scholarly journals Not all aberrations are equal: Reading impairment depends on aberration type and magnitude

2011 ◽  
Vol 11 (13) ◽  
pp. 20-20 ◽  
Author(s):  
L. K. Young ◽  
S. P. Liversedge ◽  
G. D. Love ◽  
R. M. Myers ◽  
H. E. Smithson
Keyword(s):  
Reading Impairment ◽  
Aberration Type

Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

2020 ◽  
Vol 5 (5) ◽  
pp. 1212-1220
Author(s):  
Krystal L. Werfel ◽  
Laura Peek ◽  
Gabriella Reynolds ◽  
Sydney Bassard
Keyword(s):  
Hearing Screening ◽  
Literacy Assessment ◽  
Poor Reading ◽  
Reading Deficits ◽  
Reading Impairment ◽  
Underlying Factor ◽  
Specific Reading ◽  
Comprehension Skills ◽  
Preliminary Study ◽  
Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

Neural deficits in auditory phonological processing in Chinese children with English reading impairment

2015 ◽  
Vol 19 (2) ◽  
pp. 331-346 ◽  
Author(s):  
XIANGZHI MENG ◽  
HANLIN YOU ◽  
MEIXIA SONG ◽  
AMY S. DESROCHES ◽  
ZHENGKE WANG ◽  
...  
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Inferior Frontal Gyrus ◽  
Superior Temporal Gyrus ◽  
Neural Mechanism ◽  
Reading Impairment ◽  
English Reading ◽  
L2 Learners ◽  
L1 And L2 ◽  
Esl Learners

Auditory phonological processing skills are critical for successful reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory phonological processing remain unknown in English-as-the-second-language (ESL) learners with reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English impairment across the L1 and L2 learners.

scholarly journals A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment

2017 ◽  
Vol 60 (9) ◽  
pp. 2680-2686 ◽  
Author(s):  
Krystal L. Werfel ◽  
Hannah Krimm
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Sample ◽  
Language Deficits ◽  
Specific Language ◽  
Reading Impairment ◽  
Word Level ◽  
Specific Reading ◽  
Preliminary Study ◽  
Reading Impairments

Purpose The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype. Method Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension impairment, or garden variety reading impairment. In addition, phonological and nonphonological language skills were evaluated. Results Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits. Conclusions The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language. The findings highlight the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment.

Elusive Neuro-Ophthalmic Reading Impairment

1992 ◽  
Vol 42 (1) ◽  
pp. 159-164 ◽  
Author(s):  
Katherine J. Fritz ◽  
Michael C. Brodsky
Keyword(s):  
Reading Impairment

Motion-Perception Deficits and Reading Impairment

2006 ◽  
Vol 17 (12) ◽  
pp. 1047-1053 ◽  
Author(s):  
Anne J. Sperling ◽  
Zhong-Lin Lu ◽  
Franklin R. Manis ◽  
Mark S. Seidenberg
Keyword(s):  
Motion Perception ◽  
Reading Impairment

scholarly journals Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

2018 ◽  
Vol 27 (1S) ◽  
pp. 423-437 ◽  
Author(s):  
Janet Webster ◽  
Julie Morris ◽  
David Howard ◽  
Maria Garraffa
Keyword(s):  
Reading Comprehension ◽  
Reading Time ◽  
Matched Control ◽  
Reading Speed ◽  
Reading Difficulties ◽  
Propositional Content ◽  
Reading Impairment ◽  
Main Ideas ◽  
Comprehension Accuracy

Purpose The current study investigated the effect of text variables including length, readability, propositional content, and type of information on the reading comprehension of people with aphasia. Method The performance of 75 people with aphasia was compared with 87 healthy, age-matched control participants. Reading comprehension was considered in terms of both accuracy in responding to questions tapping comprehension and reading time. Participants with aphasia (PWA) were divided into 2 groups (no reading impairment [PWA:NRI] and reading impairment [PWA:RI]) depending on whether their performance fell within the 5th percentile of control participants. Results As groups, both PWA:NRI and PWA:RI differed significantly from control participants in terms of reading time and comprehension accuracy. PWA:NRI and PWA:RI differed from each other in terms of accuracy but not reading time. There was no significant effect of readability or propositional density on comprehension accuracy or reading time for any of the groups. There was a significant effect of length on reading time but not on comprehension accuracy. All groups found main ideas easier than details, stated information easier than inferred, and had particular difficulty with questions that required integration of information across paragraphs (gist). Conclusions Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

