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Direct linkAraujo, Susana; Inacio, Filomena; Francisco, Ana; Faisca, Luis; Petersson, Karl Magnus; Reis, Alexandra – Dyslexia, 2011
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…
Descriptors: Dyslexia, Identification, Reaction Time, Reading
Tholen, Nicole; Weidner, Ralph; Grande, Marion; Amunts, Katrin; Heim, Stefan – Dyslexia, 2011
Among the cognitive causes of dyslexia, phonological and magnocellular deficits have attracted a substantial amount of research. Their role and their exact impact on reading ability are still a matter of debate, partly also because large samples of dyslexics are hard to recruit. Here, we report a new technique to simulate dyslexic symptoms in…
Descriptors: Phonemes, Graphemes, Dyslexia, Reading Ability
Nikolopoulos, Dimitris S.; Pothos, Emmanuel M. – Dyslexia, 2009
We examine the performance of dyslexic participants on an unsupervised categorization task against that of matched non-dyslexic control participants. Unsupervised categorization is a cognitive process critical for conceptual development. Existing research in dyslexia has emphasized perceptual tasks and supervised categorization tasks (for which…
Descriptors: Dyslexia, Classification, Stimuli, Reading Ability
Jones, Manon W.; Branigan, Holly P.; Kelly, M. Louise – Dyslexia, 2008
Developmental dyslexia is often characterized by a visual deficit, but the nature of this impairment and how it relates to reading ability is disputed ("Brain" 2003; "126": 841-865). In order to investigate this issue, we compared groups of adults with and without dyslexia on the Ternus, visual-search and symbols tasks.…
Descriptors: Dyslexia, Correlation, Visual Perception, Reading Ability
Pammer, Kristen; Lavis, Ruth; Cornelissen, Piers – Dyslexia, 2004
This study was designed to investigate the importance of spatial encoding in reading, with particular emphasis on visuo-spatial encoding mechanisms. Thirty one school children participated in the first study in which they were measured on their ability to solve a centrally presented spatial encoding task, as well as their sensitivity to the…
Descriptors: Reading Ability, Cognitive Processes, Visual Measures, Spatial Ability
Valdois, Sylviane; Bosse, Marie-Line; Tainturier, Marie-Josephe – Dyslexia, 2004
There is strong converging evidence suggesting that developmental dyslexia stems from a phonological processing deficit. However, this hypothesis has been challenged by the widely admitted heterogeneity of the dyslexic population, and by several reports of dyslexic individuals with no apparent phonological deficit. In this paper, we discuss the…
Descriptors: Dyslexia, Reading Ability, Cognitive Processes, Phonology
Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary – Dyslexia, 2004
Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Skills, Attention Deficit Disorders
