Markers of developmental surface dyslexia in a language (Italian) with high
grapheme–phoneme correspondence

Zoccolotti, Pierluigi; Luca, Maria De; Pace, Enrico Di; Judica, Anna; Orlandi, Marco; Spinelli, Donatella

doi:10.1017/s0142716499002027

Cited by 178 publications

(176 citation statements)

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“…Speci cally, when he was in Grade 3, he exhibited delayed RL in word reading and longer AT in nonword reading. ese results were similar to those found by an earlier cross-sectional study (Inoue et al, 2012), supporting the notion that as in orthographically consistent alphabetic languages (Wimmer, 1993;Zoccolotti et al, 1999), Japanese children with RDs have di culties learning lexical strategy and continue to use an ine cient grapheme-to-phoneme conversion procedure (Goto et al, 2008). However, when P1 was in Grade 5, his most signi cant de cit was found in RL for nonwords, which was not observed in Grade 3. ese results seemed to be caused by the strategies he used to read short nonwords.…”

supporting

confidence: 86%

“…Compared with RDs in languages with inconsistent orthographies, such as English and French, RDs in languages with consistent orthographies, such as Italian, German, and Spanish are characterized by marked reading-speed de cits (Wimmer, 1993;Zoccolotti, De Luca, Di Pace, Judica, Orlandi, & Spinelli, 1999). In inconsistent orthographies, reading errors are prevalent, whereas in consistent orthographies, reading errors are few; therefore, the primary feature of RDs in consistent orthographies is decreased reading speed.…”

Section: Introductionmentioning

confidence: 98%

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Developmental Change in <i>Kana</i> Reading Fluency in a Child With Reading Difficulty: A Longitudinal Case Study

Inoue

Higashibara

Maekawa

2015

JSER

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Two reading time components, reading latency (RL) and articulation time (AT), were explored in word and nonword reading in a boy (P1) exhibiting reading di culty characterized by profound phonological de cits. In Experiment 1, the reading time components were longitudinally assessed from Grades 1 to 5. During the period from Grades 1 to 3, P1's persistent reading speed de cits had di erent causes: delayed RL in word reading and longer AT in nonword reading. When he was in Grade 5, however, the most signi cant de cit was found in RL for nonword reading. In Experiment 2, P1's reading strategies for word and nonword reading were examined, focusing on word-length e ects on the reading time components. e results indicated that reading de cits were found only in his RL, regardless of word length or meaningfulness of stimuli, indicating that P1 had developed and applied his own reading strategy to compensate for his reading problem. On the basis of the results of the experiments, the applicability and usefulness of the reading time components were discussed.Key Words: reading di culties, reading time components, reading strategy IntroductionReading is an important sociocultural ability for children as it can facilitate access to relevant information and, consequently, better economic possibilities. Reading di culties (RDs), or dyslexia that cannot be accounted for by general intellectual ability, sensory problems, or inadequate instruction (Lyon, Shaywitz, & Shaywitz, 2003) have been characterized in both cognitive and neurobiological terms (Ramus, 2003(Ramus, , 2004. A number of studies have examined the causal factors of RDs, and the well-established theories cite phonological de cits (Snowling, 2000;Vellutino, Fletcher, Snowling, & Scanlon, 2004;Wolf & Bowers, 1999) and visual processing de cits (Lobier, Zoubrinetzky, & Valdois, 2012;Stein, 2001). Wolf and Bowers (1999) proposed the double-de cit hypothesis (DDH) in which they argued that two core processes, phonological awareness (PA) and rapid automatized naming (RAN), were causally related to the RDs. e DDH posits four groups of readers: No-de cit readers perform in the average and above average range on both PA and RAN; single-de cit readers form two groups, those with a phonological de cit (PD) and those who have poor naming speed (NSD); and double-de cit (DD) readers have both PA and RAN de cits and have the most severe reading problems.It is widely acknowledged that the prevalence of RDs and their clinical manifestations vary with the nature of the language in which children learn (Ziegler & Goswami, 2005). Compared with RDs in languages with inconsistent orthographies, such as English and French, RDs in languages with consistent orthographies, such as Italian, German, and Spanish are characterized by marked reading-speed de cits (Wimmer, 1993;Zoccolotti, De Luca, Di Pace, Judica, Orlandi, & Spinelli, 1999). In inconsistent orthographies, reading errors are prevalent, whereas in consistent orthographies, reading errors are few; therefore, the primary feature ...

