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PubMedDate not supplied

Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills.

This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education.

Adolescent↗
PubMed1996

Long-term progress in reading abilities in hearing-impaired children trained by the Kanazawa method.

The speech and language training for deaf children at our clinic is done by the Kanazawa method, consisting of reception and production training in sign language (SL) along with auditory/oral language (OL), and written language (WL) training. The present investigation was undertaken to explore long-term progress in reading comprehension abilities in 14 hearing-impaired children who were trained by the Kanazawa method before entering elementary schools. Progress in reading comprehension was evaluated using a standard reading test for hearing peers. The results obtained were as follows: (i) The average score in reading ability just before entering elementary schools was a second level, (ii) this high score was maintained almost longitudinally, and (iii) on the other hand, the hearing-impaired children who had poor reading scores on entering schools continued to score poorly in higher grades. These results suggest that early presentation of WL is effective in the acquisition of reading ability, which is especially difficult for the hearing-impaired.

Adolescent↗
PubMed1989

A neurophysiological study of children with reading, writing and spelling difficulties.

Recordings of early and late auditory evoked potentials and spectral analysis of scalp EEGs of 14 eight- and nine-year-old boys with difficulties in reading, writing and spelling were compared with those of 18 matched controls. The recordings of the poor readers lacked the normal asymmetry of central conduction time and wave amplitude in the early (brainstem) auditory evoked potentials, and late (cortical) evoked potential components were reduced in amplitude. Spontaneous EEG activity was significantly increased in power in all spectral bands, and this activity was less responsive to changes in sensory stimulation. These observations provide evidence for disturbed early and late auditory processing and altered cortical function. Correlations with behavioural measures considered to be indices of reading, writing and spelling ability support the view that the electrophysiological differences in the group of poor readers reflect a disturbance in the mechanisms subserving the acquisition of written language. These differences are consistent with a primary disturbance of selective attention, which may contribute to a less efficient cognitive strategy for the acquisition of reading skills.

Brain↗
PubMed1993

Transitions in concept acquisition: using the hand to read the mind.

Thoughts conveyed through gesture often differ from thoughts conveyed through speech. In this article, a model of the sources and consequences of such gesture-speech mismatches and their role during transitional periods in the acquisition of concepts is proposed. The model makes 2 major claims: (a) The transitional state is the source of gesture-speech mismatch. In gesture-speech mismatch, 2 beliefs are simultaneously expressed on the same problem--one in gesture and another in speech. This simultaneous activation of multiple beliefs characterizes the transitional knowledge state and creates gesture-speech mismatch. (b) Gesture-speech mismatch signals to the social world that a child is in a transitional state and is ready to learn. The child's spontaneous gestures index the zone of proximal development, thus providing a mechanism by which adults can calibrate their input to that child's level of understanding.

Child↗
PubMed1985

Deep dyslexia in childhood?

Deep dyslexia is an acquired reading disorder in which semantic substitutions (e.g., city read as town) are made in reading single isolated words. In this paper, evidence for deep dyslexic-type errors is presented from the word-recognition responses of six children, aged 7 years and 0 month to 8 years and 9 months, with severe reading disorders. These semantic substitutions occur in the absence of phonological skills. Therefore, it appears that there exists a small subset of developmental dyslexics who at the beginning of acquisition of reading skills are able to engage in semantic processing, but who show severe impairment of phonological processing. The existence of these reading errors indicate that the use of a phonological code is not necessary to extract meaning from the printed word.

Child↗
PubMed2002

No deficits at the point of hemispheric indecision.

This study attempted to replicate a recent finding by Crow et al. [Neuropsychologia 36 (1998) 1275] showing that about equal skill of right and left hand (i.e. hemispheric indecision) is associated with deficits in cognitive and scholastic achievement. The present study assessed hemispheric indecision by using Annett's [Left, Right, Hand and Brain: The Right Shift Theory, Lawrence Erlbaum, London, 1985] peg moving test and by assessing the consistency of hand preference at school entrance. Non-verbal intelligence, reading and spelling accuracy were assessed about three years later. The sample consisted of 530 boys. Contrary to Crow et al., children with about equal hand skill did not show deficits in non-verbal intelligence, reading and spelling. Also, there were no deficits when inconsistent hand preference was taken as indication of hemispheric indecision. The findings cast doubt on the hemispheric indecision hypothesis and speak specifically against Orton's [Reading, Writing and Speech Problems in Children, Norton, New York, 1937] position, revived by Crow et al., that delayed or absent hemispheric dominance may lead to difficulties with the acquisition of reading and spelling.

Child↗
PubMed1993

Letters as spatial-oriented shapes and/or graphemic signs: a developmental study of left- and right-handed girls during the period of learning to read.

