Effect of phonetic complexity on word reading and repetition in deep dyslexia

Bose, Arpita; Colangelo, Annette

doi:10.1016/j.jneuroling.2011.01.004

Cited by 10 publications

(3 citation statements)

References 33 publications

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“…Reading aloud involves semantic activation to a greater extent than word repetition, whilst word repetition places demands on mapping input phonology to articulatory output (e.g. Bates et al, 2001;Bose et al, 2011;Hickok and Poeppel, 2004;Woollams et al, 2007). Therefore, effects of iconicity, if any, should be greater in reading than in repetition.…”

Section: The Present Studymentioning

confidence: 99%

When semantics aids phonology: A processing advantage for iconic word forms in aphasia

Meteyard¹,

Stoppard²,

Snudden³

et al. 2015

Neuropsychologia

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Iconicity is the non-arbitrary relation between properties of a phonological form and semantic content (e.g. "moo", "splash"). It is a common feature of both spoken and signed languages, and recent evidence shows that iconic forms confer an advantage during word learning. We explored whether iconic forms conferred a processing advantage for 13 individuals with aphasia following left-hemisphere stroke. Iconic and control words were compared in four different tasks: repetition, reading aloud, auditory lexical decision and visual lexical decision. An advantage for iconic words was seen for some individuals in all tasks, with consistent group effects emerging in reading aloud and auditory lexical decision. Both these tasks rely on mapping between semantics and phonology. We conclude that iconicity aids spoken word processing for individuals with aphasia. This advantage is due to a stronger connection between semantic information and phonological forms.

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Section: The Present Studymentioning

confidence: 99%

When semantics aids phonology: A processing advantage for iconic word forms in aphasia

Meteyard¹,

Stoppard²,

Snudden³

et al. 2015

Neuropsychologia

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“…The importance of understanding these speech processes in both normal and disordered population has been emphasized in recent literature and a clearer picture of how the phonetic characteristics of utterances impacts verbal production (i.e., reading, picture naming and/or repetition) is now emerging (Bose & Van Lieshout, 2008;Goldrick & Blumstein, 2006;Maner, Smith, & Grayson, 2000;Sadagopan & Smith, 2008;Silverberg, Vigliocco, Insalaco, & Garrett, 1998;Smith & Goffman, 2004). A case study which examines the ability to read words aloud while manipulating both the production complexity of the words and the semantic context revealed a strong interaction between word complexity and semantic blocking for reading aloud but not for repetition (Bose, Colangelo, & Buchanan, 2011). Many (Hildebrandt & Sokol, 1993;Katz & Lanzoni, 1992 have established that implicit phonological knowledge contributes to word recognition performance in deep dyslexic patients.…”

Section: Words Association and Deep Dyslexiamentioning

confidence: 99%

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

Basu¹,

Puri²

2018

JASRAE

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This paper reports on the classification of Hindi (language) words with respect to deep dyslexia phenomena as found during a linguistic investigation of specific errors as shown by children with dyslexia (CWD) during reading. The analysis is based on the data collected throughout an academic year from a total of forty-six children identified as dyslexic, having Hindi as a mother tongue or first language, and studying in class second to fifth. The findings are organised under four themes; first is similar meaning and the same language, second is similar meaning but different language, third is different orthography and different meaning but share a relationship, and fourth is different words but have some resemblance in orthography but differ in "matraa". One another possibility was also considered as fifth theme i.e. incoherent, but no details came under this out of the data collected. It was found that despite differences in the linguistic contexts of English and Hindi, deep dyslexia crosses language boundaries. The derived considerations are discussed which will perhaps work as a foundation, provide some reflections for further research, and hope to convey comprehension to some extent of how deep dyslexia reflects in words of Hindi language.

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“…Morphology Errors: To determine whether morphology errors are a common feature in learners with serious dyslexia (Lemons and Fuchs, 2010) Word segmentation: More studies are needed in the area of word segmentation for early infants (Leong et al, 2011) Factors of phonetics in word reading:Examining the impact of phonetic issues in word reading without visual word recognition in a normal speaker and one with a disorder (Bose et al, 2011) Alphabetization: Determining how alphabetization can be heightened over a longer period of time in illiterate adults (Landgraf et al, 2011) Fostering alphabet knowledge: Determining the best means of fostering alphabet knowledge (Piasta and Wagner, 2010) Reading and Writing: To describe what kind of reading and writing difficulties the inmates have and what are appropriate methods that could be used to improve their literacy ability (Svensson, 2011)…”

Section: Open Research Issues In Dyslexic Systemsmentioning

confidence: 99%

An intelligent integrative assistive system for dyslexic learners

Ndombo

Ojo

Osunmakinde

2013

Journal of Assistive Technologies

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Purpose – The objective of this paper is to present a comprehensive literature survey on dyslexic learners and to propose a model for integrated assistive technology of dyslexic learners. Design/methodology/approach – The use of the proposed model through real-life scenarios categorized as “phonological, reading and writing scenarios”. We have also surveyed some systems for use with dyslexic learners currently in use and have compared them on the basis of number of barriers, technological innovation, age group and fostering. Findings – Dyslexic learners are characterized by slow learning, poor handwriting, poor spelling skills and difficulties in planning, organizing, revising and editing texts; technology plays a major role in the educational environment; it has become crucial in impacting knowledge across the globe; and open research issues and challenges that have to be addressed in the design of the current dyslexic system have been presented in detail. Research limitations/implications – Full implementation of the proposed model and its application in developing countries. Practical implications – The system improves the phonological awareness, reading and writing skills of dyslexic learners and it provides a solution for children as well as adults with dyslexia. Social implications – This survey can be used as a reference guide to understand learning barriers and intelligent systems for dyslexic learners and to promote the use of these in schools for those with learning disabilities who need assistive technologies. Originality/value – Development of a newly proposed integrated intelligent assistive system for dyslexic learners; knowledge generation as a reference guide to understand dyslexic learning ability in general and an intelligent assistive dyslexic system in particular; and survey of open research issues and challenges to further research in intelligent dyslexic systems.

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Effect of phonetic complexity on word reading and repetition in deep dyslexia

Cited by 10 publications

References 33 publications

When semantics aids phonology: A processing advantage for iconic word forms in aphasia

When semantics aids phonology: A processing advantage for iconic word forms in aphasia

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

An intelligent integrative assistive system for dyslexic learners

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