 53 publications

References 32 publications

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia

Are Specific Language Impairment and Dyslexia Distinct Disorders?

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