Phonological processing in reading: data from alexia

Derouesné, J.

doi:10.1093/neucas/1.3.251-d

Cited by 5 publications

(6 citation statements)

References 7 publications

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“…One example of sensitivity to such a variable has already been mentioned: Two of the patients studied by Derouesné and Beauvois (1979) were worse at reading nonwords that contained two-letter graphemes than nonwords that did not. This difference could not be a phonological effect; it must be orthographic, and that remains true even if these two patients had demonstrable phonological impairments.…”

Section: Figure 2 Thementioning

confidence: 95%

Are There Orthographic Impairments in Phonological Dyslexia?

Harm

Seidenberg

2001

Cognitive Neuropsychology

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Two hypotheses have been advanced concerning the basis of acquired phonological dyslexia. According to the dual-route model, the pattern derives from impaired grapheme-phoneme conversion. According to the phonological impairment hypothesis, it derives from impaired representation and use of phonology. Effects of graphemic complexity and visual similarity observed in studies by Howard and Best (1996), orthographic effects on phoneme counting (Berndt, Haendiges, Mitchum, & Wayland, 1996), and data from patient LB (Derouesné & Beauvois, 1985) have been taken as evidence for an orthographic impairment in phonological dyslexia and therefore against the impaired phonology hypothesis (Coltheart, 1996). We present a computational simulation, results of two behavioral studies, and a critical analysis of the MJ and LB data, which suggest that the "orthographic" deficits in such patients arise from phonological impairments that interact with orthographic properties of stimuli.

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Section: Figure 2 Thementioning

confidence: 95%

Are There Orthographic Impairments in Phonological Dyslexia?

Harm

Seidenberg

2001

Cognitive Neuropsychology

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“…Reading and language researchers have made steady progress in the past three decades towards generating comprehensive neuropsychological models of reading (Marshall & Newcombe, 1973; Derouesne & Beauvois, 1979; Coltheart, 1981; Coltheart et al, 1993; 2001). Comparable advances have been made in targeting underlying cognitive deficits in remediation of distinct reading impairments following stroke (de Partz, 1986; Friedman et al, 2002; Lott et al, 1994; Mitchum & Berndt, 1991).…”

Section: Introductionmentioning

confidence: 99%

Neural Mechanisms Underlying Learning Following Semantic Mediation Treatment in a Case of Phonologic Alexia

Kurland

Cortes

Wilke

et al. 2008

Brain Imaging and Behavior

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Patients with phonologic alexia can be trained to read semantically impoverished words (e.g., functors) by pairing them with phonologically-related semantically rich words (e.g, nouns). What mechanisms underlie success in this cognitive re-training approach? Does the mechanism change if the skill is "overlearned", i.e., practiced beyond criterion? We utilized fMRI pre-and post-treatment, and after overlearning, to assess treatment-related functional reorganization in a patient with phonologic alexia, two years post left temporoparietal stroke. Pre-treatment, there were no statistically significant differences in activation profiles across the sets of words. Post-treatment, accuracy on the two trained sets improved. Compared with untrained words, reading trained words recruited larger and more significant clusters of activation in the right hemisphere, including right inferior frontal and inferior parietal cortex. Post-overlearning, with near normal performance on overlearned words, predominant activation shifted to left hemisphere regions, including perilesional activation in superior parietal lobe, when reading overlearned vs. untrained words.

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“…Many authors also argue for a lexical non-semantic processing route (e.g., Ellis & Young, 1988), however this will not be discussed here as it is not relevant to the current study Phonological dyslexia, in contrast, arises from a failure in sublexical processing. It has also been documented in both acquired and developmental cases (Broom & Doctor, 1995b;Beauvois & Derouesne, 1979;Berndt, Haendiges, Mitchum, & Wayland, 1996;Campbell & Butterworth, 1985;Derouesne & Beauvois, 1979;Funnell & Davidson, 1989;Temple, Jeeves, & Vilarroya, 1990;Temple & Marshall, 1983). Phonological dyslexics have more difficulty "sounding out" unfamiliar words and nonwords than recognising familiar words as whole units.…”

Section: Introductionmentioning

confidence: 99%

“…Third, the series of phonemes assigned to each grapheme must be blended to create a single unified phonological form. It has been argued that in some individuals sublexical deficits arise from discrete impairments in specific subprocesses (Derouesne & Beauvois, 1979Newcombe & Marshall, 1985). Others have been identified whose poor nonword reading arises from deficits in all sublexical sub-processes (Berndt et al, 1996).…”

Section: Introductionmentioning

confidence: 99%