On the “Specifics” of Specific Reading Disability and Specific Language Impairment

McArthur, Genevieve; Hogben, J. H.; Edwards, V. T.; Heath, S. M.; Mengler, E. D.

doi:10.1017/s0021963099006186

Cited by 187 publications

(269 citation statements)

References 21 publications

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“…Recent research suggests that SLI and developmental dyslexia can best be treated as distinct, yet closely associated and potentially comorbid, language disorders (see Bishop & Snowling, 2004;Catts, Adlof, Hogan, & Ellis Weismer, 2005). On the one hand, oral language deficits are commonly reported in children with dyslexia (e.g., McArthur et al, 2000;Starck & Tallal, 1988). On the other hand, high rates of literacy problems are reported in children with SLI (e.g., Conti-Ramsden, Botting, Simkin, & Knox, 2001;Haynes & Naidoo, 1991;Tallal, Allard, Miller, & Curtiss, 1997), consistent with the link between lexicality and literacy explained above.…”

Section: Discussionmentioning

confidence: 99%

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts

Szmalec

Hachmann

et al. 2015

Research in Developmental Disabilities

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The present study investigated long-term serial-order learning impairments, operationalized as reduced Hebb repetition learning (HRL), in people with dyslexia. In a first multi-session experiment, we investigated both the persistence of a serial-order learning impairment as well as the long-term retention of serial-order representations, both in a group of Dutch-speaking adults with developmental dyslexia and in a matched control group. In a second experiment, we relied on the assumption that HRL mimics naturalistic word-form acquisition and we investigated the lexicalization of novel wordforms acquired through HRL. First, our results demonstrate that adults with dyslexia are fundamentally impaired in the long-term acquisition of serial-order information. Second, dyslexic and control participants show comparable retention of the long-term serial-order representations in memory over a period of one month. Third, the data suggest weaker lexicalization of newly acquired word-forms in the dyslexic group. We discuss the integration of these findings into current theoretical views of dyslexia.

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Section: Discussionmentioning

confidence: 99%

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts

Szmalec

Hachmann

et al. 2015

Research in Developmental Disabilities

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“…Both groups have been found to show deficits in speech perception, phonological awareness, repeating words and sentences, grammaticality judgment and rapid naming. The phenotypical similarity between dyslexia and SLI is demonstrated by MacArthur et al (2000), in which a blind re-evaluation procedure revealed that about 50% of both dyslexic children and children with SLI fulfilled the criteria of the alternative diagnostic category.…”

Section: Introductionmentioning

confidence: 99%

Early language development in children with a genetic risk of dyslexia

et al. 2004

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We report on a prospective longitudinal research programme exploring the connection between language acquisition deficits and dyslexia. The language development profile of children at-risk for dyslexia is compared to that of age-matched controls as well as of children who have been diagnosed with specific language impairment (SLI). The experiments described concern the perception and production of grammatical morphology, categorical perception of speech sounds, phonological processing (non-word repetition), mispronunciation detection, and rhyme detection. The results of each of these indicate that the at-risk children as a group underperform in comparison to the controls, and that, in most cases, they approach the SLI group. It can be concluded that dyslexia most likely has precursors in language development, also in domains other than those traditionally considered conditional for the acquisition of literacy skills. The dyslexia-SLI connection awaits further, particularly qualitative, analyses.

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“…Dyslexic individuals vary in types of reading errors, presence of other developmental disorders (e.g. language delay [2]) and the extent of perceptual difficulties [3]. Perceptual deficits in dyslexia have been found on both visual [4] and auditory [5][6][7] tasks.…”

Section: Introductionmentioning

confidence: 99%

Patterns of deficit in auditory temporal processing among dyslexic adults

Ben-Yehudah¹,

Banai²,

Ahissar³

2004

NeuroReport

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We characterized temporal psychoacoustic performance in a group of adult dyslexics with excellent cognitive abilities.These individuals performed adequately on a two-tone frequency discrimination task when inter-stimulus intervals were long (Z1s or more). However, their performance gradually deteriorated as interval duration was shortened (0.7^0.1s). Dyslexics with similar reading abilities, but with average cognitive abilities, performed poorly at all intervals. These ¢ndings show that, though both groups su¡er from non-phonological de¢cits in auditory discrimination, the nature of their de¢cits di¡ers. Dyslexics with excellent cognitive abilities seem to have slow, yet adequate, stimulus identi¢cation and comparison mechanisms.The fundamental impairment of the other dyslexic group is di⁄cult to determine because their performance was poor across all intervals. NeuroReport

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On the “Specifics” of Specific Reading Disability and Specific Language Impairment

Cited by 187 publications

References 21 publications

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Early language development in children with a genetic risk of dyslexia

Patterns of deficit in auditory temporal processing among dyslexic adults

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