This study is concerned with the problem of hemispheric specialization and/or cooperation in relation to development and manual laterality. The processing of alphabetic signs and its relationship to interhemispheric transfer and functional hemispheric asymmetries were studied by comparing left- and right-handed girls during acquisition of reading. The children perform matching tasks with letters having different orientations and with meaningless forms having the same orientations as the letters. Each subject performed the matching under three conditions: right/left intermanual transfer, left/right intermanual transfer, and dichaptic exploration. Results indicate: (1) A differentiated development between the two handednesses. (2) The functional lateralization change was different for left- and right-handed girls, a greater effect of the ability to identify the letter on matching tasks was observed for the right-handed children than for the left-handed children. These last results are discussed with regard to inter-hemispheric transfer and functional hemispheric asymmetry changes. We hypothesized a strategy difference between left- and right-handed girls and a difference in their ability to change their cognitive strategy (left-handers continue to favor a spatial coding with letters).

Brain↗
PubMed1983

Children with reading disorders--II. Effects of methylphenidate in combination with reading remediation.

Sixty-six children received individual reading instruction for 18 weeks, in combination with methylphenidate (mean daily dose 44.2 mg/day) or a placebo. Assignment to medication was random and double blind. Children were re-evaluated at the end of treatment, and two and eight months later. Only occasional and weak methylphenidate effects were obtained on measures of reading performance. Highly significant improvement in some tests of mathematics was found. No treatment differences occurred at follow-up. The results do not support the hypothesis that the enhancement of attention with stimulant treatment facilitates the acquisition of reading skills in children with pure reading disorders.

Achievement↗
PubMed1976

Brain specialization for language does not depend on literacy.

Aphasia in focal brain-damaged illiterates is analogous to aphasia in patients who have learned how to read and write, regarding (1) expectancy rate, (2) distribution of clinical types, (3) semiological structure, and (4) score of relevant laboratory variables. The organization of neurological structures whose lesions produce language disturbances seems to be independent from the acquisition of reading and writing skills.

Adult↗
PubMed2001

Changes in cortical activation during mirror reading before and after training: an fMRI study of procedural learning.

The neural correlates of procedural learning were studied using functional magnetic resonance imaging (fMRI) and the mirror reading paradigm. The aim of the study was to investigate a presumed learning-related change of activation in cortical areas that are involved in the performance of a nonmotor skill. Changes in cortical blood oxygenation contrast were recorded in 10 healthy subjects while they alternatively read visually presented single mirror script words and normal script words. Responses in naive subjects were compared to those acquired after training of mirror script reading. The acquisition volume included the motor and premotor cortex, the parietal lobe and the occipital lobe including its inferior aspects. Striate and extrastriate visual areas, associative parietal cortex and the premotor cortex were bilaterally active during normal and mirror script reading. Significantly stronger activation during mirror reading was seen in BA7 and 40 (parietal associative cortex) and in BA6 (corresponding to the frontal eye fields). Simultaneous eye movement recordings indicated that activation in BA6 was related to processing components other than saccade frequency. After training, BA6 and BA7 exhibited a decrease of activation during mirror reading that significantly exceeded nonspecific changes observed in the normal script control condition. The present findings confirm the hypothesis of practice-related decrease of activation in task-related cortical areas during nonmotor procedural learning.

Adult↗
PubMed1987

Laterality patterns in young fluent readers.

Neuropsychological profiles of kindergarten children who were reading fluently with understanding were compared with those of both chronological age controls and reading level controls. Finger tapping, dichotic listening, and nonverbal intersensory tasks succeeded in differentiating the two kindergarten groups, but not the kindergarten readers and the older reading level controls. Correlations among the measures were significant only for the young fluent readers, with greater bilaterality of both fine motor and linguistic functions being associated with better intersensory skills, indicating qualitative differences in central nervous system organization. Neuropsychological predisposition to early acquisition of reading is suggested.

Auditory Perception↗
PubMed2004

Learning to read without a left occipital lobe: right-hemispheric shift of visual word form area.

Using anatomical and functional magnetic resonance imaging, we studied the pattern of brain lateralization during spoken and written language tasks, in an 11-year-old girl who underwent a left occipitotemporal resection for a Sturge-Weber angioma at the age of 4 years, that is, after the development of speech but before the acquisition of reading. We observed a selective and successful shift to the right hemisphere of the visual component of reading, particularly the Visual Word Form Area, whereas the verbal components remained strongly left-lateralized. This emphasizes the potential utility of a precise functional and developmental cartography of language for the surgical treatment of focal brain lesions in children.

Child↗
PubMed1976

Cognitive processes and academic achievement in EMR adolescents.

Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were the most important predictors of reading. They were also involved in arithmetic but to a lesser extent. The data suggested that the ability to generate and utilize strategies facilitating the recall of unstructured material as well as the capacity to be sensitive to strategy-relevant structure embedded in stimuli were important prerequisites for the acquisition of reading skills. An oddity task, measuring the ability to maintain the same relational focus for successive applications to new stimulus material, was found to be most pertinent for predicting arithmetic computational skills.

Achievement↗
PubMed2000

Spoken language correlates of reading impairments acquired in childhood.

