Reading Disabilities in SLI and Dyslexia Result From Distinct Phonological Impairments

Nithart, Christelle; Demont, Élisabeth; Majerus, Steve; Leybaert, Jacqueline; Poncelet, Martin; Metz‐Lutz, Marie‐Noëlle

doi:10.1080/87565640902801841

Cited by 43 publications

(45 citation statements)

References 44 publications

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“…Our results are also supported by a growing body of research in reading-impaired children and adults. Several authors have observed serial order retention deficits in poor readers (Mason, Katz, & Wicklund, 1975), in a case of developmental surface dysgraphia (Romani, Ward, & Olson, 1999) and in dyslexic children (Nithart et al, 2009) even if these studies did not explicitly distinguish between item and order STM processes. Martinez Perez, Majerus, and Poncelet (submitted for publication) used specific tasks maximizing STM for serial order or item information and observed an important impairment of order STM capacities in dyslexic adults.…”

Section: Relationship Among Phonological Processes Item Stm and Reamentioning

confidence: 97%

The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study

Perez

Majerus

Poncelet

2012

Journal of Experimental Child Psychology

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Early reading acquisition skills have been linked to verbal short-term memory (STM) capacity. However, the nature of this relationship remains controversial because verbal STM, like reading acquisition, depends on the complexity of underlying phonological processing skills. This longitudinal study addressed the relation between STM and reading decoding acquisition by distinguishing between STM for item information and STM for order information based on recent studies showing that STM for item information, but not STM for order information, recruits underlying phonological representations. If there is a specific link between STM and reading decoding acquisition, STM for order information should be an independent predictor of reading decoding acquisition. Tasks maximizing STM for serial order or item information, measures of phonological abilities, and reading tests were administered to children followed from kindergarten through first grade. We observed that order STM capacity, but not item STM capacity, predicted independent variance in reading decoding abilities 1 year later. These results highlight the specific role of STM for order in reading decoding acquisition and argue for a causal role of order STM capacity in reading acquisition. Mechanisms relating STM for order information and reading acquisition are discussed.

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Section: Relationship Among Phonological Processes Item Stm and Reamentioning

confidence: 97%

The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study

Perez

Majerus

Poncelet

2012

Journal of Experimental Child Psychology

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“…LI and RD are related disorders, as both involve deficits in the integration and utilization of communicative tools. Impaired phonological skills have been implicated in both LI and RD [1]–[7]. LI and RD are frequently comorbid; as children with LI are at higher risk of developing RD than their typically developing peers [1]–[2], [8].…”

Section: Introductionmentioning

confidence: 99%

Associations of Prenatal Nicotine Exposure and the Dopamine Related Genes ANKK1 and DRD2 to Verbal Language

et al. 2013

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Language impairment (LI) and reading disability (RD) are common pediatric neurobehavioral disorders that frequently co-occur, suggesting they share etiological determinants. Recently, our group identified prenatal nicotine exposure as a factor for RD and poor reading performance. Using smoking questionnaire and language data from the Avon Longitudinal Study of Parents and Children, we first determined if this risk could be expanded to other communication disorders by evaluating whether prenatal nicotine exposure increases risk for LI and poor performance on language tasks. Prenatal nicotine exposure increased LI risk (OR = 1.60; p = 0.0305) in a dose-response fashion with low (OR = 1.25; p = 0.1202) and high (OR = 3.84; p = 0.0002) exposures. Next, hypothesizing that the effects of prenatal nicotine may also implicate genes that function in nicotine related pathways, we determined whether known nicotine dependence (ND) genes associate with performance on language tasks. We assessed the association of 33 variants previously implicated in ND with LI and language abilities, finding association between ANKK1/DRD2 and performance on language tasks (p≤0.0003). The associations of markers within ANKK1 were replicated in a separate LI case-control cohort (p<0.05). Our results show that smoking during pregnancy increases the risk for LI and poor performance on language tasks and that ANKK1/DRD2 contributes to language performance. More precisely, these findings suggest that prenatal environmental factors influence in utero development of neural circuits vital to language. Our association of ANKK1/DRD2 further implicates the role of nicotine-related pathways and dopamine signaling in language processing, particularly in comprehension and phonological memory.

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“…Dyslexia is believed to be neurobiological in nature and is thought typically to be related to a deficit in the ability to process phonological components of language (Goswami, 2002;Ramus et al, 2003;Sprenger-Charolles & Serniclaes, 2003). Studies investigating phonological processing in dyslexic readers have focused on different constructs such as phonological memory, phonological awareness and rapid automatic naming, among others (see, for instance, Nithart et al, 2009). Spelling processes are interesting to study because, in alphabetic languages such as French and English, they rely heavily on phonological abilities.…”

Section: Introductionmentioning

confidence: 99%

The Spelling Skills of French‐Speaking Dyslexic Children

2013

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Learning to spell is very difficult for dyslexic children, a phenomenon explained by a deficit in processing phonological information. However, to spell correctly in an alphabetic language such as French, phonological knowledge is not enough. Indeed, the French written system requires the speller to acquire visuo-orthographical and morphological knowledge as well. To date, the majority of studies aimed at describing dyslexic children's spelling abilities related to English and reading. The general goal of this study is to describe the spelling performance, from an explanatory perspective, of 26 French-Canadian dyslexic children, aged 9 to 12 years. The specific goals are to describe the spelling performances of these pupils in the context of free production and to compare them with the performances of 26 normally achieving children matched on age (CA) and with those of 29 younger normally achieving children matched on reading age (RA). To do so, errors were classified according to phonological, visuo-orthographical and morphological properties of French written words. The results indicate that the dyslexic group scored lower than the CA group but sometimes also lower than the RA group. The results are discussed according to the types of knowledge required to spell correctly in French.

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Reading Disabilities in SLI and Dyslexia Result From Distinct Phonological Impairments

Cited by 43 publications

References 44 publications

The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study

The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study

Associations of Prenatal Nicotine Exposure and the Dopamine Related Genes ANKK1 and DRD2 to Verbal Language

The Spelling Skills of French‐Speaking Dyslexic Children

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