Chinese-English bi-scriptural reading: cognitive component skills across orthographies
'Dyslexia in regular orthographies - Re-balancing Anglo-centric research' by Professor Heinz Wimmer
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Transcript of 'Dyslexia in regular orthographies - Re-balancing Anglo-centric research' by Professor Heinz Wimmer
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Dyslexia in Regular Orthographies: Re-balancing Anglo-centric Research
Heinz WimmerUniversity of Salzburg
Research funded by Austrian Science Foundation
http://www.sbg.ac.at/[email protected]
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Dominant Dyslexia Explanation
WHO (1993) – ICD 10
Children with specific reading and spelling problems often exhibit a
preceding specific developmental disorder of speech and language. In other
cases, normal language development, but difficulties with processing of
auditory stimuli… The spelling difficulties reveal errors of phonetic accuracy,
and apparently both reading and spelling disorders result in part from
difficulties with phonological analysis
Original version (Liberman, Shankweiler …)
Learning an alphabetic writing system requires conscious access to phonemes of spoken language
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Underspecified phonological word representations
Awareness of phonemes
Associating letters to phonemes
Self-reliant phonological decoding
(sublexical route to phonological lexicon)
Whole-word recognition
(lexical route to word-phononology via orthographic word representations)
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Milne, D. (2005). Teaching the brain to read. SK Publishing.
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Shaywitz, S. (2004). Overcoming dyslexia. A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
Primary „phonological“ dysfunction - temporoparietal
Secondary „visual“ dysfunction -occipitotemporal
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Regular orthographies
Little difficulty even for
poor readers
(about 1% serious „blending“ problem)
Anglocentric
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European Grade 1 Study: Reading Accuracy (Seymour, Aro & Erskine, 2003)
0
20
40
60
80
100
Eng Dut Ger Swe Nor Ice Ita Spa Gre FinLanguage
Perc
ent c
orre
ct
Pseudoword reading word reading
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English-German Age 7-9 Comparisons: Reading Accuracy
Age
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English-German Dyslexia Comparisons: Reading Accuracy
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What is the dyslexic problem in regular orthographies?
Dutch Health Council (1995)
Automatization of word identification
and/or orthographic word spelling does
not develop or does so with great difficulty
In the following: A closer look on the reading problem in regular orthographies
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500
1000
1500
2000
2500
3000
2 3 4 5 6 7 8 2 3 4 5 6 7 8
English German
A closer look at dysfluent reading (Ziegler et al., 2003)
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Italian dyslexiaSpinelli et al. 2005; Zoccolotti et al. 2005
500
1000
1500
2000
2500
3000
2 3 4 5 6 7 8 2 3 4 5 6 7 8
8-year-olds 13-year-olds
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500
1000
1500
2000
2500
3000
2 3 4 5 6 7 8 2 3 4 5 6 7 8
Dutch dyslexia (Martens & de Jong, 2006)
Words: Yes Pseudowords: No
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Eye movements Hawelka, Gagl & Wimmer
(Cognition, in press)
Poor orthographic word lexicon (requires reliance on serial sublexical processing)
Slow lexical route
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Pervasive (Kronbichler, Hutzler & Wimmer 2002: 13-year-old dyslexic boys)
-5 -4 -3 -2 -1 0
Silent-for meaning
Text
Words
Pseudowords
Numberwords (alphabetical)
Numberwords (digital)
A
L
O
U
D
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Persistent (Klicpera & Schabmann 1993)
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Hard to remediateThaler, Ebner, Wimmer, & Landerl (2004)
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Neurocognition of regular orthography dyslexia Bergmann & Wimmer (Cognitive Neuropsychology, 2008)
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No deficits
Magnocellular visual and auditory functions coherent motion detection Kronbichler, Hutzler & Wimmer (2002) proneness to sound movement visual precedence detection Hawelka & Wimmer (2005)
Speech perception in noise Wimmer et al. (1998)
Phonetic (pseudoword) writing Wimmer (1993), Landerl & Wimmer (2000)
Visual string processing Wimmer & Mayringer (2001), Hutzler et al. (2006),Hawelka & Wimmer (2008)
Dual-task balancing Raberger & Wimmer (2003)
Deficits
Visual rapid naming Wimmer (1993)
Visual-verbal associations Mayringer & Wimmer (2000)
Visual strings-verbal response Hawelka & Wimmer (2005, 2006)
Standard PA (implicit reading/writing) Landerl et al. (1997); Wimmer (1993)
Verbal STM Positive: Wimmer et al., 1998; Negative: Wimmer, 1993
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No string processing deficit when no verbal responseHawelka & Wimmer (Vision Research, 2008)
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False Fonts
Confusable Letters
Non-Confusable Letters
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Slow visual string processing with verbal response Hawelka & Wimmer (Vision Research, 2006)
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Only Fluency-disabled
Only Spelling-disabled
5 10 15 20 25 30 35 40 45 50 55 60 65
Difference to normal readers (percentiles)
Rapid picture naming
Phonological memory
Rhyme detection
Rapid picture naming
Phonological memory
Rhyme detection
Different precursors/associates of isolated reading speed and spelling deficits(Wimmer & Mayringer, 2002; Moll & Landerl, in press)
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Shaywitz, S. (2004). Overcoming dyslexia. A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
Primary „phonological“ dysfunction - temporoparietal
Secondary „visual“ dysfunction (occipitotemporal)
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Lesions resulting in acquired dyslexia (Cohen et al., 2003; Cerebral Cortex)
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Brain dysfunctions: Sentence Reading vs. String Processing(Kronbichler, Hutzler et al., Neuropsychologia, 2006)
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Left occipitotemporal underactivation – no temporoparietal abnormality - left frontal overactivation -
Left Hemisphere
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Taxi
+
Taksi
+
Tazi
+
+
2100 ms
‘YES‘
‘YES‘
‘NO‘
Null Event
Brain dysfunctions: Word processing vs. rest(Wimmer et al., Cortex, in press)
1600 ms
1600 ms
1600 ms
1600 ms
2100 ms
2100 ms
Latencies
Mea
n, S
D (m
s)
800
1000
1200
1400
1600
1800
2000
2200
2400
nonimpaireddyslexic
Words Pseudohom. Nonwords
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Pseudowords > Fixation
Pseudohomophones > Fixation
Words > Fixation
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Anglocentric Version Regular Orth. Version
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Shaywitz, S. (2004). Overcoming dyslexia. A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
Anglo: Primary „phonological“ dysfunction - temporoparietal
Regular: Primary interface dysfunction - occipitotemporal)
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Brain, Mind and Behaviour in Dyslexia
Dysfunction of left OT visual-verbal interface area (of cerebellum?)
Visual-verbal connection deficit (slow access to lexical and sublexical phonology)
Poor orthographic lexicon – slow lexical and sublexic route
Slow word reading – even when singly fixated - slow sublexical reading
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Thank you for attention
Martin Kronbichler Stefan Hawelka
Jürgen Bergmann Florian Hutzler
Karin Landerl Heinz Mayringer
Title