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How to improve assessment and treatment of multilingual children with language and reading disorders ...
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Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)abilities
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Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)Abilities
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In: Brain Sci (2022)
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Survey on Speech-and-Language Therapists' attitudes and approaches towards multilingualism across four European countries ...
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Usability ratings on the MuLiMi platform expressed by Participants ...
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Survey on Speech-and-Language Therapists' attitudes and approaches towards multilingualism across four European countries ...
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Usability ratings on the MuLiMi platform expressed by Participants ...
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usability ratings for the MuLiMi platform expressed by Examiners ...
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usability ratings for the MuLiMi platform expressed by Examiners ...
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Spektrum Patholinguistik Band 14. Schwerpunktthema: Klick für Klick: Schritte in der digitalen Sprachtherapie ... [<Journal>]
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Speech and Language Therapy Service for Multilingual Children : Attitudes and Approaches across Four European Countries
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Spektrum Patholinguistik Band 14. Schwerpunktthema: Klick für Klick: Schritte in der digitalen Sprachtherapie
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Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review
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In: Brain Sci (2021)
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The Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere-Specific Stimulation and Action Video Games
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In: Front Psychol (2020)
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Pitch as the Main Determiner of Italian Lexical Stress Perception Across the Lifespan: Evidence From Typical Development and Dyslexia
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Abstract:
The study deals with the issue of lexical stress perception in both a developmental (comparing children and adults with typical development) and a clinical perspective (comparing typically developing children and children with dyslexia). The three parameters characterizing the acoustic profiles of words and non-words in a certain language are duration, pitch and intensity of its syllables. Based on (sparse) previous literature on Italian and other European languages, it was expected that syllable duration would be the parameter predominantly determining the perception of stress position. It was furthermore anticipated that children with dyslexia may be found to have an altered perception of lexical stress, due to their impairments in auditory processing of either pitch, duration or (more controversial) intensity. Systematic manipulation of the pitch, duration and intensity profiles of three Italian trisyllabic non-words produced a series of 81 stimuli, that were judged with respect to stress position (perceived on the ultimate, penultimate, or antepenultimate syllable) by the three groups of participants. The results showed, contrarily to expectations, that the pitch component is the most reliable acoustic cue in stress perception for both adults, in whom this dominance is very strong, and typically developing children, who showed a similar but quantitatively less marked pattern. As to children with dyslexia, they did not seem to rely on any parameter for their judgments, and rather gave random responses, which point to a general inability to process the various acoustic modulations that normally contribute to stress perception. Performance on the stress perception task strongly correlates with language (morphosyntactic) measures in the whole sample of children, and with reading abilities in the group with dyslexia, confirming the strict relationship between the two sets of skills. These findings seem to support a language-specific approach, suggesting that the set of acoustic parameters required for the development of stress perception is language-dependent rather than universal.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2019.01458 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6611421/
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Learning and Using Abstract Words: Evidence from Clinical Populations
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Developmental Dyslexia With and Without Language Impairment: ERPs Reveal Qualitative Differences in Morphosyntactic Processing ...
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Developmental Dyslexia With and Without Language Impairment: ERPs Reveal Qualitative Differences in Morphosyntactic Processing ...
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Developmental Dyslexia With and Without Language Impairment: ERPs Reveal Qualitative Differences in Morphosyntactic Processing ...
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