Semantic Dementia without Surface Dyslexia in Spanish: Unimpaired Reading with Impaired Semantics

Wilson, Maximiliano A.; Martínez-Cuitiño, Macarena

doi:10.1155/2012/258685

Cited by 16 publications

(7 citation statements)

References 32 publications

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“…As BP's non‐word reading was poor (which shows damage to the non‐lexical reading route), they interpreted his reading as lexical non‐semantic based on the DRC account. This pattern has also been observed in a Spanish speaker with semantic dementia who showed preserved performance in reading irregular borrowed words in Spanish (Wilson & Martínez‐Cuitiño, ) despite severe comprehension difficulties. Results here resonate with studies from other languages and argue for a direct lexical route for reading in Persian as a part of non‐semantic reading pathway.…”

Section: Discussionsupporting

confidence: 68%

Aphasia in Persian: Implications for cognitive models of lexical processing

Bakhtiar

Jafary

Weekes

2016

Journal of Neuropsychology

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Current models of oral reading assume that different routes (sublexical, lexical, and semantic) mediate oral reading performance and reliance on different routes during oral reading depends on the characteristics of print to sound mappings. Studies of single cases of acquired dyslexia in aphasia have contributed to the development of such models by revealing patterns of double dissociation in object naming and oral reading skill that follow brain damage in Indo-European and Sino-Tibetan languages. Print to sound mapping in Persian varies in transparency because orthography to phonology translation depends uniquely on the presence or absence of vowel letters in print. Here a hypothesis is tested that oral reading in Persian requires a semantic reading pathway that is independent of a direct non-semantic reading pathway, by investigating whether Persian speakers with aphasia show selective impairments to object naming and reading aloud. A sample of 21 Persian speakers with aphasia ranging in age from 18 to 77 (mean = 53, SD = 16.9) was asked to name a same set of 200 objects and to read aloud the printed names of these objects in different sessions. As an additional measure of sublexical reading, patients were asked to read aloud 30 non-word stimuli. Results showed that oral reading is significantly more preserved than object naming in Persian speakers with aphasia. However, more preserved object naming than oral reading was also observed in some cases. There was a moderate positive correlation between picture naming and oral reading success (p < .05). Mixed-effects logistic regression revealed that word frequency, age of acquisition and imageability predict success across both tasks and there is an interaction between these variables and orthographic transparency in oral reading. Furthermore, opaque words were read less accurately than transparent words. The results reveal different patterns of acquired dyslexia in some cases that closely resemble phonological, deep, and surface dyslexia in other scripts - reported here in Persian for the first time.

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Section: Discussionsupporting

confidence: 68%

Aphasia in Persian: Implications for cognitive models of lexical processing

Bakhtiar

Jafary

Weekes

2016

Journal of Neuropsychology

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“…Besides surface dyslexia, some cases who were able to read by lexical processing (without regularization errors), but who could not access the meaning, have been previously described. 47 , 48 In other words, in this form of dyslexia, called semantic dyslexia, patients can read irregular words correctly but without comprehension. 47 Other symptoms of PPA-S which are not cited in the classification scheme, but may help in the diagnosis of this variant, are: dissociation between semantic and syntactic comprehension, oral production fluency in quantitative terms, greater difficulty on semantic fluency tasks than phonological fluency tasks (for example, FAS) and low score in confrontation naming.…”

Section: Discussionmentioning

confidence: 99%

Primary progressive aphasia: Classification of variants in 100 consecutive Brazilian cases

Senaha

Caramelli

Brucki

et al. 2013

Dement. neuropsychol.

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Primary progressive aphasia (PPA) is a neurodegenerative clinical syndrome characterized primarily by progressive language impairment. Recently, consensus diagnostic criteria were published for the diagnosis and classification of variants of PPA. The currently recognized variants are nonfluent/agrammatic (PPA-G), logopenic (PPA-L) and semantic (PPA-S).OBJECTIVETo analyze the demographic data and the clinical classification of 100 PPA cases.METHODSData from 100 PPA patients who were consecutively evaluated between 1999 and 2012 were analyzed. The patients underwent neurological, cognitive and language evaluation. The cases were classified according to the proposed variants, using predominantly the guidelines proposed in the consensus diagnostic criteria from 2011.RESULTSThe sample consisted of 57 women and 43 men, aged at onset 67.2±8.1 years (range of between 53 and 83 years). Thirty-five patients presented PPA-S, 29 PPA-G and 16 PPA-L. It was not possible to classify 20% of the cases into any one of the proposed variants.CONCLUSIONIt was possible to classify 80% of the sample into one of the three PPA variants proposed. Perhaps the consensus classification requires some adjustments to accommodate cases that do not fit into any of the variants and to avoid overlap where cases fit more than one variant. Nonetheless, the established current guidelines are a useful tool to address the classification and diagnosis of PPA and are also of great value in standardizing terminologies to improve consistency across studies from different research centers.

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“… 9 We assume that such a direct route exists on the basis of reports of patients who had intact orthographic and phonological lexica and intact semantic route (good comprehension of written words including homophones, and good naming) with surface errors in reading aloud (Friedmann and Lukov, 2008 ; Khentov-Kraus and Friedmann, 2011 ), and of patients who show the opposite dissociation, with impaired semantics and good reading aloud of irregular words (Wilson and Martínez-Cuitiño, 2012 ). …”

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confidence: 99%

A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon

Gvion

Friedmann

2016

Front. Psychol.

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Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate—they share components. This study assessed the effect of an impairment in a shared component, the phonological output lexicon, on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia. To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, eight with acquired anomia following brain damage and eight with developmental anomia. We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and non-word repetition, and phonological working memory. After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension. We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words, words with ambiguous conversion to phonemes, and potentiophones (words like “now” that, when read via the sublexical route, can be sounded out as another word, “know”). Importantly, the participants performed normally on pseudohomophone lexical decision and on homophone/potentiophone reading comprehension, indicating spared orthographic input lexicon and spared access to it and from it to lexical semantics. This pattern was shown both by the adults with acquired anomia and by the participants with developmental anomia. These results thus suggest a principled relation between anomia and dyslexia, and point to a distinct type of surface dyslexia. They further show the possibility of good comprehension of written words when the phonological output stages are impaired.

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Semantic Dementia without Surface Dyslexia in Spanish: Unimpaired Reading with Impaired Semantics

Cited by 16 publications

References 32 publications

Aphasia in Persian: Implications for cognitive models of lexical processing

Aphasia in Persian: Implications for cognitive models of lexical processing

Primary progressive aphasia: Classification of variants in 100 consecutive Brazilian cases

A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon

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