This study reports the reading difficulties of five children following unilateral left hemisphere stroke sustained either before or during the early stages of literacy acquisition. Although each of the children experienced a period of disturbed language processing in the initial stages postonset, at the time of testing none of the children were considered to be clinically aphasic. Yet, on a standardized test of oral reading each of the children achieved a reading age that lagged behind chronological age and marked reading impairments were disclosed in four of the five children. A set of standardized and nonstandardized tests, aimed at measuring aspects of cognitive and spoken language processing that are considered to be important for normal reading acquisition, was administered. Where nonstandardized tests were used, performance of each of the stroke children was compared to that of groups of normally developing control children, closely matched for chronological age. A range of residual deficits in cognitive and spoken language processing was disclosed among the five brain-damaged children that appeared to be associated with their reading impairments. Two children had expectedly poor reading due to a selective impairment in verbal IQ; a specific phonological reading disorder was revealed in two children, each of which had a residual impairment to phonological awareness; and delayed reading acquisition was observed in one child with a general language deficit. It is suggested that when a child suffers damage to the left hemisphere in the early stages of reading acquisition, difficulties with learning to read are likely to ensue and may arise as a consequence of an underlying cognitive or linguistic deficit.

Brain↗
PubMed1984

[Neuropsychologic contribution to dyslexia research. A review of important explanatory models and findings].

Since in a substantial proportion of reading-disabled children constitutional factors appear to play an important pathogenetic role, major contributions to a better understanding of dyslexia have long come from the fields of neuropsychology and behavioral neurology. In this overview an attempt is made to describe the most important hypotheses and models on which neuropsychological research on this problem has been based. The first section is devoted to a discussion of findings on acquisition of reading and spelling skills by brain-damaged children and on the effect of the localization of central nervous system lesions on reading disorders in children. Classic neurological disorders are seen in only a small proportion of children with reading retardation, however. Therefore the second section comprises a discussion of various hypotheses that have been developed to explain the particular performance profiles seen in children with dyslexia but with no evidence of brain damage, i.e. in those children who can be said to have a developmental disorder. It is emphasized that dyslexia is probably not a uniform syndrome but that rather different subgroups of reading-disabled children can be identified.

Brain↗
PubMedDate not supplied

[Cerebral activation during Stroop's test in a case of early focal brain injury].

INTRODUCTION: Functional magnetic resonance imaging (fMRI) offers an important advantage over other functional neuroimaging techniques used with children because of its harmlessness. Previous studies conducted with adults with alexia suggested two ways the brain can reorganise reading after a brain injury affecting the left hemisphere, one contralateral and the other ipsilateral. CASE REPORT: We describe a study carried out using fMRI of a 10 year old girl with an injury to the left hemisphere caused by a fishing harpoon when she was 6 years old. As a result of the accident the girl presented a right hemiparesia. The girl s parents and teachers also reported difficulties in the acquisition of reading writing and arithmetic, as well as a certain degree of attentional deficit. An fMRI exploration was performed while the girl was doing the Stroop test. The structural MR images showed left hemisphere cortical lesions in the orbital and angular gyrus regions, in addition to the caudate and putamen nuclei, and in the inferior longitudinal bundle. The fRMI revealed a strong overactivation of the right dorsolateral frontal cortex, in the evaluation of interference, and activations of the right angular and bilateral supramarginal gyri, in the evaluation of word reading. CONCLUSION: The functional study suggests the existence of a reorganisation of reading that is both intra and inter hemispheric.

Brain↗
PubMed1991

A trial of piracetam in two subgroups of students with dyslexia enrolled in summer tutoring.

Sixty children with dyslexia (41 boys, 19 girls; ages 9 to 13) were enrolled in a 10-week summer tutoring program that emphasized word-building skills. They were randomly and blindly assigned to receive either placebo or piracetam, a purportedly memory-enhancing drug that has been reported to facilitate reading skill acquisition. The children were subtyped as "dysphonetic" or "phonetic" on the basis of scores from tests of phonological sensitivity and phoneme-grapheme correspondence skills. Of the 53 children who completed the program, 37 were classified as dysphonetic and 16 as phonetic. The phonetic group improved significantly more in word-recognition ability than the dysphonetic group. Overall, the children on medication did not improve more than the nonmedicated ones in any aspect of reading. The phonetic subgroup on piracetam gained more in word recognition than any subgroup but did not improve significantly more than the phonetic subgroup on placebo. Results are discussed in relation to findings from previous studies of piracetam in children with dyslexia.

Adolescent↗
PubMed1983

Late language development in a child unable to recognize or produce speech sounds.

A boy with severe quadriplegia who neither recognized nor uttered speech sounds acquired language. Until the age of 6 years he was considered to be of severely subnormal intelligence. At age 6 years 9 months he was introduced to a manual sign system. Subsequently he was able to read, write, converse, and produce imaginative stories. Attention and memory were unimpaired and affective and social responsiveness developed appropriately. The case history demonstrates the selective effects of brain lesions that, despite extensive damage, may spare functional systems necessary for cognitive and linguistic development. It highlights the difficulty in diagnosing and evaluating the intellectual and affective potential of a multihandicapped child without functional hearing or speech and emphasizes the importance of sign language as a communication channel and prerequisite for the acquisition of reading and writing skills.

Aphasia↗