Dyslexia in a consistent orthography: Evidence from reading‐level match design

Parrila, Rauno; Georgiou, George K.; Papadopoulos, Timothy C.

doi:10.1002/dys.1650

Cited by 15 publications

(14 citation statements)

References 59 publications

(95 reference statements)

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“…Rapid automatic naming was strongly associated with early childhood reading skills, and it might be related to speech processing ability and auditory processing impairment. Finally, orthographic awareness was also significantly associated with dyslexia in multivariate logistic regression analysis, which is similar to other studies [ 41 ]. Apparently, children with dyslexia had abnormal discrimination ability in the structure and writing of Chinese characters, and lacked the regular awareness of characters.…”

Section: Discussionsupporting

confidence: 90%

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

Lin

Zhang

Huang

et al. 2020

IJERPH

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The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. In addition, literacy assessment has seldom been performed for children with dyslexia, due to lack of uniform assessment tools. This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. A total of 2955 students aged 7–12 years were enrolled by randomized cluster sampling. The study was divided into three stages. In stage I, all participating students were asked to finish the Combined Raven Test (CRT) and Chinese Vocabulary Test and Assessment Scale. In stage II, the Chinese teachers and parents of the children with suspected dyslexia were interviewed by psychiatrists, and finished the Dyslexia Checklist for Chinese Children (DCCC). In stage III, these children were evaluated by child psychiatrists for the diagnosis with or without dyslexia, according to the fifth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and their Chinese literacy was further evaluated by using the Chinese Reading Ability Test (CRAT). The prevalence rate of children with dyslexia was 5.4% in Shantou city, 8.4% in boys and 2.3% in girls, with a gender ratio of 3.7:1.0. Children with dyslexia scored lower in all the five subscales of the CRAT tests. including phonological awareness, morphological awareness, rapid automatized naming, orthographic awareness, and reading ability than the control group (all p < 0.001). This study suggested that the prevalence rate of Chinese dyslexia in Shantou city is roughly equivalent to that previously reported in China. Children with dyslexia have a relatively lower Chinese reading ability in all assessments.

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Section: Discussionsupporting

confidence: 90%

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

Lin

Zhang

Huang

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…The other one would be the Rapid Automatized Naming (RAN), considered as a phonological task by some authors (Bowey et al, 2005 ; Clarke et al, 2005 ; Torgesen et al, 1997 ), but conceived as independent from phonology by Wolf and Bowers ( 1999 ). The idea of co-occurrence of phonological and rapid naming deficit found support in several studies on children and adults (see Parrila et al, 2020 for a review) and in cross-linguistic investigations (Landerl et al, 2013 ; Ziegler et al, 2010 ). This is quite surprising if we consider that each language has its proper system of phonological rules.…”

mentioning

confidence: 93%

“…Although DD has been extensively studied in the past decades, the debate about its causes has continued because of its multifaceted manifestations (Parrila et al, 2020 ).…”

mentioning

confidence: 99%

Orthographic depth and developmental dyslexia: a meta-analytic study

et al. 2021

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Cross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups’ performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.

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“…Our analyses and conclusions are based upon eye movement measures that reflect lexical identification during reading, relating to our experimental manipulations of carefully controlled target words. The issues surrounding alternative group matching procedures have been explored within the literature [76,77,78,79]. Such issues require investigation, beyond the scope of the present experiments, but may limit the extent to which these data generalise to the wider population of individuals with dyslexia.…”

Section: Discussionmentioning

confidence: 99%

The role of phonology in lexical access in teenagers with a history of dyslexia

et al. 2020

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We examined phonological recoding during silent sentence reading in teenagers with a history of dyslexia and their typically developing peers. Two experiments are reported in which participants' eye movements were recorded as they read sentences containing correctly spelled words (e.g., church), pseudohomophones (e.g., cherch), and spelling controls (e.g., charch). In Experiment 1 we examined foveal processing of the target word/nonword stimuli, and in Experiment 2 we examined parafoveal pre-processing. There were four participant groups-older teenagers with a history of dyslexia, older typically developing teenagers who were matched for age, younger typically developing teenagers who were matched for reading level, and younger teenagers with a history of dyslexia. All four participant groups showed a pseudohomophone advantage, both from foveal processing and parafoveal preprocessing, indicating that teenagers with a history of dyslexia engage in phonological recoding for lexical identification during silent sentence reading in a comparable manner to their typically developing peers.

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Dyslexia in a consistent orthography: Evidence from reading‐level match design

Cited by 15 publications

References 59 publications

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

Orthographic depth and developmental dyslexia: a meta-analytic study

The role of phonology in lexical access in teenagers with a history of dyslexia

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