[No Title Available]

Navas, Ana Luiza

doi:10.1590/s1516-80342007000400015

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…Examining the response to alterations in non-phonological forms of auditory information, such as amplitude or pitch, could further clarify the nature of the deficit in dyslexia. Moreover, it is a challenge to bring the current results in-line with the recently popular view that the phonological deficit in dyslexia is an impairment in the access to, rather than the quality of, phonological representations (Ramus & Szenkovits, 2008). If anything, the results of the current study seem to suggest that phonological representations are more easily accessed and modified in dyslexia, rather than the contrary.…”

Section: Discussionsupporting

confidence: 65%

“…However, some researchers did not find perception deficits in dyslexia (Law, Vandermosten, Ghesquiere, & Wouters, 2014), or argued that a phonological deficit is secondary to a general auditory deficit (Hakvoort et al, 2016;Hakvoort, Van Der Leij, Maurits, Maassen, & Van Zuijen, 2015;Tallal, Miller, & Fitch, 1993). Others even questioned the existence of speech perception deficits and pointed to, for instance, attentional limitations in dyslexia (Ramus & Szenkovits, 2008). More recently, the phonological access hypothesis has been proposed, stating that individuals with dyslexia have adequate phonological representations but show difficulties in consciously accessing and manipulating these representations (Boets et al, 2013;Ramus & Szenkovits, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Others even questioned the existence of speech perception deficits and pointed to, for instance, attentional limitations in dyslexia (Ramus & Szenkovits, 2008). More recently, the phonological access hypothesis has been proposed, stating that individuals with dyslexia have adequate phonological representations but show difficulties in consciously accessing and manipulating these representations (Boets et al, 2013;Ramus & Szenkovits, 2008). In contrast to speech perception, speech production-a relatively direct way to measure phonological representations-has only received scant attention in dyslexia.…”

Section: Introductionmentioning

confidence: 99%

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Deficient Response to Altered Auditory Feedback in Dyslexia

Bunt

Groen

Kleij

et al. 2018

Developmental Neuropsychology

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Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10-13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading.

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Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Deficient Response to Altered Auditory Feedback in Dyslexia

Bunt

Groen

Kleij

et al. 2018

Developmental Neuropsychology

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“…In the RAN-akshara task, the consonant akshara with inherent schwa used were similar to the ones used in the akshara-identification task. Despite intact phonological representations for these akshara, the problem in the rapid-naming tasks of the dyslexic group suggests a problem of some higher-level cognitive processing (Ramus & Szenkovits, 2008). This commensurate with the fact that RAN tasks are said to be capable in capturing various cognitive skills such as visual orthographic processing, serial order processing, attentional focus, and inhibition ability (Arnell, Joanisse, Klein, Busseri, & Tannock, 2009;de Jong, 2011;Georgiou, Parrila, Cui, & Papadopoulos, 2013;Logan, Schatschneider, & Wagner, 2011).…”

Section: Discussionmentioning

confidence: 99%

Developmental dyslexia in Hindi readers: Is consistent sound‐symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory

Bajre

Khan

2019

Dyslexia

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Phonological processing deficit is a hallmark of developmental dyslexia indicating a core cognitive dysfunction. Importance of working memory in reading and its association with the tasks measuring phonological processing is also debated in research. The present study investigates the role of working memory, phonological, and orthographic processing in Hindi‐speaking dyslexic children (22 dyslexic and 23 control, of Grade 4). Hindi has a consistent symbol‐sound mapping with an extensive list of visually complex graphemes. Although consistent symbol‐sound mapping facilitates reading, graphemic complexity has its cost on memory. A range of tasks measuring phonological processing, working memory, and orthographic knowledge was designed and administered. Dyslexic children scored significantly lower than controls not only on working memory tasks but also on the tasks of phonological processing and orthographic knowledge. Moreover, the difference in working memory between dyslexic and normal children was more pronounced with increased task complexity. These results highlight complex relationships between working memory, phonological and orthographic processing together with visual attentional processing in Hindi, that contribute to the reading deficits encountered by children with dyslexia. Their respective contributions are considered in the discussion with some of the visual and phonological features of Hindi orthography and their associated effects in reading.

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“…Motivated by the evidence showing that there may be a link between music experience and enhanced encoding of speech, the relationship between phonological awareness and musical ability is in the focus of research interest. Phonological awareness refers to the explicit knowledge of building blocks in speech and to the ability to manipulate speech sounds (Ramus & Szenkovits, 2008). Speech segmentation requires rapid auditory judgements and precise temporal processing of speech sounds.…”

Section: Task-dependent Mechanisms In the Perception Of Music And Speechmentioning

confidence: 99%

Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

Lukács

Honbolygó

2019

Journal of Research in Music Education

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Previous studies have demonstrated that active engagement in musical activities benefits auditory and cognitive processing. However, it is still unclear whether musical experience improves domain-general mechanisms reflected in superior functioning in language or the enhancement is selective and limited to musical abilities. In the present study, we evaluated the transfer effect of general elementary school music education on the development of linguistic abilities. The relationship between specific musical auditory skills, phonological awareness, and reading was investigated in 30 second-grade children who attended either a class with an intensive music curriculum or a class with a regular curriculum. Results indicated no significant differences between the music and the regular class, suggesting that 1 year of Kodály-based classroom music education is not enough to yield relevant improvement in musical and linguistic abilities. Although there was no considerable relationship between reading and musical abilities, phoneme deletion accuracy was specifically associated with tonal memory. These findings suggest that similar cognitive mechanisms may be required to process melodic and phonological sequences. Therefore, we assume that task-dependent mechanisms may exist in melody and speech perception, which might account for the presence of inconsistent findings in the music transfer literature.

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[No Title Available]

Cited by 4 publications

References 6 publications

Deficient Response to Altered Auditory Feedback in Dyslexia

Deficient Response to Altered Auditory Feedback in Dyslexia

Developmental dyslexia in Hindi readers: Is consistent sound‐symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory

Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

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