Orthographic learning in children with isolated and combined reading and spelling deficits.

Published on Apr 1, 2019in Child Neuropsychology2.5
· DOI :10.1080/09297049.2018.1470611
Heike Mehlhase2
Estimated H-index: 2
 , Sarolta Bakos8
Estimated H-index: 8
 + 2 AuthorsKristina Moll21
Estimated H-index: 21
Sources
Abstract
Dissociations between reading and spelling problems are likely to be associated with different underlying cognitive deficits, and with different deficits in orthographic learning. In order ...
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References32
Newest
Jan 1, 2018·Scientific Studies of Reading4.66
#1Melanie Gangl (University of Graz)H-Index: 6
#2Kristina MollH-Index: 21
Last. Karin Landerl (University of Graz)H-Index: 37
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ABSTRACTDyslexia in consistent orthographies like German is characterized by dysfluent reading, which is often assumed to result from failure to build up an orthographic lexicon and overreliance on decoding. However, earlier evidence indicates effects of lexical processing at least in some German dyslexic readers. We investigated variations in reading style in an eye-tracking paradigm with German dysfluent 3rd and 4th graders. Twenty-six TypFix-readers (fixation counts within the range of 47 age...
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#1Linnea C. EhriH-Index: 57
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#1Uta FrithH-Index: 115
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Jul 29, 2014·PLOS ONE3.24
#1Kristina Moll (LMU: Ludwig Maximilian University of Munich)H-Index: 21
#2Sarah Kunze (LMU: Ludwig Maximilian University of Munich)H-Index: 7
Last. Gerd Schulte-Körne (LMU: Ludwig Maximilian University of Munich)H-Index: 51
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Comprehensive models of learning disorders have to consider both isolated learning disorders that affect one learning domain only, as well as comorbidity between learning disorders. However, empirical evidence on comorbidity rates including all three learning disorders as defined by DSM-5 (deficits in reading, writing, and mathematics) is scarce. The current study assessed prevalence rates and gender ratios for isolated as well as comorbid learning disorders in a representative sample of 1633 Ge...
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Jul 4, 2014·Frontiers in Human Neuroscience3.17
#1Hua Chen Wang (Macquarie University)H-Index: 10
#2Eva Marinus (Macquarie University)H-Index: 14
Last. Anne CastlesH-Index: 40
view all 4 authors...
Previous studies have found that children with reading difficulties need more exposures to acquire the representations needed to support fluent reading than typically developing readers (e.g., Ehri & Saltmarsh, 1995). Building on existing orthographic learning paradigms, we report on an investigation of orthographic learning in poor readers using a new learning task tracking both the accuracy (untimed exposure duration) and fluency (200ms exposure duration) of learning novel words over trials. I...
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Apr 15, 2014·Scientific Studies of Reading4.66
#1Anne K. Rau (University of Tübingen)H-Index: 6
#2Korbinian Moeller (Media Research Center)H-Index: 33
Last. Karin Landerl (University of Graz)H-Index: 37
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We studied the transition in predominant reading strategy from serial sublexical processing to more parallel lexical processing as a function of word familiarity in German children of Grades 2, 3, 4, and adults. High-frequency words, low-frequency words, and nonwords of differing length were embedded in sentences and presented in an eye-tracking paradigm. The size of the word length effect was used as an indicator of serial sublexical decoding. When controlling for the generally higher processin...
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Feb 1, 2014·Journal of Memory and Language3.06
#1Robin A. Litt (University of Oxford)H-Index: 2
#2Kate Nation (University of Oxford)H-Index: 61
Abstract We report three experiments investigating the specificity and nature of paired associate learning (PAL) deficits in children with dyslexia. Experiments 1 and 2 compared children with dyslexia and age-matched controls across the following stimulus–response mapping conditions, designed to dissociate crossmodal and verbal demands: visual–verbal, verbal–verbal, visual–visual, and verbal–visual. Children with dyslexia exhibited deficits in visual–verbal and verbal–verbal PAL only. Experiment...
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Dec 6, 2013·Science47.73
#1Bart Boets (Katholieke Universiteit Leuven)H-Index: 30
#2Hans Op de Beeck (Katholieke Universiteit Leuven)H-Index: 36
Last. Pol Ghesquière (Katholieke Universiteit Leuven)H-Index: 54
view all 10 authors...
Dyslexia is a severe and persistent reading and spelling disorder caused by impairment in the ability to manipulate speech sounds. We combined functional magnetic resonance brain imaging with multivoxel pattern analysis and functional and structural connectivity analysis in an effort to disentangle whether dyslexics’ phonological deficits are caused by poor quality of the phonetic representations or by difficulties in accessing intact phonetic representations. We found that phonetic representati...