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supporting

confidence: 86%

Section: Introductionmentioning

confidence: 98%

Developmental Change in <i>Kana</i> Reading Fluency in a Child With Reading Difficulty: A Longitudinal Case Study

Inoue

Higashibara

Maekawa

2015

JSER

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“…24 In languages such as German, Italian and Finnish, with a more regular orthography than English, low reading speed, rather than accuracy of reading, is a prominent and persistent problem for dyslexics. [84][85][86][87][88] It has also been suggested that processing speed decreases more with aging in dyslexics as compared to nondyslexic individuals. 88 Therefore, in these countries, speed or automaticity of reading appears to be the seminal deficit.…”

Section: Discussionmentioning

confidence: 99%

A genome scan in multigenerational families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to phonological decoding efficiency

et al. 2005

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Dyslexia is a common and complex developmental disorder manifested by unexpected difficulty in learning to read. Multiple different measures are used for diagnosis, and may reflect different biological pathways related to the disorder. Impaired phonological decoding (translation of written words without meaning cues into spoken words) is thought to be a core deficit. We present a genome scan of two continuous measures of phonological decoding ability: phonemic decoding efficiency (PDE) and word attack (WA). PDE measures both accuracy and speed of phonological decoding, whereas WA measures accuracy alone. Multipoint variance component linkage analyses (VC) and Markov chain Monte-Carlo (MCMC) multipoint joint linkage and segregation analyses were performed on 108 families. A strong signal was observed on chromosome 2 for PDE using both VC (LOD ¼ 2.65) and MCMC methods (intensity ratio (IR) ¼ 32.1). The IR is an estimate of the ratio of the posterior to prior probability of linkage in MCMC analysis. The chromosome 2 signal was not seen for WA. More detailed mapping with additional markers provided statistically significant evidence for linkage of PDE to chromosome 2, with VC-LOD ¼ 3.0 and IR ¼ 59.6 at D2S1399. Parametric analyses of PDE, using a model obtained by complex segregation analysis, provided a multipoint maximum LOD ¼ 2.89. The consistency of results from three analytic approaches provides strong evidence for a locus on chromosome 2 that influences speed but not accuracy of phonological decoding. Molecular Psychiatry (2005) 10, 699-711.

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“…According to [16], the Italian writing system is shallow: "It has highly consistent spelling-sound correspondences". The shallowness causes that naming latencies are linearly related to length in letters [18]. "Latencies decrease as children gain skill in computing pronunciations over larger groups of letters.…”

Section: A Phonological Trainingmentioning

confidence: 99%

“…"In languages with loose relationships between graphemes and phonemes (e.g., English), when the phonological analysis of words is insufficient, a variety of errors is produced. In languages with considerably more regular grapheme-phoneme correspondence (e.g., Italian), the number of errors may be small since phonological reading is generally correct, and the most conspicuous symptom is slowness in reading" [18]. Bavelier and colleagues summarize effectively: "Performance in read-SPECIAL FOCUS PAPER MEASURING THE READING ABILITIES OF DYSLEXIC CHILDREN THROUGH A VISUAL GAME ing aloud is only weakly related to comprehension in shallow orthographies, for which it is possible to read aloud quickly and accurately with little or no comprehension" [16].…”

Section: A Phonological Trainingmentioning

confidence: 99%

Measuring the Reading Abilities of Dyslexic Children through a Visual Game

Ludovico

Tore²,

Mangione

et al. 2015

Int. J. Emerg. Technol. Learn.

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Abstract-In modern society about 10% of children suffer from a neuro-developmental disorder called dyslexia, which implies difficulties in learning to read. According to recent research, playing action videogames can be a valid teaching tool to improve the reading skills of dyslexic children through forms of engagement and interaction. This paper describes the design, implementation, validation and experimentation of an educational action game oriented to promote phonological and visuo-spatial attention training in dyslexic subjects aged between 7 and 9.

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Markers of developmental surface dyslexia in a language (Italian) with high grapheme–phoneme correspondence

Cited by 178 publications

References 0 publications

Developmental Change in <i>Kana</i> Reading Fluency in a Child With Reading Difficulty: A Longitudinal Case Study

Developmental Change in <i>Kana</i> Reading Fluency in a Child With Reading Difficulty: A Longitudinal Case Study

A genome scan in multigenerational families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to phonological decoding efficiency

Measuring the Reading Abilities of Dyslexic Children through a Visual Game

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