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The phonological deficit hypothesis is a prevalent cognitive-level explanation for the cause of reading difficulties and dyslexia. [1] It stems from evidence that individuals with dyslexia tend to do poorly on tests which measure their ability to decode nonsense words using conventional phonetic rules, and that there is a high correlation between difficulties in connecting the sounds of ...
The rapid auditory processing theory is an alternative to the phonological deficit theory, which specifies that the primary deficit lies in the perception of short or rapidly varying sounds. Support for this theory arises from evidence that people with dyslexia show poor performance on a number of auditory tasks, including frequency ...
The second deficit may be located at the level of the output lexicon. This is because patients are able to recognize the semantic meaning of irregular words even if they pronounce them incorrectly in spoken word. This suggests the visual word form system and semantics are relatively preserved. The third deficit is likely related to semantic ...
Phonological processing skills make up the ability to identify and manipulate sounds in speech. Rapid automatized naming compose the ability to translate visual information whether of letters, objects or pictures into a phonological code.
[1] [2] There are at least three sub-types of dyslexia that have been recognized by researchers: orthographic, or surface dyslexia, phonological dyslexia and mixed dyslexia where individuals exhibit symptoms of both orthographic and phonological dyslexia. [3] Studies have shown that dyslexia is genetic and can be passed down through families.
Phonological dyslexia is a reading disability that is a form of alexia (acquired dyslexia), [1] resulting from brain injury, stroke, or progressive illness and that affects previously acquired reading abilities. The major distinguishing symptom of acquired phonological dyslexia is that a selective impairment of the ability to read pronounceable ...
In 2008, S Heim et al. was one of the first studies not to just compare dyslexics with a non dyslexic control, but to go further and compare the different cognitive sub groups with a non dyslexic control group. Different theories conceptualise dyslexia as either a phonological, attentional, auditory, magnocellular, or automatisation deficit.
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. [ 1 ] [ 2 ] [ 3 ] Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.