The influence of visual word form in reading: single case study of an Arabic patient with deep dyslexia

Boumaraf, Assia; Macoir, Joël

doi:10.1007/s11145-015-9583-y

Cited by 11 publications

(4 citation statements)

References 31 publications

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“…The semantic errors in oral reading (Coltheart, 1987;Marshall & Newcombe, 1973) remains intact (Colangelo et.al., 2003), help in shaping of the model to categorise the errors (similar to the phenomenon of deep dyslexia) Hindi, and also supported by a recent study (Boumaraf & Macoir, 2015) that described -the Semitic languages like Arabic have particular graphic features allowing the assessment of the influence of global word form on manifestations of deep dyslexia. The reading of Arabic relies on the global visual word form when the phonological route no longer functions, as in deep dyslexia‖.…”

Section: Discussionmentioning

confidence: 72%

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

Basu¹,

Puri²

2018

JASRAE

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This paper reports on the classification of Hindi (language) words with respect to deep dyslexia phenomena as found during a linguistic investigation of specific errors as shown by children with dyslexia (CWD) during reading. The analysis is based on the data collected throughout an academic year from a total of forty-six children identified as dyslexic, having Hindi as a mother tongue or first language, and studying in class second to fifth. The findings are organised under four themes; first is similar meaning and the same language, second is similar meaning but different language, third is different orthography and different meaning but share a relationship, and fourth is different words but have some resemblance in orthography but differ in "matraa". One another possibility was also considered as fifth theme i.e. incoherent, but no details came under this out of the data collected. It was found that despite differences in the linguistic contexts of English and Hindi, deep dyslexia crosses language boundaries. The derived considerations are discussed which will perhaps work as a foundation, provide some reflections for further research, and hope to convey comprehension to some extent of how deep dyslexia reflects in words of Hindi language.

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Section: Discussionmentioning

confidence: 72%

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

Basu¹,

Puri²

2018

JASRAE

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“…Therefore, it is common for Arabic spellers to first write the global shape of a word and then add the dots above or below letters. In Arabic, word shape has been shown to influence reading performance in individuals with acquired deep dyslexia [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

The Orthographic Ambiguity of the Arabic Graphic System: Evidence from a Case of Central Agraphia Affecting the Two Routes of Spelling

Boumaraf

Bekal

Macoir

2022

Behavioural Neurology

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The Arabic writing system includes ambiguities that create difficulties in spelling. These ambiguities relate mainly to the long vowels, some phoneme-grapheme conversions, lexical particularities, and the connectivity of letters. In this article, the first to specifically explore acquired spelling impairments in an Arabic-speaking individual, we report the case of CHS, who presented with agraphia following a stroke. Initial testing indicated substantial impairment of CHS’s spelling abilities in the form of mixed agraphia. The experimental study was specifically designed to explore the influence of the orthographic ambiguity of the Arabic graphemic system on CHS’s spelling performance. The results revealed that CHS had substantial difficulties with orthographic ambiguity and tended to omit ambiguous graphemes. Some of the errors she produced suggested reliance on the sublexical route of spelling, while others rather reflected the adoption of the lexical-semantic route. These findings from a case involving a non-Western, non-Indo-European language contribute to discussions of theoretical models of spelling. They show that CHS’s pattern of impairment is consistent with the summation hypothesis, according to which the lexical-semantic and the sublexical routes interactively contribute to spelling.

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“…The specific manifestation of DD among Arabic children may be attributable, in part, to the character of Arabic script (El Kah & Lakhouaja, 2018). Boumaraf and Macoir (2016) add that Arabic reading fluency may be contingent on global visual word form processing. Moreover, several elements of Arabic, including phonology, morphology, and diglossia, may affect performance in both spelling and reading (Abu‐Rabia & Taha, 2016).…”

Section: Introductionmentioning

confidence: 99%

Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia

Abed

Shackelford

2021

Dyslexia

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This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher‐related socio‐demographic variables (e.g., gender, teaching experience, self‐evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed an online survey that included the knowledge and beliefs about developmental dyslexia scale (KBDDS). The results indicated that KBDDS scores were significantly associated with teaching experience, DD training, and self‐evaluation of teaching children with DD. We address limitations of the current research, note directions for future research, and discuss implications of these results for teacher training and professional development, with special attention to Saudi public primary education.

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The influence of visual word form in reading: single case study of an Arabic patient with deep dyslexia

Cited by 11 publications

References 31 publications

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

The Orthographic Ambiguity of the Arabic Graphic System: Evidence from a Case of Central Agraphia Affecting the Two Routes of Spelling

Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia

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