On the bases of two subtypes of development dyslexia

Manis, Franklin R.; Seidenberg, Mark S.; Doi, Lisa M.; McBride‐Chang, Catherine; Petersen, Alan

doi:10.1016/0010-0277(95)00679-6

Cited by 404 publications

(651 citation statements)

References 47 publications

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“…In addition, the proportion of hard phonological and surface dyslexics was consistently across studies almost the same (15% vs. 17% in Castles & Coltheart, 1993;9% vs. 12% in Stanovich et al, 1997; 10% in both cases in Manis et al, 1996). A similar result was observed in the latency-based French study (16% vs. 19%, respectively, in Sprenger-Charolles et al, 2000), but not in the accuracy-based French studies, where the percentage of hard phonological dyslexics was found to be lower than that of hard surface dyslexics (3% vs. 23% in Génard et al, 1998;10% vs. 19% in Sprenger-Charolles et al, 2000).…”

Section: Results Of Multiple-case Studiesmentioning

confidence: 71%

“…More recently, five multiple-case studies were carried out, three with English-speaking dyslexics (Castles & Coltheart, 1993;Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996;Stanovich, Siegel, & Gottardo, 1997) 1 and two with French-speaking dyslexics (Génard, Mousty, Content, Alegria, Leybaert, & Morais, 1998;Sprenger-Charolles et al, 2000). Two methods were used to analyze the results: the classical method and the regression method.…”

Section: Results Of Multiple-case Studiesmentioning

confidence: 99%

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Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

et al. 2008

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In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics' phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 +8 months; RL: 80 +3 months). For the group study, the 15 dyslexics were matched pairwise on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 +4 months). For the multiple-case study, the RL control group included 86 average readers (CA: 83 +4 months; RL: 85 +5 months). To assess the relative efficiency of the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or long. The dyslexics' skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness, phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this deficit was high (the accuracy scores of all but 2 of the 15 dyslexics being more than 1 SD below the RL control mean), and that deficits in phonemic awareness were more prevalent (7 cases) than deficits in phonological memory (1 case) and in rapid naming (2 cases). Three unexpected results were observed in the group study: the difference between regular words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics' reading deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for instance).

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Section: Results Of Multiple-case Studiesmentioning

confidence: 71%

Section: Results Of Multiple-case Studiesmentioning

confidence: 99%

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

et al. 2008

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“…The remaining 35 children (mean age 8.3 ± 0.4 years; 21 girls) all reported normal or corrected-to-normal vision and had an estimated IQ of ≥85 (block design test of the HAWIK-III) (Tewes, et al 1999). The children (n=35) were grouped into normal, ageappropriate (NR; >40 th percentile; n=18, mean age 8.3 ± 0.4; 11 girls) (Manis et al, 1996;Shaywitz et al, 2003) or poor readers (PR; <25th percentile; n=14, mean age 8.3 ± 0.3; 7 girls) (Rutherford, 2006;Shaywitz et al, 2002) according to their reading performance (number of correctly read words per minute, subtest of Salzburger Lesetest: SLT) (Landerl et al, 1997). The three remaining children had reading scores between the 25th and the 40th percentile (gap group, 2 girls) and were only included in regression analyses.…”

Section: Study Design and Subjectsmentioning

confidence: 99%

Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers

et al. 2010

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“…Two critical dimensions that may be important are the degree of phonological deficit and the degree of language impairment (Gallagher, Frith, & Snowling, 2000;Griffiths & Snowling, 2002;Joanisse et al, 2000;Manis, Seidenberg, Doi, McBride-Chang, & Petersen, 1996;Stanovich, Siegel, & Gottardo, 1997). According to the phonological representations hypothesis, the degree of phonological impairment should be the primary variable affecting gating task performance.…”

Section: Introductionmentioning

confidence: 99%

Auditory word identification in dyslexic and normally achieving readers

Bruno

Manis

Keating

et al. 2007

Journal of Experimental Child Psychology

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The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, particularly on the most difficult items, namely those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relation of gating and general language ability to word and pseudoword reading ability.

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On the bases of two subtypes of development dyslexia

Cited by 404 publications

References 47 publications

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

Early emergence of deviant frontal fMRI activity for phonological processes in poor beginning readers

Auditory word identification in dyslexic and normally achieving readers

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