A case study of an English-Japanese bilingual with monolingual dyslexia

Wydell, Taeko N.; Butterworth, Brian

doi:10.1016/s0010-0277(99)00016-5

Cited by 153 publications

(194 citation statements)

References 58 publications

Supporting

Mentioning

176

Contrasting

Unclassified

Order By: Relevance

“…Thus, it is entirely possible that different individuals will fulfill criteria for dyslexia in one language but not in another. Indeed, Wydell and Butterworth (1999) reported a case of a bilingual boy who was able to read normally in Japanese, but manifested many of the reading behaviors characteristic of dyslexicia when attempting to read English.…”

Section: Dyslexia In Different Languagesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,031

1,591

View full text Add to dashboard Cite

We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

show abstract

Section: Dyslexia In Different Languagesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,031

1,591

View full text Add to dashboard Cite

show abstract

“…A useful way to describe the orthographic code of a particular language is in terms of transparency and granularity (Wydell & Butterworth, 1999;Ziegler & Goswami, 2005). Children learning to read a transparent (i.e.…”

Section: Phonological Awarenessmentioning

confidence: 99%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

View full text Add to dashboard Cite

(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

show abstract

“…This dimension refers to whether syllables are usually open with few consonant clusters (e.g., Italian) or are closed with initial and/or final consonant clusters (e.g., German and English), and it was used to better predict the likely processing demands for beginning readers. Grain size, a similar construct, refers to the size of the sublexical representations that readers need to learn and use for optimal processing (see Wydell & Butterworth, 1999;Ziegler & Goswami, 2005), and ranges from small units, such as phonemes, to larger units, such as rimes or syllables. Both grain size and syllable complexity appear to be related to orthographic depth.…”

mentioning

confidence: 99%