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Shared storybook reading with children at family risk of dyslexia
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Shared storybook reading with children at family risk of dyslexia
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In: J Res Read (2021)
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Defining and understanding dyslexia: past, present and future
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In: Oxf Rev Educ (2020)
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Dyslexia and Developmental Language Disorder : comorbid disorders with distinct effects on reading comprehension
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Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder
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Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
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In: J Child Psychol Psychiatry (2019)
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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CATALISE : a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology
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Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?
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Abstract:
The ‘automatic letter-sound integration hypothesis’ (Blomert, 2011) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of Englishspeaking children with dyslexic difficulties (N = 13) and samples of chronological-age-matched (CA; N = 17) and readingage- matched controls (RA; N = 17) aged 7–13 years. Each child took part in two priming experiments in which speech sounds were preceded by congruent visual letters (congruent condition) or Greek letters (baseline). In a behavioural experiment, responses to speech sounds in the two conditions were compared using reaction times. These data revealed faster reaction times in the congruent condition in all three groups. In a second electrophysiological experiment, responses to speech sounds in the two conditions were compared using event-related potentials (ERPs). These data revealed a significant effect of congruency on (1) the P1 ERP over left frontal electrodes in the CA group and over fronto-central electrodes in the dyslexic group and (2) the P2 ERP in the dyslexic and RA control groups. These findings suggest that our sample of English-speaking children with dyslexic difficulties demonstrate a degree of letter-sound integration that is appropriate for their reading level, which challenges the letter-sound integration hypothesis.
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Keyword:
dyslexia; dyslexic children; literacy; speech perception; XXXXXX - Unknown
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URL: http://handle.uws.edu.au:8081/1959.7/uws:36586 https://doi.org/10.1111/desc.12423
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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In: Communication Sciences and Disorders Publications (2017)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Phase 2 of CATALISE : a multinational and multidisciplinary Delphi consensus study of problems with language development : Terminology
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children
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Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes
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