Sensitivity to subject–verb agreement in spoken language in children with developmental dyslexia

Rispens, Judith; Roeleven, Susan; Koster, Charlotte

doi:10.1016/j.jneuroling.2003.09.001

Cited by 43 publications

(43 citation statements)

References 26 publications

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“…Research on dyslexia has primarily focused on the phonological processing deficits of this population, leaving other components of language largely unexplored, although a few studies have reported grammatical deficits. Our findings are more in line with recent reports of grammatical delay (Altmann, Puranik, Mikell, & Lombardino, 2005;Rispens, 2004) and morphological and morpho-syntactic deficits (Bar-Shalom, Crain, & Shankweiler, 1993;Casalis, Cole´, & Sopo, 2004;Joanisse et al, 2000;Mann, Shankweiler, & Smith, 1984;Rispens, 2004;Rispens, Roeleven, & Koster, 2004) in the oral language production of children and adults with dyslexia. Grammatical accuracy has been found to reliably distinguish clinical populations with language based learning disabilities from typically developing children (Fey et al, 2004;Mackie & Dockrell 2004;Windsor, Scott, & Street, 2000).…”

Section: Discussionsupporting

confidence: 93%

Writing through retellings: an exploratory study of language-impaired and dyslexic populations

2006

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This study was designed to examine differences and similarities in the writing of 15 language-impaired, 17 dyslexic and 15 typically developing control subjects matched on chronological age. Subjects ranging in age from 11 to 21 years were required to produce a written language sample using an expository text-retell procedure. The writing of these groups was compared on eight variables across discourse, T-unit, sentence, and word levels. Control subjects performed better than language-impaired and dyslexic subjects on all writing variables. Dyslexic subjects showed better performance than the language-impaired subjects on several variables including, (a) number of T-units, (b) number of ideas, (c) total number of words, and (4) number of different words while showing comparable performance on percentage of spelling and production of grammatically correct sentences. These findings support Bishop and Snowling's [Psychol. Bull. 130 (2004) 858] position that the differences between these two clinical populations exist in the non-phonological dimensions of language.

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Section: Discussionsupporting

confidence: 93%

Writing through retellings: an exploratory study of language-impaired and dyslexic populations

2006

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“…These results may indicate at first sight that dyslexic individuals do not have difficulty with morphosyntax, an interpretation that contrasts with the ERP data that showed subtle differences between the two groups. In addition, children with dyslexia of around 8 years of age proved to have more difficulty with a judgement task tapping subject-verb agreement, similar to the one administered in this study, than normally reading children (Rispens et al, 2004). The data of the present study suggest that the severity of the problems disappears with age, but it needs to be mentioned that both groups performed at ceiling level, making it difficult to interpret the data.…”

Section: Discussioncontrasting

confidence: 56%

Brain responses to subject‐verb agreement violations in spoken language in developmental dyslexia: an ERP study

Rispens¹,

Been

Zwarts

2006

Dyslexia

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This study investigates the presence and latency of the P600 component in response to subject-verb agreement violations in spoken language in people with and without developmental dyslexia. The two groups performed at-ceiling level on judging the sentences on their grammaticality, but the ERP data revealed subtle differences between them. The P600 tended to peak later in the left posterior region in the dyslexic group compared with the control group. In addition, the group of dyslexic subjects did not show a P600 in response to sentences with a plural NP subject. These results suggest that brain activation involved in syntactic repair is more affected by linguistic complexity in developmental dyslexia compared with non-dyslexic individuals.

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“…The present data thus suggest that verb morphology may be important for some aspects of literacy at older ages. Results of studies of children with developmental dyslexia that show that inflectional morphology is compromised underline the relationship between morphological awareness and literacy skills (Joanisse, Manis, Keating, & Seidenberg, 2000;Rispens, Roeleven, & Koster, 2004;Scarborough, 1990Scarborough, , 1991.…”

Section: Discussionmentioning

confidence: 98%

Morphological awareness and early and advanced word recognition and spelling in Dutch

Rispens¹,

McBride‐Chang

Reitsma

2007

Read Writ

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This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months) and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only. Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch.

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Sensitivity to subject–verb agreement in spoken language in children with developmental dyslexia

Cited by 43 publications

References 26 publications

Writing through retellings: an exploratory study of language-impaired and dyslexic populations

Writing through retellings: an exploratory study of language-impaired and dyslexic populations

Brain responses to subject‐verb agreement violations in spoken language in developmental dyslexia: an ERP study

Morphological awareness and early and advanced word recognition and spelling in Dutch

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