Allophonic Perception in Dyslexia: An overview

Serniclaes, Willy

doi:10.5231/psy.writ.2011.26072

Cited by 6 publications

(8 citation statements)

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“…This stage-based developmental approach was also adopted in the developmental reading model of Struiksma et al ( 2004 ), which argues that optimized grapheme-phoneme connections partly result from so-called pre-reading literacy requirements, such as visual and auditory discrimination skills. Indeed, in order to correctly acquire grapho-phonemic conversion skills in alphabetic languages, the learner must be able to discriminate between all possible letter symbols (graphemes) (Woodrome and Johnson, 2009 ; Serniclaes, 2018 ) and between the set of speech sounds (phonemes) used in the spoken language of interest (Serniclaes, 2018 ). In line with this stage-based approach for learning to read, we hypothesize that offering grapheme-phoneme correspondence instruction from the start without a gradual build-up including preceding visual and auditory discrimination exercises is too abrupt and too difficult for children at cognitive risk.…”

Section: Introductionmentioning

confidence: 99%

Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia

et al. 2021

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Dyslexia is targeted most effectively when (1) interventions are provided preventively, before the onset of reading instruction, and (2) remediation programs combine letter-sound training with phoneme blending. Given the growing potential of technology in educational contexts, there has been a considerable increase of letter-sound trainings embedded in digital serious games. One such intervention is GraphoGame. Yet, current evidence on the preventive impact of GraphoGame is limited by the lack of adaptation of the original learning content to the skills of pre-readers, short training duration, and a restricted focus on explicitly trained skills. Therefore, the current study aims at investigating the impact of a preventive, and pre-reading adapted GraphoGame training (i.e., GraphoGame-Flemish, GG-FL) on explicitly trained skills and non-specifically trained phonological and language abilities. Following a large-scale screening (N = 1225), the current study included 88 pre-reading kindergarteners at cognitive risk for dyslexia who were assigned to three groups training either with GG-FL (n = 31), an active control game (n = 29), or no game (n = 28). Before and after the 12-week intervention, a variety of reading-related skills were assessed. Moreover, receptive letter knowledge and phonological awareness were measured every three weeks during the intervention period. Results revealed significantly larger improvements in the GG-FL group on explicitly trained skills, i.e., letter knowledge and word decoding, without finding transfer-effects to untrained phonological and language abilities. Our findings imply a GG-FL-driven head start on early literacy skills in at-risk children. A follow-up study should uncover the long-term impact and the ability of GG-FL to prevent actual reading failure.

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Section: Introductionmentioning

confidence: 99%

Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia

et al. 2021

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“…Así, ha sido en nuestro caso, donde la prueba de discriminación ha arrojado una interacción entre pares y grupos basada en la falta de estabilidad de la respuesta en los pares extremos del grupo de disléxicos (ver figura 7). Este resultado, junto con una curva de discriminación más achatada son los resultados característicos de los grupos disléxicos (Serniclaes, 2011).…”

Section: Discussionunclassified

“…Por otra parte, se pretende especificar en qué consiste el principal déficit perceptivo de los disléxicos. En este Monográfico se presenta la teoría de la percepción del modo alofónico (Serniclaes, 2011, Serniclaes et al 2004) según la cual el problema principal estaría relacionado con el desarrollo del sistema fonológico, en concreto con la transición entre un sistema de percepción universal de los sonidos tipo habla al sistema específico de cada lengua. La alteración de este proceso haría que los sujetos disléxicos conservaran las categorías fonéticas universales.…”

Section: Introductionunclassified

Severidad en las dificultades de aprendizaje de la lectura: diferencias en la percepción del habla y la conciencia fonológica

Luque¹,

Bordoy²,

Giménez³

et al. 2011

PSYWRIT

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Un conjunto de tareas de conciencia fonológica, identificación y discriminación de fonemas y juicios de orden temporal fue administrada a una muestra de niños disléxicos y sus respectivos grupos de control edad (CE) y control nivel lector (CNL). Los estímulos de las tareas de identificación y discriminación fueron nueve sílabas de un contraste de lugar de articulación en el continuo /ba-da/, construidas mediante la manipulación de los formantes 2 y 3. Los datos fueron analizados siguiendo dos métodos. Las comparaciones ANOVA mostraron diferencias significativas en las tareas de discriminación y juicio de orden temporal entre los disléxicos y los grupos controles, mientras que los paráme-tros de la tarea de identificación (pendiente y límite categorial) no alcanzaron la significación. Se desarrolló también un procedimiento para evaluar la desviación. El 44% de los niños disléxicos mostraron al menos dos medidas con una desviación estándar de 1.65. Además, hubo una relación entre las ejecuciones en conciencia fonológica y percepción del habla. En general los resultados fueron muy similares a los principales hallazgos descritos en la bibliografía. Por tanto, defendemos que las medidas procedentes de las tareas de percepción del habla podrían ser incorporadas como un elemento complementario en el procedimiento de diagnóstico de la dislexia evolutiva.Palabras Clave: Dislexia; Percepción del Discurso; Consciencia Fonológica; Phonological Awareness, Diagnóstico.A set of phonological awareness, phoneme identification, discrimination and temporal order tasks were administered to dyslexic children and chronological age (CA) and reading-level (RL) comparison groups. The identification and discrimination task stimuli consisted of nine /ba-da/ syllables over an articulation continuum. Syllables were obtained by manipulating formants 2 and 3. Data were analyzed using two methods. ANOVA comparisons showed significant differences between the dyslexic and control groups in the discrimination and temporal order tasks, whereas parameters from the identification task (slope and boundary) did not reach significance. A procedure to assess deviance was also developed. 44% of dyslexic children showed at least two 1.65 standard deviation measures. Moreover, there was an association between phonological awareness and speech perception performance. Generally, the results were similar to the main findings described in the literature. Thus, we suggest that measures from speech perception tasks could be incorporated as complementary elements in developmental dyslexia diagnosis procedures.

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“…In the current study, we investigate the deficits associated with the perception of voicing contrasts between phonemes in Spanish school-aged children. Previous studies showed that developmental dyslexia was related to a deficit in the categorical perception of phonemes and that such deficit arouse from the enhanced perception of allophones, that is, subphonemic units without phonological content (for a review, see Serniclaes, 2018). Here, we investigate the allophonic perception of voicing contrasts in a fairly large sample of Spanish children.…”

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confidence: 97%

Allophonic perception of VOT contrasts in Spanish children with dyslexia

et al. 2021

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Developmental dyslexia is a disorder in which the ability to decipher written language is impaired despite the absence of other cognitive or sensory impairments (Peterson & Pennington, 2012). Dyslexia has a genetic basis, but the epigenetic factors that determine its expression remain under investigation. Various factors have been suspected to cause dyslexia, and most of these factors are related to deficits in one of the three components of written language: phonology, visual information, and phonovisual information (Serniclaes

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Allophonic Perception in Dyslexia: An overview

Cited by 6 publications

References 50 publications

Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia

Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia

Severidad en las dificultades de aprendizaje de la lectura: diferencias en la percepción del habla y la conciencia fonológica

Allophonic perception of VOT contrasts in Spanish children with dyslexia

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