Independence of syntactic and phonological deficits in dyslexia: A study using the attraction error paradigm

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

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Syntactic and Phonological Influences on Children’s Articulation

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.2204.841 ◽

1979 ◽

Vol 22 (4) ◽

pp. 841-848 ◽

Cited By ~ 38

Author(s):

John M. Panagos ◽

Mary Ellen Quine ◽

Richard J. Klich

Keyword(s):

Noun Phrase ◽

Syntactic Structure ◽

Structural Complexity ◽

Declarative Sentence ◽

Word Structure ◽

Phonological Structure ◽

Phonological Deficits ◽

Word Position ◽

Structural Variables ◽

Passive Sentence

The effects of syntactic and phonological structure on the consonant articulations of children with phonological deficits were investigated. Three structural variables were studied: syntactic structure (noun phrase, declarative sentence and passive sentence), word structure (monosyllable and disyllable) and word position (initial and final). Syntactic structure and word structure significantly affected the accuracy of articulation and the degree of word simplification. Structural complexity may contribute to overall hierarchial complexity, in turn causing children to simplify their speech.

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Morpho-syntactic and morpho-phonological deficits in the production of regularly and irregularly inflected verbs

Aphasiology ◽

10.1080/02687030600739422 ◽

2006 ◽

Vol 20 (9) ◽

pp. 993-1017 ◽

Cited By ~ 13

Author(s):

Judit Druks

Keyword(s):

Phonological Deficits

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Past-Tense Morphology and Phonological Deficits in Children With Dyslexia and Children With Language Impairment

Journal of Learning Disabilities ◽

10.1177/0022219412449430 ◽

2012 ◽

Vol 46 (3) ◽

pp. 230-240 ◽

Cited By ~ 14

Author(s):

Erin K. Robertson ◽

Marc F. Joanisse ◽

Amy S. Desroches ◽

Alexandra Terry

Keyword(s):

Language Impairment ◽

Past Tense ◽

Phonological Deficits

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Inductive Approaches Based on Trial/Error Paradigm for Communications Network

Reinforcement Learning ◽

10.5772/5289 ◽

2008 ◽

Author(s):

Abdelhamid Mellouk

Keyword(s):

Communications Network ◽

Error Paradigm

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The Speech “Bamana”: Using the Syllable Repetition Task to Identify Underlying Phonological Deficits in Children With Speech and Language Impairments

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00027 ◽

2020 ◽

Vol 63 (7) ◽

pp. 2229-2244

Author(s):

Elizabeth Roepke ◽

Kathryn E. Bower ◽

Catherine A. Miller ◽

Françoise Brosseau-Lapré

Keyword(s):

Multivariate Analysis ◽

Initial Stress ◽

Language Disorder ◽

Speech Sound ◽

Analysis Of Covariance ◽

Speech And Language ◽

Speech Sound Disorder ◽

Phonological Deficits ◽

Syllable Repetition ◽

Repetition Task

Purpose This study compared performance on the Syllable Repetition Task (SRT) by preschoolers with diverse speech and language abilities to identify underlying impairments in speech processes. Method Three groups of 13 children ages 4 and 5 years with (a) typically developing (TD) speech and language, (b) speech sound disorder (SSD), and (c) comorbid developmental language disorder and speech sound disorder (DLD + SSD) completed the SRT. We calculated competence, memory, encoding, and transcoding scores, as well as word-initial stress pattern and vowel accuracy. Results A 3 × 3 (Group × Syllable length) factorial multivariate analysis of covariance revealed group differences for all measures and syllable length differences for memory, transcoding, and competence. There were no interactions between group and syllable length. TD children obtained the highest scores on each measure, though children with DLD + SSD performed similarly to TD children on encoding when vocabulary was included as a covariate. Children with SSD only outperformed children with DLD + SSD on competence and transcoding, and these two groups performed similarly on memory. A separate exploratory analysis using a 3 × 3 multivariate analysis of covariance revealed that children with DLD + SSD were more likely than children in the other groups to produce weak word-initial stress and vowel errors during syllable repetition. Conclusion Children with SSD and DLD + SSD exhibit underlying phonological deficits on the SRT compared to TD children. Results support the claim that memory and encoding are deficits in SSD. In addition, transcoding deficits were identified among children with no known oromotor impairment. Therefore, more research is required to identify the relationship between SRT performance and explicit measures of phonological processing.

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