Varieties of developmental dyslexia in Greek children

Niolaki, Georgia; Terzopoulos, Aris

doi:10.1080/17586801.2014.893862

Cited by 14 publications

(34 citation statements)

References 62 publications

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“…Greek. In addition, both AR and VP exhibited normal nonword reading latencies, as was the case with the Greek phonological dyslexics reported by Douklias et al (2009) and Niolaki et al (2014).…”

Section: Phonological Dyslexia In Greeksupporting

confidence: 67%

“…However three of them had significantly longer nonword reading latencies than controls (TT: t=2.93, p<.01; MB: t=3.93, p<.001; AH: t=2.04, p<.05). Slow reading of nonwords by Greek surface dyslexics was also observed by Douklias et al (2009) and Niolaki et al (2014). Table 2 makes it clear that this is not the case for all surface dyslexics.…”

Section: Nonword Reading Latencymentioning

confidence: 86%

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Developmental surface and phonological dyslexia in both Greek and English

Sotiropoulos

Hanley

2017

Cognition

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The hallmark of developmental surface dyslexia in English and French is inaccurate reading of words with atypical spelling-sound correspondences. According to Douklias, Masterson and Hanley (2009), surface dyslexia can also be observed in Greek (a transparent orthography for reading that does not contain words of this kind). Their findings suggested that surface dyslexia in Greek can be characterized by slow reading of familiar words, and by inaccurate spelling of words with atypical sound-spelling correspondences (Greek is less transparent for spelling than for reading). In this study, we report seven adult cases whose slow reading and impaired spelling accuracy satisfied these criteria for Greek surface dyslexia. When asked to read words with atypical grapheme-phoneme correspondences in English (their second language), their accuracy was severely impaired. A co-occurrence was also observed between impaired spelling of words with atypical phoneme-grapheme correspondences in English and Greek. These co-occurrences provide strong evidence that surface dyslexia genuinely exists in Greek and that slow reading of real words in Greek reflects the same underlying impairment as that which produces inaccurate reading of atypical words in English. Two further individuals were observed with impaired reading and spelling of nonwords in both languages, consistent with developmental phonological dyslexia. Neither of the phonological dyslexics read words slowly. In terms of computational models of reading aloud, these findings suggest that slow reading by dyslexics in transparent orthographies is the consequence of a developmental impairment of the lexical (Coltheart, Rastle, Perry, Langdon, & Zeigler, 2001; Perry, Ziegler, & Zorzi, 2010) or semantic reading route (Plaut, McClelland, Seidenberg, & Patterson, 1996). This outcome provides evidence that the neurophysiological substrate(s) that support the lexical/semantic and the phonological pathways that are involved in reading and spelling are the same in both Greek and English.

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Section: Phonological Dyslexia In Greeksupporting

confidence: 67%

Section: Nonword Reading Latencymentioning

confidence: 86%

Developmental surface and phonological dyslexia in both Greek and English

Sotiropoulos

Hanley

2017

Cognition

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“…However, consistent with developmental surface dysgraphia in both Greek and English, all seven made a disproportionately large number of spelling errors on English and Greek words with atypical spelling-sound correspondences. They were also inaccurate at reading irregular English words and slow at reading familiar Greek words consistent with impaired development of the orthographic lexicon in both Greek (Douklias et al 2009;Niolaki, Terzopoulos, & Masterson, 2014) and English. The present study investigates their performance on tests of orthographic lexical decision (Experiment 1), on a test of semantic access from written words (Experiment 2), and on written (Experiment 3) and spoken picture-naming tests (Experiment 4).…”

Section: ________________________________mentioning

confidence: 87%

Lexical decision performance in developmental surface dysgraphia: Evidence for a unitary orthographic system that is used in both reading and spelling

Sotiropoulos

Hanley

2017

Cognitive Neuropsychology

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The relationship between spelling, written word recognition, and picture naming is investigated in a study of seven bilingual adults who have developmental surface dysgraphia in both Greek (their first language) and English (their second language). Four of the cases also performed poorly at orthographic lexical decision in both languages. This finding is consistent with similar results in Italian that have been taken as evidence of a developmental impairment to a single orthographic system that is used for both reading and spelling. The remaining three participants performed well at orthographic lexical decision. At first sight, preserved lexical decision in surface dysgraphia is less easy to explain in terms of a shared orthographic system. However, the results of subsequent experiments showed clear parallels between the nature of the reading and spelling difficulties that these three individuals experienced, consistent with the existence of a single orthographic system. The different patterns that were observed were consistent with the claims of Friedmann and Lukov (2008. Developmental surface dyslexias. Cortex, 44, 1146-1160) that several distinct sub-types of developmental surface dyslexia exist. We show that individual differences in spelling in surface dysgraphia are also consistent with these sub-types; there are different developmental deficits that can give rise, in an individual, to a combination of surface dyslexia and dysgraphia. Finally, we compare the theoretical framework used by Friedmann and her colleagues that is based upon the architecture of the DRC model with an account that relies instead upon the Triangle model of reading].

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“…The researchers reported that letter report tasks predicted reading speed irrespective of the characteristics of the orthography and successfully discriminated typically developing from atypical readers. Niolaki and Masterson (2013) and Niolaki et al (2014) reported Greek-speaking monolingual children with characteristics of surface dyslexia (relatively accurate nonword reading and spelling but long reading latencies) with impaired letter report but preserved PA and rapid naming ability.…”

Section: Introductionmentioning

confidence: 99%

“…In the present paper we report a case study of a seven year old multilingual boy, RI, with atypical reading and spelling performance. The first aim was to examine for an association of RI's literacy difficulties and problems in other cognitive/language abilities, following similar research with children with reading and spelling difficulties (e.g., Brunsdon et al, 2005;Kohnen, Nickels, & Brunsdon, 2010;Niolaki & Masterson, 2013;Niolaki et al, 2014). RI took part in an intervention programme that targeted sublexical skills.…”

Section: Introductionmentioning

confidence: 99%

A sublexical training study for spelling in a biliterate Greek- and English-speaking child

Niolaki

Terzopoulos

Masterson

2015

Neuropsychological Rehabilitation

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RI is an emergent trilingual boy, literate in Greek and English, with difficulties in reading and spelling in both languages. Assessment with non-literacy tests revealed a deficit in phonological ability and in visual memory for sequentially presented characters. RI took part in a training programme that targeted sublexical spelling processes. Post-intervention assessment revealed improvement in reading and spelling in Greek but not in English. Assessments of lexical and sublexical skills showed improvement in nonword spelling and nonword reading for Greek. For English, there was some indication of improvement in nonword reading at delayed post-intervention testing, but no evidence of improvement in nonword spelling. Possible reasons for the difference in outcome for the two languages are considered, including the level of transparency of written Greek and English.

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Varieties of developmental dyslexia in Greek children

Cited by 14 publications

References 62 publications

Developmental surface and phonological dyslexia in both Greek and English

Developmental surface and phonological dyslexia in both Greek and English

Lexical decision performance in developmental surface dysgraphia: Evidence for a unitary orthographic system that is used in both reading and spelling

A sublexical training study for spelling in a biliterate Greek- and English-speaking child

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