A temporal sampling framework for developmental dyslexia

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

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Neuropsychological Processes in Developmental Dyslexia and Acquired Alexia

Contemporary Psychology ◽

10.1037/023786 ◽

1985 ◽

Vol 30 (5) ◽

pp. 391-392

Author(s):

George W. Hynd

Keyword(s):

Developmental Dyslexia

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Alterations of procedural memory consolidation in children with developmental dyslexia.

Neuropsychology ◽

10.1037/neu0000708 ◽

2020 ◽

Author(s):

Martina Hedenius ◽

Jarrad A. G. Lum ◽

Sven Bölte

Keyword(s):

Developmental Dyslexia ◽

Memory Consolidation ◽

Procedural Memory

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THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

Педагогически форум ◽

10.15547/pf.2019.002 ◽

2019 ◽

Vol 7 (1) ◽

pp. 10-18

Author(s):

Tsvetanka Tsenova

Keyword(s):

Experimental Work ◽

Developmental Dyslexia ◽

Reading Skills ◽

Writing Skills ◽

Written Language ◽

Reading And Writing ◽

Empirical Verification ◽

Literacy Methods ◽

The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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