Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders

Bakos, Sarolta; Landerl, Karin; Bartling, Jürgen; Schulte‐Körne, Gerd; Moll, Kristina

doi:10.1016/j.clinph.2017.12.010

Cited by 21 publications

(27 citation statements)

References 34 publications

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“…More research is needed in order to explain these differences between isolated spelling and reading disorder. However, recent research has shown that reading and spelling disorder are related to distinct neurocognitive profiles (36). We speculate that these underlying differences in neurocognitive profiles result in behavioral differences and thereby explain the comorbidity between SLD and psychopathological symptoms.…”

Section: Discussionmentioning

confidence: 75%

Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

et al. 2020

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Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of, e.g., arithmetic disorders with ADHD, anxiety disorder, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety disorder, depression, ADHD, and/or conduct disorder. The sample consisted of 3,014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety disorder (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.

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Section: Discussionmentioning

confidence: 75%

Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

et al. 2020

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“…We have argued elsewhere (e.g., Bakos, Landerl, Bartling, Schulte-Körne, & Moll, 2018;Moll & Landerl, 2009), that children with RD store and use orthographic representations during reading, but are slow in processing their phonological form. Thus, reading fluency deficits may result from slow visual-verbal access (Lervåg & Hulme, 2009) and inefficient sequential processing (Jones, Obregón, Kelly, & Branigan, 2008;Protopapas, Katopodi, Altani, & Georgiou, 2018;van Den Boer, Georgiou, & de Jong, 2016).…”

Section: Reading Fluency Deficitsmentioning

confidence: 92%

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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“…The items were presented in random order, for 5 seconds or until a response occurred, with DMDX (Forster & Forster, 2003). The items were 80 legal and 80 illegal nonwords, taken from Bakos, Landerl, Bartling, Schulte-Körne, and Moll (2018). All items were pronounceable in German.…”

Section: Sensitivity To Frequent Letter Patternsmentioning

confidence: 99%

Is Statistical Learning Ability Related to Reading Ability, and If So, Why?

Schmalz¹,

Moll²,

Mulatti

et al. 2018

Scientific Studies of Reading

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Previous studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition.Causal mechanisms behind this relationship are unclear: though orthographic sensitivity to letter bigrams may emerge through SL and facilitate reading, there is no empirical support for this link. We test 84 adults on two SL tasks, reading tests, and a bigram sensitivity task. We test for correlations using Bayes Factors. This serves to test the prediction that SL and reading ability are correlated, and to explore sensitivity to bigram legality as a potential mediator. We find no correlations between SL tasks and reading ability, SL and bigram sensitivity, or between the SL tasks. We conclude that correlating SL with reading ability may not yield replicable results, partly due to low correlations between SL tasks.

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Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders

Abstract: Our study is the first to specify the underlying neurophysiology of word processing deficits associated with isolated literacy deficits.

Cited by 21 publications

References 34 publications

Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

Stability of Deficits in Reading Fluency and/or Spelling

Is Statistical Learning Ability Related to Reading Ability, and If So, Why?

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