Variations within a subtype: Developmental surface dyslexias in English

Kohnen, Saskia; Nickels, Lyndsey; Geigis, Leonie; Coltheart, Max; McArthur, Genevieve; Castles, Anne

doi:10.1016/j.cortex.2018.04.008

Cited by 14 publications

(7 citation statements)

References 47 publications

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“…Finally, we were interested in the impact of different types of reading deficits on foreign language attainment. More specifically, we differentiated poor readers/spellers with sublexical deficits (i.e., difficulties converting letters to sounds), lexical deficits (i.e., difficulties in recognizing written words leading to inaccurate or slow word reading), mixed deficits (i.e., sublexical and lexical impairments), and other reading deficits (e.g., processing letter order, recognizing letters, ordering letters, and moving letters between words- Friedmann and Coltheart 2016;Friedmann and Lukov 2008;Friedmann and Rahamim 2007;Kohnen et al 2012Kohnen et al , 2018McArthur et al 2013;Sotiropoulos and Hanley 2017).…”

Section: Potential Moderators Of Foreign Language Attainment In Children/adolescents With Poor Literacy Skillsmentioning

confidence: 99%

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

2020

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This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers: n = 404; control participants: n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.

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Section: Potential Moderators Of Foreign Language Attainment In Children/adolescents With Poor Literacy Skillsmentioning

confidence: 99%

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

2020

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“…poor phonological recoding), while some struggle to learn to recognise whole words from memory (i.e. poor visual word recognition; Castles & Coltheart, 1996;Kohnen et al, 2018;Stuart & Stainthorp, 2016;Temple & Marshall, 1983). Others learn to read words accurately but struggle to read fluently (Lovett, 1984;Morris et al, 1998) or struggle to understand the meaning of what they read (poor comprehenders; Nation et al, 2010;Nation & Snowling, 1997;Oakhill, 1984).…”

Section: Introductionmentioning

confidence: 99%

The effect of an integrated reading and anxiety intervention for poor readers with anxiety

Francis

Hudson

Kohnen

et al. 2021

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A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children’s reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.

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“…Although the central diagnostic phenotype (reading) is to some extent homogeneous and well established, the neurocognitive cause has been defined rather narrowly (Ramus, Altarelli, Jednorog, Zhao, & di Covella, ). The existence of distinct subgroups of DD has frequently been reported (Castles, Bates, & Coltheart, ; Castles & Coltheart, ; Coltheart & Kohnen, ; Friedmann & Coltheart, ; Kohnen et al, ) and there are two main varieties—those who suffer from a phonological deficit (lexically based) and those who suffer from a visual deficit. Most dyslexic individuals are classified under the lexically based subtype with the majority of studies reporting language‐related deficits in phonological processing.…”

Section: Introductionmentioning

confidence: 99%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC‐IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.

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Variations within a subtype: Developmental surface dyslexias in English

Cited by 14 publications

References 47 publications

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

The effect of an integrated reading and anxiety intervention for poor readers with anxiety

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

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