In the search for mechanisms that contribute to dyslexia, the term "attention" has been invoked to explain performance in a variety of tasks, creating confusion since all tasks do, indeed, demand "attention." Many studies lack an experimental manipulation of attention that would be necessary to determine its influence on task…

Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia. Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined…

Background and aims: Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions…

Purpose: In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method: We employ (a) logistic regression to determine how letter…

Purpose: The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell. Design/methodology/approach: This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review…

The study examines whether the average performance of the population with dyslexia in a working memory measure can be inferred dimensionally from the characteristics of the typical population. Specifically, we focused on Associative Phonological Working Memory (APWM), an ability that we predicted being impaired in dyslexia due to the relationship…

This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia (n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by…

To better identify the distinctive characteristics of space representation in the radial dimension, we have proposed a new paradigm: the landmarks alignment task where two parallel aluminum bars were radially presented. Children had to move a landmark along one bar and place it at the same location as the reference landmark placed by the examiner…

The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various types of knowledge, procedures and strategies. This study aims to describe the spelling strategies of 32 dyslexic students (DYS) aged from 8 to 12 years and to establish links between spelling strategies…

Recent research suggests that visual-verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this…

The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group…

Purpose: To investigate processing speed as a latent dimension in children with dyslexia and children and adults with typical reading skills. Method: Exploratory factor analysis (FA) was based on a sample of multigenerational families, each ascertained through a child with dyslexia. Eleven measures--6 of them timed--represented verbal and…

The study investigated morphosyntactic abilities and semantic-pragmatic competence in 24 children with developmental dyslexia aged 7-12 years. Morphosyntactic abilities were investgated in a direct object clitic production task, semantic-pragmatic competence in a quantifier comprehension task. Children with dyslexia produced fewer clitics than…

The current study investigated which time components of rapid automatized naming (RAN) predict group differences between dyslexic and non-dyslexic readers (matched for age and reading level), and how these components relate to different reading measures. Subjects performed two RAN tasks (letters and objects), and data were analyzed through a…

A controversial question in reading research is whether dyslexia is associated with impairments in the magnocellular system and, if so, how these low-level visual impairments might affect reading acquisition. This study used a novel chromatic flicker perception task to specifically explore "temporal" aspects of magnocellular functioning…