Developmental surface dysgraphia without surface dyslexia

Hanley, J. Richard; Sotiropoulos, Andreas

doi:10.1080/02643294.2018.1468317

Cited by 8 publications

(4 citation statements)

References 34 publications

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“…Our findings support the view of different types of dyslexia, resulting from deficits in different loci in the reading process and manifested in different error types and different properties (see also [1,6,7,75]). They also join previous research [58,71,[76][77][78][79][80][81][82][83][84][85] to show that not all individuals with developmental dyslexia have a phonological deficit (in contrast with claims suggesting that what underlies developmental dyslexia is a phonological or phonological awareness deficit [58,71,86,87]. Ten of our 18 participants who made many between-word migrations showed completely normal phonological abilities as reflected in their good nonword repetition, good word pair repetition, and normal word and nonword memory spans.…”

Section: Discussionsupporting

confidence: 83%

Letter Migrations between Words in Reading Aloud Can Result Either from an Impairment in Orthographic Input or in Phono-Logical Output

Toledano¹,

Friedmann²

2023

Preprint

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Letter migrations between words in reading aloud (e.g., reading "cane love" as "lane love" or "lane cove") are known to result from a deficit in the visual-orthographic analysis and characterize attentional dyslexia. In spontaneous speech, individuals with impairment in the phonological output buffer may show migrations of phonemes between words. The purpose of this study was to examine whether migrations between words in reading aloud can also result from a deficit in the phonological output buffer, to explore the characteristics of migrations resulting from orthographic input and from phonological output deficits, and to examine methods to distinguish these two sources. Using tasks of reading aloud of 92-182 word pairs, we identified 18 adults and adolescents with developmental dyslexia who made between-word letter migrations in reading aloud, significantly more than age-matched controls (372 adults and 26 7th-graders). To distinguish between orthographic-input and phonological-output sources for these migrations, we administered a test assessing orthographic-input without spoken-output (written-semantic-decision on 140 migratable word pairs) and a test of repetition of 36 auditorily-presented migratable word pairs, assessing spoken output without orthographic-input (and word span tests). These tests indicated that the migrations of ten of the participants with dyslexia resulted from an orthographic-input deficit, and for the other eight participants, migrations resulted from a phonological-output deficit. We identified several differences between the two types of between-word errors: first, whereas the individuals with attentional dyslexia made omissions of a letter that appeared in the same position in the two words, the phonological output buffer group did not make such omissions. In addition, the groups differed in the origin of migration: orthographic input migrations involve letters that are orthographically adjacent, whereas phonological output migrations involve phonemes that have just been spoken or that are prepared together in the phonological buffer for production. This was manifested in that migrations from the line below and from two lines above occurred only in the orthographic input deficit group, and migrations occurred from a word vertically close to the target in the orthographic input group but from a word that has just been spoken (placed diagonally to the target) in the phonological output group. This study thus indicates that between-word migrations in reading-aloud can result not only from attentional dyslexia, but also from a phonological output buffer deficit, and offers ways to distinguish between the two.

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Section: Discussionsupporting

confidence: 83%

Letter Migrations between Words in Reading Aloud Can Result Either from an Impairment in Orthographic Input or in Phono-Logical Output

Toledano¹,

Friedmann²

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Our findings support the view of different types of dyslexia, resulting from deficits in different loci in the reading process and manifested in different error types and different properties (see also [ 1 , 6 , 7 , 75 ]). They also join previous research [ 58 , 71 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 ] to show that not all individuals with developmental dyslexia have a phonological deficit (in contrast with claims suggesting that what underlies developmental dyslexia is a phonological or phonological awareness deficit [ 58 , 71 , 86 , 87 ]). Ten of our 18 participants who made many between-word migrations showed completely normal phonological abilities, as reflected in their good nonword repetition, good word pair repetition and normal word and nonword memory spans.…”

Section: Discussionsupporting

confidence: 82%

Letter Migrations between Words in Reading Aloud Can Result either from an Impairment in Orthographic Input or in Phonological Output

