Is the visual analyzer orthographic-specific? Reading words and numbers in letter position dyslexia

Friedmann, Naama; Dotan, Dror; Rahamim, Einav

doi:10.1016/j.cortex.2009.08.007

Cited by 59 publications

(87 citation statements)

References 72 publications

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“…The same dyslexia was also reported in a developmental form for Hebrew (Friedmann et al 2010a;Friedmann and Gvion 2005;Friedmann and Rahamim 2007, in press;Keidar andFriedmann 2011: see Coltheart and, for a review), and recently also for English (Jones et al 2011;Kohnen et al 2012), and Italian (Luzzatti et al 2011). The characteristics of letter position dyslexia in its developmental form are exactly like the ones of the acquired form: migrations of letters within words, mainly of middle letters, and mainly when the resulting word is another existing word, usually when the result is a more frequent word.…”

Section: Developmental Letter Position Dyslexiasupporting

confidence: 56%

“…When letter identity encoding is only impaired when accessed from the visual modality, but is unimpaired from other modalities such as the tactile and kinesthetic modalities, it is termed "visual agnosia for letters" (Nielsen 1937). A deficit in the encoding of relative letter order within words results in letter position dyslexia-a dyslexia in which the cardinal symptom is migration of letters within words (Friedmann et al 2010a;Gvion 2001, 2005;Friedmann and Haddad-Hanna 2012;Friedmann and Rahamim 2007;Kohnen et al 2012). A deficit in letter-to-word binding, namely, in the ability to focus attention on one word and attenuate attention to the words surrounding it, results in attentional dyslexia, a deficit that is characterized mainly by migrations of letters between words (Davis and Coltheart 2002;Friedmann et al 2010b;Hall et al 2001;Humphreys and Mayall 2001;Price and Humphreys 1993;Saffran and Coslett 1996;Shallice and Warrington 1977).…”

Section: Introductionmentioning

confidence: 99%

“…Among the types of developmental dyslexia that have been reported one can find developmental surface dyslexia (Broom and Doctor 1995a;Castles et al 2006;Coltheart 1993, 1996;Coltheart et al 1983;Friedmann and Lukov 2008;Judica et al 2002;Masterson 2000;Temple 1997;Valdois et al 2003), developmental phonological dyslexia (Broom and Doctor 1995b;Howard and Best 1996;Temple 1997;Temple and Marshall 1983;Valdois et al 2003), developmental vowel letter dyslexia (Khentov-Kraus and Friedmann 2011), impaired semantic route (Castles et al 2010;Glosser et al 1997), as well as developmental deep dyslexia (Siegel 1985;Stuart and Howard 1995;Temple 1988Temple , 2003. Selective developmental peripheral dyslexias were also identified-letter position dyslexia (Friedmann et al 2010a;Friedmann and Gvion 2005;Friedmann and Haddad-Hanna 2012;Friedmann and Rahamim 2007, in press;Keidar and Friedmann 2011;Kohnen et al 2012), attentional dyslexia (Friedmann et al 2010b;Keidar and Friedmann 2011;Rayner et al 1989), and neglect dyslexia (Friedmann and Nachman-Katz 2004;Nachman-Katz and Friedmann 2007.…”

Section: Introductionmentioning

confidence: 99%

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Types of Developmental Dyslexia in Arabic

Friedmann

Haddad-Hanna

2014

Literacy Studies

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Developmental dyslexia is a general term for various kinds of impairments in reading. More than 10 types of developmental dyslexia have been identified, each resulting from a deficit to a different stage in the reading process. The different deficits give rise to different patterns of errors in the various dyslexias and to different types of words that cause difficulty in reading. In this article we present types of developmental dyslexia that we have identified in Arabic, and survey their main characteristics, focusing on the unique properties of the Arabic orthography and their interaction with the manifestation of the various developmental dyslexia types. We present the patterns of developmental peripheral dyslexias, dyslexias that result from impairment at the orthographic-visual analysis stage, and of central dyslexias, which result from impairments at later stages. Within the peripheral dyslexias, we focus on the manifestation in Arabic of letter position dyslexia, which is caused by a deficit in letter position encoding and which results in letter position errors; on attentional dyslexia, a deficit in the attentional window in reading, which results in migrations of letters between words; on visual dyslexia, a deficit in the orthographic-visual analyzer that causes letter omissions, additions, substitutions, and migrations; and on left neglect dyslexia, a disorder that leads to visual errors only on the left side of words. We then report and discuss the manifestation of central dyslexias in Arabic: surface dyslexia-a deficit in the lexical route that causes reading via the sublexical route; vowel dyslexia-a selective impairment in vowel processing in the sublexical route that causes impaired reading of vowel letters; and deep dyslexia-a deficit in the sublexical and lexical routes, which causes reading via the comprehension of the word and leads to semantic and morphological errors. All but one of the dyslexias described here are reported for the first time in Arabic.

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Section: Developmental Letter Position Dyslexiasupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Types of Developmental Dyslexia in Arabic

Friedmann

Haddad-Hanna

2014

Literacy Studies

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“…Indeed, there is some empirical evidence that suggests that there is a brain area that may be sensitive to some type of letter (but not digit) position coding. For instance, Friedmann, Dotan, and Rahamim (2010) reported the existence of individuals with letter position dyslexia (a deficit in which individuals typically make within-word transpositions) who were able to precisely code digit position within numbers. Friedmann and colleagues employed untimed tasks that did not tap the earliest stages in the process of visual word (or number) recognition, and hence, their task was not well suited to explore the initial position-coding process, which was the focus of the present experiments.…”

Section: Discussionmentioning

confidence: 99%

Masked transposition effects for simple versus complex nonalphanumeric objects

García-Orza

Perea

Estudillo

2011

Atten Percept Psychophys

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“…Moreover, correct reading of a text and especially speed are associated with the ability of visual selective attention in the first two years of school [35]. Friedman et al [36] proposed the concept of a visual orthographic module named visual analyser, which serves for analysis of the word specific domain.…”

Section: Reading Writing and Attentionmentioning

confidence: 99%

Attentional Factors Involved in Learning in the First Grade

Bigozzi

Grazi

Pezzica

2016

J. Intellect. Disabl. Diagn. Treat.

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Abstract:In the school population, attentional problems are one of the most frequent causes of failure in learning; sometimes these take the form of a specific deficit and in other cases an attention disorder occurs in comorbidity with a learning disorder. It seems crucial to focus on what peculiar characteristics of attention are involved in basic learning in order to contribute to the diagnostic order and to arrange paths of development.This research aims to verify the weight of the different components of attention involved in the outcomes of the first stages of learning.A total of 69 children (34 males and 35 females, aged 6.4±1.1 years and 7.3±1.2 years respectively) in first grade, participated in the study. The results of the correlational analysis carried out show that there are specific significant relationships between the various components of attention and performance in reading, writing and calculation. In particular, visual attention appears to be the aspect most involved in the initial development of the learning of these three abilities.

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Is the visual analyzer orthographic-specific? Reading words and numbers in letter position dyslexia

Cited by 59 publications

References 72 publications

Types of Developmental Dyslexia in Arabic

Types of Developmental Dyslexia in Arabic

Masked transposition effects for simple versus complex nonalphanumeric objects

Attentional Factors Involved in Learning in the First Grade

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