Structural Brain Network Correlated with Reading Impairment in Alzheimer’s Disease

2020 ◽  
Vol 49 (3) ◽  
pp. 264-269
Author(s):  
Miho Ota ◽  
Yuko Koshibe ◽  
Shinji Higashi ◽  
Kiyotaka Nemoto ◽  
Eriko Tsukada ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Negative Correlation ◽  
Network Connectivity ◽  
Japanese Patients ◽  
Significant Negative Correlation ◽  
Brain Network ◽  
Clustering Coefficient ◽  
Reading Impairment ◽  
Brain Network Connectivity

<b><i>Aim:</i></b> Alzheimer’s disease (AD) is the most common age-related neurodegenerative disease and leads to dementia. AD is characterized by progressive declines in memory and, as the disease progresses, language dysfunction. Although it has been reported that AD patients show progressive aphasia, no study has examined the relationship between language functions estimated by the Standard Language Test for Aphasia (SLTA) and brain network connectivity in Japanese AD patients. If present, such a relationship would be of particular interest because Japanese speakers are accustomed to mingling ideography and phonography. <b><i>Methods:</i></b> 22 Japanese patients with AD who underwent 1.5-tesla MRI scan and SLTA, the scale for speech and reading impairment, participated in this study. We computed brain network connectivity metrics such as degree, betweenness centrality, and clustering coefficient, and estimated their relationships with the subscores of SLTA. <b><i>Results</i></b>: There was a significant negative correlation between the score for “reading aloud Kanji words” and the clustering coefficient in the left inferior temporal region, bilateral hippocampal regions, and right parietotemporal region. We also found a significant negative correlation between the score for “auditory comprehension of words” and the clustering coefficient in the left prefrontal region. No significant relationship was found between the other SLTA scores and the network metrics. <b><i>Conclusions:</i></b> Our data suggest relationships between reading impairments and regional brain network connectivity in Japanese patients with AD. The brain connectome may provide adjunct biological information that could improve our understanding of reading impairment.

scholarly journals A General Audiovisual Temporal Processing Deficit in Adult Readers With Dyslexia

2017 ◽  
Vol 60 (1) ◽  
pp. 144-158 ◽  
Author(s):  
Ana A. Francisco ◽  
Alexandra Jesse ◽  
Margriet A. Groen ◽  
James M. McQueen
Keyword(s):  
Time Window ◽  
Audiovisual Integration ◽  
Audiovisual Speech ◽  
Adult Readers ◽  
Audiovisual Speech Perception ◽  
Reading Impairment ◽  
Audiovisual Perception ◽  
Audiovisual Processing ◽  
Processing Deficit ◽  
Phonetic Categories

Purpose Because reading is an audiovisual process, reading impairment may reflect an audiovisual processing deficit. The aim of the present study was to test the existence and scope of such a deficit in adult readers with dyslexia. Method We tested 39 typical readers and 51 adult readers with dyslexia on their sensitivity to the simultaneity of audiovisual speech and nonspeech stimuli, their time window of audiovisual integration for speech (using incongruent /aCa/ syllables), and their audiovisual perception of phonetic categories. Results Adult readers with dyslexia showed less sensitivity to audiovisual simultaneity than typical readers for both speech and nonspeech events. We found no differences between readers with dyslexia and typical readers in the temporal window of integration for audiovisual speech or in the audiovisual perception of phonetic categories. Conclusions The results suggest an audiovisual temporal deficit in dyslexia that is not specific to speech-related events. But the differences found for audiovisual temporal sensitivity did not translate into a deficit in audiovisual speech perception. Hence, there seems to be a hiatus between simultaneity judgment and perception, suggesting a multisensory system that uses different mechanisms across tasks. Alternatively, it is possible that the audiovisual deficit in dyslexia is only observable when explicit judgments about audiovisual simultaneity are required.

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