Toledano

Friedmann

2023

Brain Sciences

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Letter migrations between words in reading aloud (e.g., reading “cane love” as “lane love” or “lane cove”) are known to result from a deficit in the visual-orthographic analysis and characterize attentional dyslexia. In spontaneous speech, individuals with impairment in the phonological output buffer may show migrations of phonemes between words. The purpose of this study was to examine whether migrations between words in reading aloud can also result from a deficit in the phonological output buffer, to explore the characteristics of migrations resulting from orthographic input and from phonological output deficits, and to examine methods to distinguish these two sources. Using tasks of reading aloud of lists of 92–182 word pairs, we identified 18 adults and adolescents with developmental dyslexia who made between-word letter migrations in reading aloud, significantly more than age-matched controls (372 adults, 26 7th-graders and 44 4th–5th-graders). To distinguish between the orthographic input and phonological output sources for these migrations, we administered a test assessing orthographic input without spoken output (written semantic decision on 140 migratable word pairs) and a repetition test of 36 auditorily presented migratable word pairs, assessing spoken output without orthographic input (as well as nonword repetition and 3 span tests). These tests indicated that the migrations in reading aloud of 10 of the participants with dyslexia resulted from an orthographic input deficit—they made migrations not only in reading aloud but also in written word pair comprehension, but not in word pair repetition. For the other 8 participants, the migrations resulted from a phonological output deficit: they made migrations in reading aloud and in word pair repetition, but not in comprehension, and had limited spans and made errors in nonword repetition. We identified several differences between the two types of between-word errors: first, the individuals with attentional dyslexia made omissions of a letter that appeared in the same position in the two words, but the phonological output buffer group did not make such omissions. Second, the groups differed in the origin of migration: orthographic input migrations involve letters that are orthographically adjacent, whereas phonological output migrations involve phonologically adjacent phonemes: phonemes that have just been spoken or that are prepared together in the phonological buffer for production. Migrations from the line below and from 2 lines above the target occurred only in the orthographic input group. This study thus indicates that between-word migrations in reading aloud can result not only from attentional dyslexia, but also from a phonological output buffer deficit, and offers ways to distinguish between the two.

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“…People who have dysgraphia often have some amount of writing ability, although they may struggle with their fine motor skills (Hanley & Sotiropoulos, 2018). For instance, people may have trouble doing tasks such as tying their shoes and other household duties.…”

Section: Resultsmentioning

confidence: 99%

“…People who have dysgraphia often struggle greatly with both their handwriting and their spelling, which may eventually cause them to get exhausted while writing. Hanley & Sotiropoulos (2018) suggest that people who have dysgraphia, in general, have difficulties with basic grammar and spelling (for example, they have trouble with the letters 'p', 'q', and 'b'), and they often pick the erroneous word when they are seeking to explain their views on paper. When a child is introduced to writing for the first time, or when their thoughts are first recorded on paper, this problem often makes its appearance.…”

Section: Resultsmentioning

confidence: 99%

A Creative way to Stimulate Children Motoric Skill: Improving the Writing Ability of Students with Mild Intellectual Disorders in Saudi Arabia

TAQATQA

2022

International Journal of Educational Research Review

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This research aims at examining the effectiveness of the Finger Sand Painting Alphabet Media in helping children with dysgraphia to improve their writing skill. The study uses quasi experimental design with control and experimental group. This study's results might be used as a jumping-off point for defending the position that children's right to free expression is not crucial. This study's findings indicating the amount of improvement in learning outcomes is practically the same provide confidence to this concept and lend support to its believability. In contrast, this conclusion is hasty since much more in-depth study is needed to determine how the freedom of expression effects the development of motor abilities. This collection of studies concludes that a more organized method of teaching may have the same positive effects.

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Developmental surface dysgraphia without surface dyslexia

Cited by 8 publications

References 34 publications

Letter Migrations between Words in Reading Aloud Can Result Either from an Impairment in Orthographic Input or in Phono-Logical Output

Letter Migrations between Words in Reading Aloud Can Result Either from an Impairment in Orthographic Input or in Phono-Logical Output

Letter Migrations between Words in Reading Aloud Can Result either from an Impairment in Orthographic Input or in Phonological Output

A Creative way to Stimulate Children Motoric Skill: Improving the Writing Ability of Students with Mild Intellectual Disorders in Saudi Arabia

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