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Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
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In: Front Psychol (2021)
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Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children
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Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation?
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Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children
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In: ISSN: 1532-799X ; Scientific Studies of Reading (2018) pp. 1-12 (2018)
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Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children
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Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia
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Visual Processing of Derivational Processing and Children With Dyslexia
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Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness
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The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia
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Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia
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Predicting Dyslexia Based on Pre-reading Auditory and Speech Perception Skills
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Relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
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Abstract:
This study investigated whether auditory, speech perception and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e. rapid automatic naming, verbal short term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words in noise tasks. Group analysis revealed significant group differences in auditory tasks (i.e. RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech in noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the levels of processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences.
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URL: http://eprints.gla.ac.uk/150590/
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Early Development and Predictors of Morphological Awareness: Separating the influences of decoding skills from phonological awareness
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Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading
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Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia
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Psychophysical and Cognitive Indicators of Early Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia
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Morphological awareness and its role in compensation in adults with dyslexia
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A DTI tractography study in pre-readers at risk for dyslexia
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Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement
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A Multi Factorial Approach in the Investigation of the Role of Specific Cognitive and Perceptual Functions in Dyslexia
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