Speech prosody and developmental dyslexia: Reduced phonological awareness in the context of intact phonological representations

Mundy, Ian R.; Carroll, Julia M.

doi:10.1080/20445911.2012.662341

Cited by 32 publications

(34 citation statements)

References 54 publications

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“…This led them to conjecture that the phonological deficit may not lie in the representations themselves, but rather in some cognitive skills that apply to them in certain tasks, such as conscious access, short-term and working memory and speeded access. This hypothesis has received further support from a number of subsequent experimental studies (Hazan et al , 2009; Marshall et al , 2009, 2011; Soroli et al , 2010; Inoue et al , 2011; Berent et al , 2012; Mundy and Carroll, 2012; Ramus and Ahissar, 2012). …”

Section: Discussionmentioning

confidence: 87%

Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

Ramus

Marshall²,

Rosen³

et al. 2013

Brain

311

288

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An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a phonological deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-phonological language skills and two for distinct sets of phonological abilities (which we term phonological skills versus phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of phonological deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed.

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Section: Discussionmentioning

confidence: 87%

Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

Ramus

Marshall²,

Rosen³

et al. 2013

Brain

311

288

View full text Add to dashboard Cite

show abstract

“…Thus, when the reference tone is always lower than the nonreference (the standard psychophysical procedure), each of the two tones provides sufficient information for successful performance. If the reference is always presented first, it is sufficient to identify the second, nonreference, tone, which is indeed what good listeners do (Nahum, Daikhin, Lubin, Cohen, & Ahissar, 2010).…”

Section: Learningmentioning

confidence: 99%

Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance

Ramus

Ahissar

2012

Cognitive Neuropsychology

161

141

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This paper provides a selective review of data on phonology, audition, vision, and learning abilities in developmental dyslexia, with a specific focus on patterns of normal alongside poor performance. Indeed we highlight the difficulties of interpreting poor performance, and we criticize theories of dyslexia that are exclusively suited to explaining poor performance, at the risk of overgeneralizing and predicting deficits in many more situations than are observed. We highlight a number of tasks and conditions where individuals with dyslexia seem to show perfectly normal performance, and we discuss the value of taking such data seriously into account and the difficulties of current theories to explain them. Finally, we discuss the experimental challenges for tasks investigating the nature of cognitive deficits in dyslexia and in other developmental disorders and the challenges for any proper theory of dyslexia aiming to explain cases of normal as well as poor performance.

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“…Similarly, prosodic sensitivity appears to be highly predictive of reading proficiency in children with developmental dyslexia (e.g. Mundy & Carroll, 2012), again emphasising the importance of prosody for reading.…”

Section: Focus Structure In Language Processingmentioning

confidence: 99%

Focus in Dutch reading: an eye-tracking experiment with heritage speakers of Turkish

Rijswijk

Muntendam

Dijkstra

2017

Language, Cognition and Neuroscience

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This study examines whether heritage speakers of Turkish in the Netherlands interpret focus in written Dutch sentences differently from L1 speakers of Dutch (controls). Where most previous studies examined effects from the dominant L2 on the heritage language, we investigated whether there are effects from the weaker heritage language on the dominant L2. Dutch and Turkish differ in focus marking. Dutch primarily uses prosody to encode focus, whereas Turkish uses prosody and syntax, with a preverbal area for focused information and a postverbal area for background information. In written sentences no explicit prosody is available, which possibly enhances the role of syntactic cues in interpreting focus. An eye-tracking experiment suggests that, unlike the controls, the bilinguals associate the preverbal area with focus and the postverbal area with background information. These findings are in line with transfer from the weaker L1 to the dominant L2 at the syntax-discourse interface.ARTICLE HISTORY

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Speech prosody and developmental dyslexia: Reduced phonological awareness in the context of intact phonological representations

Cited by 32 publications

References 54 publications

Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance

Focus in Dutch reading: an eye-tracking experiment with heritage speakers of Turkish

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