Memory Deficits in Children with Developmental Dyslexia: A Reading-Level and Chronological-Age Matched Design

Lazzaro, Giulia; Varuzza, Cristiana; Costanzo, Floriana; Fucà, Elisa; Vara, Silvia Di; Matteis, Maria Elena De; Vicari, Stefano; Menghini, Deny

doi:10.3390/brainsci11010040

Cited by 12 publications

(8 citation statements)

References 48 publications

(22 reference statements)

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“…The 28 studies included in our meta-analysis used a chronological-age match design. However, results from this design may be biased by confounding factors such that differences in decoding words between those with DD and age-matched controls could be due to different reading experiences between them (Lazzaro et al, 2021). Future meta-analyses should include studies using state trace analysis (Van den Broeck & Geudens, 2012) to verify our findings.…”

Section: Discussionmentioning

confidence: 99%

Reading real words versus pseudowords: A meta-analysis of research in developmental dyslexia.

Zhang¹,

Peng²

2022

Developmental Psychology

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Word reading is critical for reading development. However, it has long been debated on the processes involved in real word and pseudoword decoding in developmental dyslexia (DD). We conducted a meta-analysis of 28 neuroimaging studies (519 participants with DD, 562 typical readers, age range 5–63 years, female 37.65%, 382 foci, 64 experimental contrasts) using effect-size signed differential mapping. Individuals with DD compared with typical readers showed hypoactivity in the left-lateralized reading network, including the occipitotemporal regions, temporoparietal regions, and inferior frontal gyri (pars triangularis and pars opercularis), in real word and pseudoword decoding. In pseudoword compared with real word decoding, hypoactivity was more severely reduced in the inferior frontal gyrus (pars opercularis). Metaregression showed that no hypoactivity was associated with age in real word decoding, whereas in pseudoword decoding, hypoactivity in the left superior temporal gyrus was negatively associated with age and hypoactivity in the left inferior temporal gyrus was quadratically associated with age. Accommodating the connectionist triangle model, our findings demonstrate that DD may be associated with abnormalities in both the direct orthography–phonology and the indirect orthography–semantics–phonology pathways across real word and pseudoword decoding. Compared with real word decoding, pseudoword decoding in those with DD may be more associated with abnormalities in the indirect pathway. With development, abnormalities in both pathways seem stable in real word decoding. In pseudoword decoding, abnormalities in the indirect pathway become more severe initially but could be improved in later development; abnormalities in the direct pathway could be persistently becoming more severe with age.

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Section: Discussionmentioning

confidence: 99%

Reading real words versus pseudowords: A meta-analysis of research in developmental dyslexia.

Zhang¹,

Peng²

2022

Developmental Psychology

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“…The final sample satisfied these requirements for CA and RL groups, but not for DYS+A and DYS-A groups, due to the great difficulty in recruiting these children. Note that our sample size still exceeds that of comparable studies conducted with these particular populations (e.g., Graves et al, 2019;Lagrois & Peretz, 2019;Lazzaro et al, 2021;Tao et al, 2019).…”

Section: Participantsmentioning

confidence: 81%

Do developmental dyslexia and congenital amusia share underlying impairments?

Couvignou

Tillmann

Caclin

et al. 2023

Child Neuropsychology

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Developmental dyslexia and congenital amusia have common characteristics. Yet, their possible association in some individuals has been addressed only scarcely. Recently, two converging studies reported a sizable comorbidity rate between these two neurodevelopmental disorders (Couvignou et al., Cognitive Neuropsychology 2019; Couvignou & Kolinsky, Neuropsychologia 2021). However, the reason for their association remains unclear. Here, we investigate the hypothesis of shared underlying impairments between dyslexia and amusia. Fifteen dyslexic children with amusia (DYS+A), 15 dyslexic children without amusia (DYS-A), and two groups of 25 typically developing children matched on either chronological age (CA) or reading level (RL) were assessed with a behavioral battery aiming to investigate phonological and pitch processing capacities at auditory memory, perceptual awareness, and attentional levels. Overall, our results suggest that poor auditory serial-order memory increases susceptibility to comorbidity between dyslexia and amusia and may play a role in the development of the comorbid phenotype. In contrast, the impairments observed in the DYS+A children for auditory item memory, perceptual awareness, and attention might be a consequence of their reduced reading experience combined with weaker musical skills. Comparing DYS+A and DYS-A children suggests that the latter are more resourceful and/or have more e ective compensatory strategies, or that their phenotype results from a di erent developmental trajectory. We will discuss the relevance of these ndings for delving into the etiology of these two developmental disorders and address their implications for future research and practice.

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“…Children with dyslexia performed even better than normal readers on verbal learning tasks [ 154 ]. Lazzaro et al [ 155 ] compared short-term and long-term memory in children with DD and normal readers. Children with DD performed worse than normal-reading, age-matched children but as well as normal-reading children at the same reading level on verbal, visual-object, and visual-spatial short-term and long-term memory tasks.…”

Section: Is Dyslexia Due To An Impaired Learning Capacity?mentioning

confidence: 99%

Dyslexia: Causes and Concomitant Impairments

Werth

2023

Brain Sciences

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In recent decades, theories have been presented to explain the nature of dyslexia, but the causes of dyslexia remained unclear. Although the investigation of the causes of dyslexia presupposes a clear understanding of the concept of cause, such an understanding is missing. The present paper proposes the absence of at least one necessary condition or the absence of all sufficient conditions as causes for impaired reading. The causes of impaired reading include: an incorrect fixation location, too short a fixation time, the attempt to recognize too many letters simultaneously, too large saccade amplitudes, and too short verbal reaction times. It is assumed that a longer required fixation time in dyslexic readers results from a functional impairment of areas V1, V2, and V3 that require more time to complete temporal summation. These areas and areas that receive input from them, such as the fusiform gyrus, are assumed to be impaired in their ability to simultaneously process a string of letters. When these impairments are compensated by a new reading strategy, reading ability improves immediately.

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Memory Deficits in Children with Developmental Dyslexia: A Reading-Level and Chronological-Age Matched Design

Cited by 12 publications

References 48 publications

Reading real words versus pseudowords: A meta-analysis of research in developmental dyslexia.

Reading real words versus pseudowords: A meta-analysis of research in developmental dyslexia.

Do developmental dyslexia and congenital amusia share underlying impairments?

Dyslexia: Causes and Concomitant Impairments

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