Very Early Language Deficits in Dyslexic Children

Scarborough, Hollis S.

doi:10.1111/j.1467-8624.1990.tb03562.x

Cited by 381 publications

(443 citation statements)

References 53 publications

(58 reference statements)

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“…This relationship might also present in the opposite direction, with poor phonological skills impacting vocabulary development (Aguiar & Brady, 1991). Independent of the casual relation between phonological processing and vocabulary, research has demonstrated slow lexical development in children with DD (Lyytinen & Lyytinen, 2004; Scarborough, 1990). Alternatively, impaired SL might influence learning to read directly by reducing sensitivity to the statistical regularities that exist among letters and phonemes, including the discovery of phonological rules.…”

Section: Discussionmentioning

confidence: 99%

Impaired Statistical Learning in Developmental Dyslexia

Gabay

Thiessen

Holt

2015

J Speech Lang Hear Res

137

123

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Purpose Developmental dyslexia (DD) is commonly thought to arise from phonological impairments. However, an emerging perspective is that a more general procedural learning deficit, not specific to phonological processing, may underlie DD. The current study examined whether individuals with DD are capable of extracting statistical regularities across sequences of passively-experienced speech and non-speech sounds. Such statistical learning is believed to be domain-general, to draw upon procedural learning systems, and to relate to language outcomes. Method DD and control groups were familiarized with a continuous stream of syllables or sine-wave tones, the ordering of which was defined by high or low transitional probabilities across adjacent stimulus pairs. Participants subsequently judged two three-stimulus test items with either high or low statistical coherence as the most similar to the sounds heard during familiarization. Results Like control participants, the DD group was sensitive to the transitional probability structure of the familiarization materials, as evidenced by above-chance performance. However, DD participants’ performance was significantly poorer than controls across linguistic and non-linguistic stimuli. Additionally, reading-related measures were significantly correlated with statistical learning performance of both speech and non-speech material. Conclusions Results are discussed in light of procedural learning impairments among participants with DD.

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Section: Discussionmentioning

confidence: 99%

Impaired Statistical Learning in Developmental Dyslexia

Gabay

Thiessen

Holt

2015

J Speech Lang Hear Res

137

123

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“…Such a requirement is not entirely unexpected when the reciprocal relationship between phoneme awareness and reading skill is taken into account. The possibility that poor decoding skill is one manifestation of a broader and deeper linguistic problem should also be consid ered, because children who eventually experience difficulty in learning to read show deficits in pronunciation and object naming even before they encounter written language (Scarborough, 1990).…”

Section: Improving Decoding Skillsmentioning

confidence: 99%

The Impending Demise of the Discrepancy Formula

Aaron

1997

Review of Educational Research

170

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This article calls into question the validity and utility of classifying poor readers into learning disability (LD) and non-learning disability (non-LD) categories on the basis of the discrepancy between their IQs and reading achievement scores (the Discrepancy Model). This form of classification of poor readers is based on two premises. First, the etiologies of these two forms of reading disabilities are different; therefore, there are qualitative differences in the cognitive makeups of these two groups of poor readers. Second, and consequently, the two categories of poor readers require different kinds of remedial treatment. The present review of research indicates that neither of these two premises is valid. In contrast, many research studies indicate that instructional methods which have disregarded the LD-non-LD distinction and focused their remedial efforts on the cause of the reading problem are generally successful in improving reading achievement. It is suggested that the practice of utilizing the discrepancy formula to classify poor readers into the LD and non-LD categories be abandoned and that a pragmatic approach which identifies the source of the reading problem for all children and focuses remedial efforts on that source be adopted (the Reading Component Model). The impact of the adoption of such a model on the learning disability field is discussed.

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“…Moreover, it is a neurobiological condition that reportedly affects approximately 80% of all individuals identifi ed as learning disabled (Bell et al, 2003;Shaywitz et al, 2007). Longitudinal studies, both prospective (Shaywitz et al, 1995;Francis et al, 1996) and retrospective (Scarborough, 1990;Bruck, 1992), indicate that dyslexia is a persistent, chronic condition; i.e. it does not represent a transient developmental delay as is the case with some other childhood disorders.…”

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confidence: 94%