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Predictors of developmental dyslexia in European orthographies with varying complexity.
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Landerl, Karin; Ramus, Franck; Moll, Kristina; Lyytinen, Heikki; Leppänen, Paavo H T; Lohvansuu, Kaisa; O'Donovan, Michael; Williams, Julie; Bartling, Jürgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Tóth, Dénes; Honbolygó, Ferenc; Csépe, Valéria; Bogliotti, Caroline; Iannuzzi, Stéphanie; Chaix, Yves; Démonet, Jean-François; Longeras, Emilie; Valdois, Sylviane; Chabernaud, Camille; Delteil-Pinton, Florence; Billard, Catherine; George, Florence; Ziegler, Johannes C; Comte-Gervais, Isabelle; Soares-Boucaud, Isabelle; Gérard, Christophe-Loïc; Blomert, Leo; Vaessen, Anniek; Gerretsen, Patty; Ekkebus, Michel; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; Van Der Mark, Sanne; Müller-Myhsok, Bertram; Schulte-Körne, Gerd
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In: ISSN: 0021-9630 ; EISSN: 1469-7610 ; Journal of Child Psychology and Psychiatry ; https://hal.archives-ouvertes.fr/hal-00965034 ; Journal of Child Psychology and Psychiatry, Wiley, 2013, 54 (6), pp.686-94. ⟨10.1111/jcpp.12029⟩ (2013)
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Abstract:
International audience ; BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). RESULTS: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. CONCLUSIONS: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia.
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Keyword:
[SDV.NEU]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]; MESH: Awareness; MESH: Child; MESH: Cross-Cultural Comparison; MESH: Dyslexia; MESH: Europe; MESH: Female; MESH: Humans; MESH: Male; MESH: Memory; MESH: Neuropsychological Tests; MESH: Phonetics; MESH: Psycholinguistics; MESH: Psychometrics; MESH: Reference Values; MESH: Semantics; MESH: Verbal Behavior; MESH: Verbal Learning; MESH: Vocabulary; Short-Term
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URL: https://hal.archives-ouvertes.fr/hal-00965034
https://doi.org/10.1111/jcpp.12029
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Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort.
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In: ISSN: 1018-4813 ; EISSN: 1476-5438 ; European Journal of Human Genetics ; https://hal.archives-ouvertes.fr/hal-00964958 ; European Journal of Human Genetics, Nature Publishing Group, 2013, epub ahead of print. ⟨10.1038/ejhg.2013.199⟩ (2013)
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Charting the functional relevance of Broca’s area for visual word recognition and picture naming in Dutch using fMRI-guided TMS
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