Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia

Peterson, Robin L.; Pennington, Bruce F.; Olson, Richard K.; Wadsworth, Sally J.

doi:10.1080/10888438.2014.904870

Cited by 37 publications

(21 citation statements)

References 45 publications

(75 reference statements)

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“…However, in our analysis we focused on experimental effects that are informative on lexical reading, that is, word length, lexicality, and W-PsH effects, which were obviously not part of the group selection, and we analyzed a number of different eye-tracking parameters. It is also important to note that our group distinction is unlikely to constitute a reliable subtype divide (as such subtype categorizations have generally been of limited success; see, e.g., Peterson, Pennington, Olson, & Wadsworth, 2014). However, we reasoned that differentiating dysfluent readers based on this central eye-tracking parameter would allow us to specify differences in the reliance on lexical and sublexical processing within dysfluent readers.…”

Section: Discussionmentioning

confidence: 99%

Lexical Reading in Dysfluent Readers of German

Gangl

Moll

Jones

et al. 2017

Scientific Studies of Reading

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Dyslexia in consistent orthographies like German is characterized by dysfluent reading, which is often assumed to result from failure to build up an orthographic lexicon and overreliance on decoding. However, earlier evidence indicates effects of lexical processing at least in some German dyslexic readers. We investigated variations in reading style in an eyetracking paradigm with German dysfluent 3rd and 4th graders. Twenty-six TypFix-readers (fixation counts within the range of 47 age-matched typical readers) were compared with 42 HighFix-readers (increased fixation counts). Both groups showed lexical access: Words were read more efficiently than nonwords and pseudohomophones. TypFix-readers showed stronger reliance on lexical reading than HighFix-readers (smaller length effects for number of fixations and total reading time, stronger lexicality effects for gaze duration, stronger word-pseudohomophone effects for mean saccade amplitude). We conclude that in both groups, sublexical and lexical reading processes were impaired due to inefficient visual-verbal integration.

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Section: Discussionmentioning

confidence: 99%

Lexical Reading in Dysfluent Readers of German

Gangl

Moll

Jones

et al. 2017

Scientific Studies of Reading

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“…Long‐term longitudinal studies of children with dyslexia have established persistent slow rates of growth in reading skill and stable classification (from preschool risk through childhood dyslexia into adolescence and even adulthood) consistent with deficient phonological processing and rapid naming, across languages (e.g., Dandache, Wouters, & Ghesquière, ; Manis, Custodio, & Szeszulski, ; Meyer, Wood, Hart, & Felton, ; Peterson, Pennington, Olson, & Wadsworth, ; Shaywitz et al, ; Svensson & Jacobson, ; Tressoldi, Stella, & Faggella, ; Undheim, ; Wadsworth, DeFries, Olson, & Willcutt, ). However, it remains unclear whether the rate of progress in reading and related skills, which is already established to be slow for children with dyslexia, is different from what might be expected on the basis of earlier performance alone, that is, whether it is exceptionally slow even taking into account the earlier starting points.…”

Section: Introductionmentioning

confidence: 99%

Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers

Diamanti

Goulandris

Stuart³

et al. 2018

Dyslexia

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In this study, we followed Greek children with and without dyslexia for 18 months, assessing them twice on a battery of phonological, reading, and spelling tasks, aiming to document the relative progress achieved and to uncover any specific effects of dyslexia in the development of reading and spelling beyond the longitudinal associations among variables that are observed in typical readers. A wideranging match was achieved between the dyslexic group and the younger reading-matched comparison group, enabling longitudinal comparisons on essentially identical initial performance profiles.Group differences were found in the development of tasks relying on phonological processing skill, such as phoneme deletion in pseudowords, pseudoword reading accuracy and time, as well as in graphemic spelling accuracy. The results confirm findings from cross-sectional studies of reading difficulty in the relatively transparent Greek orthography and are consistent with a phonological processing deficit underlying and reciprocally interacting with underdevelopment of reading and spelling skills in the impaired population.

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“…Another question relates to the heterogeneity of dyslexia and the fact that stability might differ according to the literacy components that are affected. For example, longitudinal stability has been found to be stronger for phonological dyslexia (poor pseudoword reading but spared irregular word reading) than for surface dyslexia (poor irregular word reading but spared pseudoword reading) (Manis & Bailey, 2008;Peterson, Pennington, Olson, & Wadsworth, 2014).…”

mentioning

confidence: 99%

Stability of Deficits in Reading Fluency and/or Spelling

Moll

Gangl

Banfi

et al. 2019

Scientific Studies of Reading

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Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency deficits (irrespective of spelling skills) were stable over time, while spelling deficits were stable in the RSD-group but not in the SD-group. Lower stability in the SD-group resulted from the fact that many children improved their spelling skills over time. Improvement in spelling was associated with good performance in phoneme awareness together with intact RAN and decoding skills.

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Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia

Cited by 37 publications

References 45 publications

Lexical Reading in Dysfluent Readers of German

Lexical Reading in Dysfluent Readers of German

Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers

Stability of Deficits in Reading Fluency and/or Spelling

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