Picture Naming Deficits in Developmental Dyslexia: The Phonological Representations Hypothesis

Swan, Denise; Goswami, Usha

doi:10.1006/brln.1997.1855

Cited by 194 publications

(215 citation statements)

References 38 publications

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“…For instance, indicators of working memory have been identified as potentially relevant unspecific predictors of both literacy and mathematics development in school (see Berg, 2008;Bull, Espy, & Wiebe, 2008;Geary, Hamson, & Hoard, 2000;Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Hecht, Torgesen, Wagner, & Rashotte, 2001;Landerl, Bevan, & Butterworth, 2004;Swan & Goswami, 1997;Wolf, 1984). Phonological aspects of working memory, in particular, phonological recoding and phonological rehearsal processes as conceptualized in Baddeley's (1986) working memory model have been shown to affect subsequent literacy development during elementary school (see Daneman, 1987;Schneider & Näslund, 1999;Schuchardt, Kunze, Grube, & Hasselhorn, 2006;Swanson & Howell, 2001;Wagner & Torgesen, 1987).…”

Section: Importance Of Working Memory For the Development Of Literacymentioning

confidence: 99%

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

Krajewski

Schneider

2009

Journal of Experimental Child Psychology

414

358

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This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8;8 years). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at five years of age, was mediated by early QNC, which predicted math achievement in third grade. Importantly, and confirming our isolated number-words hypothesis, phonological awareness had no impact on higher numerical competencies (i.e., when number words had to be linked with quantities; QNC Level II and above), but predicted basic numerical competencies (i.e., when number words were isolated from quantities; QNC Level I), which explained the moderate relationship between early literacy development and the development of mathematical competencies.

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Section: Importance Of Working Memory For the Development Of Literacymentioning

confidence: 99%

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

Krajewski

Schneider

2009

Journal of Experimental Child Psychology

414

358

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“…In children, object naming is one of the earliest milestones in linguistic development and object naming in preschool children reflects future reading ability [Swan and Goswami, 1997]. Like reading, object naming is based on the production of the speech sounds associated with a visual stimulus.…”

Section: Introductionmentioning

confidence: 99%

Meta‐analyses of object naming: Effect of baseline

Price¹,

Devlin²,

Moore³

et al. 2005

Human Brain Mapping

179

128

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Abstract:The neural systems sustaining object naming were examined using the activation likelihood estimation (ALE) meta-analysis approach on the results of 16 previously published studies. The activation task in each study required subjects to name pictures of objects or animals, but the baseline tasks varied. Separate meta-analyses were carried out on studies that used: (1) high-level baselines to control for speech processing and visual input; and (2) low-level baselines that did not control for speech or complex visual processing. The results of the two meta-analyses were then compared directly, revealing a double dissociation in the activation pattern for studies using high and low baselines. To interpret the differential activations, we report two new functional imaging experiments. The aim of the first was to characterize activation differences associated with visual stimuli that are typically used in baseline conditions (complex visual features, simple structures, or fixation). The aim of the second was to classify object-naming regions in terms of whether they were engaged preferentially by semantic or phonological processes. The results reveal a remarkably precise correspondence between the areas identified by the meta-analyses as affected differentially by baseline and the areas that are affected differentially by non-object structure, semantics or phonology. As expected, high-level baselines reduced object-naming activation in areas associated with the processing of complex visual features and speech production. In addition, high-level baselines increased sensitivity to activation in areas associated with semantic processing, visual-speech integration and response selection. For example, activation in the anterior temporal areas that neuropsychological studies have associated with semantic processing was more strongly activated in the context of high-level baselines. These results therefore have implications for understanding the convergence of functional imaging and neuropsychological findings. Hum Brain Mapp 25:70 -82, 2005.

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“…If this were the case, the effects of phonological neighborhood density on serial recall performance should be comparable for dyslexic and typically developing children, even though overall recall in dyslexia should be impaired. This prediction is plausible, given that vocabulary acquisition appears unimpaired in developmental dyslexia (Swan & Goswami, 1997b). Therefore, factors such as phonological neighborhood density may operate on the developing lexicon in similar ways for typically developing and dyslexic children.…”

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confidence: 95%

Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia

2005

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In this article, we explore whether structural characteristics of the phonological lexicon affect serial recall in typically developing and dyslexic children. Recent work has emphasized the importance of long-term phonological representations in supporting short-term memory performance. This occurs via redintegration (reconstruction) processes, which show significant neighborhood density effects in adults. We assessed whether serial recall in children was affected by neighborhood density in word and nonword tasks. Furthermore, we compared dyslexic children with typically developing children of the same age or reading level. Dyslexic children are held to have impaired phonological representations of lexical items. These impaired representations may impair or prevent the use of long-term phonological representations to redintegrate short-term memory traces. We report significant rime neighborhood density effects for serial recall of both words and nonwords, for both dyslexic and typically developing children.

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Picture Naming Deficits in Developmental Dyslexia: The Phonological Representations Hypothesis

Cited by 194 publications

References 38 publications

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

Meta‐analyses of object naming: Effect of baseline

Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia

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