Types of Developmental Dyslexia in Arabic

Friedmann, Naama; Haddad-Hanna, Manar

doi:10.1007/978-94-017-8545-7_6

Cited by 47 publications

(82 citation statements)

References 95 publications

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“…For example, overdependence on reading through the non‐semantic pathway (i.e., grapheme to phoneme conversion) seems to result in specifying a wrong vowel when reading opaque words (as vowels are omitted). Similar reading patterns have been reported in Arabic‐speaking children with developmental surface dyslexia (Friedmann & Haddad‐Hanna, ). These children have difficulty reading words sharing similar consonant roots but different vowels (missing in printed text).…”

Section: Discussionsupporting

confidence: 82%

“…For example, the word xrs /Xers/ (bear) was read as /Xors/ (non‐word), or flfl /Felfel/ (pepper) was read as /FolFol/ (non‐word) (see Table ). These error types are reported in developmental dyslexia in Semitic orthographies such as Arabic and Hebrew (Friedmann & Haddad‐Hanna, ; Friedmann & Lukov, ), presumably due to the absence of diacritics in the printed word, which then simulate the pattern of surface dyslexia. Of course, surface dyslexia in Persian must be different to patterns of surface dyslexia in other languages.…”

Section: Discussionmentioning

confidence: 83%

“…We also expected reading of opaque words to be more affected than transparent words by aphasia following studies of reading in Persian (Baluch, ; Baluch & Shahidi, ; Rahbari & Senechal, , ) including developmental dyslexia (Baluch & Danaye‐Tousi, ; Pouretemad, Khatibi, Zarei, & Stein, ). As in other Semitic scripts, we expected reading disorders to resemble the patterns of deep, phonological, and surface dyslexia already reported in Arabic and Hebrew (Beland & Mimouni, ; Friedman & Haddad‐Hanna, ).…”

Section: Introductionmentioning

confidence: 93%

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Aphasia in Persian: Implications for cognitive models of lexical processing

Bakhtiar

Jafary

Weekes

2016

Journal of Neuropsychology

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Current models of oral reading assume that different routes (sublexical, lexical, and semantic) mediate oral reading performance and reliance on different routes during oral reading depends on the characteristics of print to sound mappings. Studies of single cases of acquired dyslexia in aphasia have contributed to the development of such models by revealing patterns of double dissociation in object naming and oral reading skill that follow brain damage in Indo-European and Sino-Tibetan languages. Print to sound mapping in Persian varies in transparency because orthography to phonology translation depends uniquely on the presence or absence of vowel letters in print. Here a hypothesis is tested that oral reading in Persian requires a semantic reading pathway that is independent of a direct non-semantic reading pathway, by investigating whether Persian speakers with aphasia show selective impairments to object naming and reading aloud. A sample of 21 Persian speakers with aphasia ranging in age from 18 to 77 (mean = 53, SD = 16.9) was asked to name a same set of 200 objects and to read aloud the printed names of these objects in different sessions. As an additional measure of sublexical reading, patients were asked to read aloud 30 non-word stimuli. Results showed that oral reading is significantly more preserved than object naming in Persian speakers with aphasia. However, more preserved object naming than oral reading was also observed in some cases. There was a moderate positive correlation between picture naming and oral reading success (p < .05). Mixed-effects logistic regression revealed that word frequency, age of acquisition and imageability predict success across both tasks and there is an interaction between these variables and orthographic transparency in oral reading. Furthermore, opaque words were read less accurately than transparent words. The results reveal different patterns of acquired dyslexia in some cases that closely resemble phonological, deep, and surface dyslexia in other scripts - reported here in Persian for the first time.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 93%

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Aphasia in Persian: Implications for cognitive models of lexical processing

Bakhtiar

Jafary

Weekes

2016

Journal of Neuropsychology

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“…Several studies showed that deficiencies in control of attention allowing systematic spatial search and orienting at the early stages of reading hinder learning to read even after IQ, hyperactivity, and other behavioral problems are control (Franceschini, Gori, Ruffino, Pedrolli, & Facoeti, 2012;Rabiner & Coie, 2000). These difficulties are present in different languages, such as Arabic (Friedmann & Haddad-Hanna, 2104) and Chinese (Chung & Ho, 2010). (iii) Representational awareness needed to recognize words as signifiers of objects or actions that may be focused on mentally and combined.…”

Section: Languagementioning

confidence: 99%

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

Δημητρίου¹,

Greiff²,

Makris³

et al. 2020

Preprint

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This paper summarizes a theory of cognitive development and discusses its educational implications. The paper first outlines a set of principles that might allow tuning developmental priorities with educational priorities. It postulates, in contrast to several classic developmental theories, that developmental priorities change with development. It outlines the cognitive profile of four successive developmental cycles and presents evidence showing that developmental priorities change from interaction control in infancy to representational control in preschool to inferential control in primary school to logical truth control in adolescence. Studies are then summarized showing that the cognitive priorities of each cycle are the best predictors of school achievement in this or later cycles. Finally, we outline developmental changes in general problem-solving skills and show that learning in different domains, such as language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the symbol systems associated with this domain. If command of any of these systems is deficient, specific learning deficiencies may emerge, as in dyslexia and dyscalculia. Principles for ameliorating these conditions are outlined.3 4 Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction delays in grasping and consolidating the concepts and skills of interest (Demetriou & Spanoudis, 2018). We focus on general problem-solving processes and learning and problem solving in two domains, language and mathematics. Table 1 summarizes developmental priorities, educational priorities, and learning goals across age periods and domains, Education has looked for direction and teaching practices in psychological theories since the early 20 th century. The interaction between education and psychology met with both successes and failures. Here, we will not discuss or evaluate in detail psychological theories, which have been important for education in the past. However, we attempt a brief overview of the main ideas drawn from them and evaluate their contribution to the development of education of our time. We will then present a comprehensive model drawing on the successes and failures of the past and capitalizing on recent research.

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“…Psycholinguistic studies in Arabic language regarding developmental dyslexia have been widely focusing on its theoretical-clinical aspects [10][11][12][13][14] and its therapeutics [15][16][17]. However, to our knowledge, few studies have been devoted to acquired dyslexia and most of them have been focused on singular case studies, given the rarity of such clinical presentation: deep alexia [18][19][20][21], alexia without agraphia [22].…”

Section: Introductionmentioning

confidence: 99%