Inferential Word-Decoding Weakness in Reading Disabled Children

Ackerman, Peggy T.; Anhalt, Jean; Dykman, Roscoe A.

doi:10.2307/1510385

Cited by 14 publications

(4 citation statements)

References 20 publications

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“…Data have also been obtained indicating that dyslexic readers exhibit longer P300 latencies during simple, lower level, visual linguistic tasks (i.e., grapheme identification; Ackerman, Arnhalt, & Dykman, 1986;Harter, Anllo-Vento, & Wood, 1989;Harter, Anllo-Vento, et al, 1988). Similar results have been obtained in the auditory domain.…”

supporting

confidence: 67%

Brain Activity During Performance of Naming Tasks: Comparison Between Dyslexic and Regular Readers

Breznitz¹

2005

Scientific Studies of Reading

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This research was aimed at contributing to the current understanding of the underlying factors of naming speed and the causes of naming speed deficits. Forty regular readers and 40 dyslexic university students participated in the study. Electrophysiological (Event-Related Potentials [ERPs]) and behavioral measures were employed. Behavioral baseline tasks assessed general ability, reading skills, reading-related cognitive abilities, and standard Rapid Automatized Naming (RAN) and Rapid Alternating Stimulus tests. ERP tasks included letter and object naming tasks adapted for electrophysiological research presentation. The dyslexics were significantly slower and less accurate than the controls on most of the baseline measures. On all the naming tasks, the peak ERP latencies were elicited later, reaction times were longer, and the P300 latency width was wider among the dyslexics as compared to the regular readers. On the choice reaction time naming tasks, accuracy for both groups was almost perfect. When naming presentation time was controlled by the experiment, the dyslexics were significantly less accurate than the controls. Our data indicated that effective naming speed was related to an earlier P200 latency peak among regular readers and to an earlier P300 latency peak and narrower area component activation in the dyslexic group. The results from this study suggest that effective RAN speed among regular readers might be a result of efficient processing of RAN information at the input stage of stimulis perception and evaluation as well as of updating and processing the information in short-term memory among dyslexics.

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confidence: 67%

Brain Activity During Performance of Naming Tasks: Comparison Between Dyslexic and Regular Readers

Breznitz¹

2005

Scientific Studies of Reading

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“…One general finding is that ADHD + RD subjects have performed worse than ADHD-only subjects on language measures across several studies (Ackerman, Anhalt, Dykman, & Holcomb, 1986; Ackerman, Dykman, & Gardner, 1990; August & Garfinkel, 1990; Felton & Wood, 1989; Felton, Wood, Brown, Campbell, & Harter, 1987; Halperin et al, 1984; LaBuda, 1988; McGee, Williams, Moffitt, & Anderson, 1989). These results are convergent with other evidence that deficits on certain phonological processing tasks are specific to RD.…”

mentioning

confidence: 99%

Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability.

Pennington

Groisser²,

Welsh³

1993

Developmental Psychology

375

315

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We compared 2 common and sometimes comorbid developmental disorders, reading disability (RD) and attention deficit hyperactivity disorder (ADHD), in 2 cognitive domains, phonological processes (PP) and executive functions (EF). Subjects were 70 boys of early school age, studied by means of a 2 (RD vs. no RD) X 2 (ADHD vs. no ADHD) X 2 (domain type) mixed-model design. The 2 RD groups (RD-only and RD plus ADHD) were significantly impaired compared with both the control and ADHD-only groups on a PP composite score but performed normally on the EF composite score. The ADHD-only group had an opposite»profile and was significantly different from both RD groups and from controls on the EF composite score. Thus, there was a double-dissociation between the RD-only and ADHD-only groups. The comorbid group resembled the RDonly group, consistent with the hypothesis that their ADHD symptoms are secondary to RD. These results provide evidence for the separability of PP from EF, as well as one explanation for the comorbidity between RD and ADHD.One strategy for understanding cognitive development is to see how it is perturbed by different developmental disorders. In this article, we present evidence from two common developmental disorders, reading disability (RD) and attention deficit hyperactivity disorder (ADHD), which indicate the separability of two different domains of cognitive development, phonological processes and executive functions. To understand the relations between these two disorders, we had to examine the basis of their frequent overlap or comorbidity.Comorbidities are a frequently encountered phenomenon in childhood behavioral disorders (Institute of Medicine, 1989), but we know little about their causal bases. Understanding comorbidities is a fundamental issue in the study of developmental psychopathologies, because each different possible explanation has different implications not only for clinical practice but also for developmental theory.This article addresses the specific problem of the comorbidity of dyslexia (or reading disability, RD) and attention deficit hyperactivity disorder (ADHD) by means of a test for a double dissociation. This methodology addresses the basis of comorbidity (a) by testing whether similar or different domains of cognition are disrupted in the "pure" forms of these two common developmental disorders, and (b) by examining the profile

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“…That is, poor readers, unlike good readers, repeat strings of rhyming words as accurately as strings of nonrhyming words. Other researchers have pointed to the difficulty retarded readers exhibit in decoding regularly spelled nonsense words (Richardson, DiBenedetto, & Adler, 1982) as well as upper grade level real words such as cog and rill that have analogous spellings to first-and second-grade phonetically regular words such as dog and hill (Ackerman, Anhalt, & Dykman, 1986). Bradley and Bryant (1983) found kindergartners who had difficulty discriminating the odd word in short strings of rhyming or alliterative words to be at high risk for reading retardation.…”

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confidence: 99%

Add Students With and Without Dyslexia Differ in Sensitivity to Rhyme and Alliteration

Ackerman

Dykman²,

Gardner

1990

J Learn Disabil

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Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses.

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Inferential Word-Decoding Weakness in Reading Disabled Children

Cited by 14 publications

References 20 publications

Brain Activity During Performance of Naming Tasks: Comparison Between Dyslexic and Regular Readers

Brain Activity During Performance of Naming Tasks: Comparison Between Dyslexic and Regular Readers

Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability.

Add Students With and Without Dyslexia Differ in Sensitivity to Rhyme and Alliteration

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