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May 31, 2013·Scientific Studies of Reading4.66
#1Madelon van den Boer (UvA: University of Amsterdam)H-Index: 10
#2Peter F. de Jong (UvA: University of Amsterdam)H-Index: 35
Last. Marleen M. Haentjens-van Meeteren (UvA: University of Amsterdam)H-Index: 2
view all 3 authors...
Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words and nonwords. Results indicated that reading latencies could be decomposed into a length effect and an overall reading speed. Individual differences in the length effect were predicted by phonological ...
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May 1, 2013·Journal of Experimental Child Psychology2.61
#1Robin A. Litt (University of Oxford)H-Index: 2
#2Peter F. de Jong (UvA: University of Amsterdam)H-Index: 35
Last. Kate Nation (University of Oxford)H-Index: 61
view all 4 authors...
Abstract Recent research suggests that visual–verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual–verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this study was to disassociate the role of modality and verbal demand in driving the PAL–reading relationship. To do so, we compared performance ac...
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Cited By7
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Aug 23, 2021·Reading and Writing2.87
#1Jarkko HautalaH-Index: 8
#2Stefan Hawelka (University of Salzburg)H-Index: 17
Last. Mikko Aro (University of Jyväskylä)H-Index: 29
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Central questions in the study of visual word recognition and developmental dyslexia are whether early lexical activation precedes and supports decoding (a dual-stage view) or not (dual-route view), and the locus of deficits in dysfluent reading. The dual-route view predicts early word frequency and length interaction, whereas the dual-stage view predicts word frequency effect to precede the interaction effect. These predictions were tested on eye movements data collected from (n = 152) children...
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Jun 1, 2021·Language, cognition and neuroscience2.33
#1Chiara Banfi (University of Graz)H-Index: 7
#2Karl Koschutnig (University of Graz)H-Index: 29
Last. Karin Landerl (University of Graz)H-Index: 6
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There is increasing evidence showing distinct neurocognitive underpinnings of different deficits of written language processing. This study investigated whether functional brain mechanisms related ...
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Dec 7, 2020·Frontiers in Human Neuroscience3.17
#1Pierluigi ZoccolottiH-Index: 47
#2Maria De LucaH-Index: 14
Last. Donatella Spinelli (IU: Indiana University)H-Index: 57
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In a previous study (Zoccolotti et al., 2020) we examined reading, spelling, and maths skills in an unselected group of 129 Italian children attending fifth grade by testing various cognitive predictors; results showed a high degree of predictors' selectivity for each of these three behaviors. In the present study, we focused on the specificity of the predictors by performing cross-analyses on the same dataset; i.e., we predicted spelling and maths skills based on reading predictors, reading bas...
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Jul 1, 2020·Brain Research3.25
#1Heike Mehlhase (LMU: Ludwig Maximilian University of Munich)H-Index: 2
#2Sarolta Bakos (LMU: Ludwig Maximilian University of Munich)H-Index: 8
Last. Kristina Moll (LMU: Ludwig Maximilian University of Munich)H-Index: 21
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Abstract Dissociations between reading and spelling deficits are likely to be associated with distinct deficits in orthographic word processing. To specify differences in automatic visual word recognition, the current ERP-study compared children with isolated reading fluency deficits (iRD), isolated spelling deficits (iSD), and combined reading fluency and spelling deficits (cRSD) as well as typically developing (TD) 10-year-olds while performing a variant of the Reicher-Wheeler paradigm: childr...
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Apr 1, 2020·Reading and Writing2.87
#1Timothy C. Papadopoulos (UCY: University of Cyprus)H-Index: 19
#2George Spanoudis (UCY: University of Cyprus)H-Index: 23
Last. Dialechti Chatzoudi (UCY: University of Cyprus)H-Index: 1
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The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished retrospectively from kindergarten, based on their growth profiles in cognitive (planning, attention, working memory—WM) and linguistic (phonological—PA and naming speed—RAN) skills. Four groups were formed on the basis of word fluency and spelling criterion measures: (a) poor readers/poor spellers (PR/PS, n = 9), (b) poor readers/go...
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Feb 1, 2020·Clinical Neurophysiology3.71
#1Sarolta BakosH-Index: 8
#2Heike MehlhaseH-Index: 2
Last. Kristina MollH-Index: 21
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Abstract Objective Reading fluency deficits characteristic for reading disorders (RD; F81.0) have been shown to be strongly associated with slow naming speed (e.g. in rapid automatized naming tasks). In contrast, children with an isolated spelling disorder in the context of unimpaired reading skills (iSD; F81.1) show naming speed task performances that are similar to typically developing (TD) children. However, the exact nature of the naming speed deficit and its relation to RD and the question ...
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