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Phonological dyslexia and phonological impairment: An exception to the rule?

Jeremy Tree Orcid Logo, Janice Kay

Neuropsychologia, Volume: 44, Issue: 14, Pages: 2861 - 2873

Swansea University Author: Jeremy Tree Orcid Logo

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DOI (Published version): 10.1016/j.neuropsychologia.2006.06.006

Abstract

The condition known as phonological dyslexia involves very poor reading of non-words, with otherwise good word reading performance [e.g. Derouesné & Beauvois, 1979; Sartori, G., Barry, C., & Job, R. (1984). Phonological dyslexia: A review. In R. N. Malatesha & H. A. Whitaker (Eds.), Dysl...

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Published in: Neuropsychologia
Published: 2006
URI: https://cronfa.swan.ac.uk/Record/cronfa16869
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2014-01-10T16:36:42.5557569</datestamp><bib-version>v2</bib-version><id>16869</id><entry>2014-01-10</entry><title>Phonological dyslexia and phonological impairment: An exception to the rule?</title><swanseaauthors><author><sid>373fd575114a743d502a979c6161b1ad</sid><ORCID>0000-0001-6000-8125</ORCID><firstname>Jeremy</firstname><surname>Tree</surname><name>Jeremy Tree</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2014-01-10</date><deptcode>HPS</deptcode><abstract>The condition known as phonological dyslexia involves very poor reading of non-words, with otherwise good word reading performance [e.g. Derouesn&#xE9; &amp; Beauvois, 1979; Sartori, G., Barry, C., &amp; Job, R. (1984). Phonological dyslexia: A review. In R. N. Malatesha &amp; H. A. Whitaker (Eds.), Dyslexia: A global issue. The Hague: Martinus Nijhoff Publishers]. Theoretical accounts of this non-word reading impairment suggest disruption to either a component of a non-lexical orthographic-phonological reading route [that is specifically involved in reading non-words; Coltheart, M., Rastle, K., Perry, C., Langdon, R., &amp; Zeigler, J. (2001). A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256] or to generalised phonological processes on which novel reading is heavily dependent [Farah, M., Stowe, R. M., &amp; Levinson, K. L. (1996). Phonological dyslexia: Loss of a reading-specific component of cognitive architecture? Cognitive Neuropsychology, 13, 849-868; Harm, M. W., &amp; Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528]. The present paper questions the latter hypothesis: that phonological dyslexia always occurs in connection with some other form of phonologically based disruption (i.e. in a 'cluster' of impairments that are not necessarily reading-specific). Contrary to this view, several recent studies have reported that phonological dyslexia can occur without corresponding generalised phonological impairment [e.g. Caccappolo-van Vliet, E., Miozzo, M., &amp; Stern, Y. (2004a). Phonological dyslexia without phonological impairment? Cognitive Neuropsychology, 21, 820-839; Caccappollo-van Vliet, E., Miozzo, M., &amp; Stern, Y. (2004b). Phonological dyslexia: A test case for reading models. Psychological Science, 15, 583-590]. However, the work is subject to a number of criticisms. The following study examines performance of a phonological dyslexic case (JH) on a variety of phonological based tasks and, unlike many other studies, components of phonological short-term memory. Despite clear impairments in reading non-words, good performance on a variety of phonological tasks makes the possibility of generalised phonologically based disruption unlikely. The view that JH's good phonological skill was dependent on the use of spelling based strategies was also excluded. As a result, JH's pattern of performance provides clear evidence that phonological dyslexia can occur without any generalised phonological impairment.</abstract><type>Journal Article</type><journal>Neuropsychologia</journal><volume>44</volume><journalNumber>14</journalNumber><paginationStart>2861</paginationStart><paginationEnd>2873</paginationEnd><publisher/><keywords>phonological dyslexia</keywords><publishedDay>31</publishedDay><publishedMonth>12</publishedMonth><publishedYear>2006</publishedYear><publishedDate>2006-12-31</publishedDate><doi>10.1016/j.neuropsychologia.2006.06.006</doi><url/><notes/><college>COLLEGE NANME</college><department>Psychology</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HPS</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2014-01-10T16:36:42.5557569</lastEdited><Created>2014-01-10T16:36:42.5557569</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">School of Psychology</level></path><authors><author><firstname>Jeremy</firstname><surname>Tree</surname><orcid>0000-0001-6000-8125</orcid><order>1</order></author><author><firstname>Janice</firstname><surname>Kay</surname><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2014-01-10T16:36:42.5557569 v2 16869 2014-01-10 Phonological dyslexia and phonological impairment: An exception to the rule? 373fd575114a743d502a979c6161b1ad 0000-0001-6000-8125 Jeremy Tree Jeremy Tree true false 2014-01-10 HPS The condition known as phonological dyslexia involves very poor reading of non-words, with otherwise good word reading performance [e.g. Derouesné & Beauvois, 1979; Sartori, G., Barry, C., & Job, R. (1984). Phonological dyslexia: A review. In R. N. Malatesha & H. A. Whitaker (Eds.), Dyslexia: A global issue. The Hague: Martinus Nijhoff Publishers]. Theoretical accounts of this non-word reading impairment suggest disruption to either a component of a non-lexical orthographic-phonological reading route [that is specifically involved in reading non-words; Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Zeigler, J. (2001). A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256] or to generalised phonological processes on which novel reading is heavily dependent [Farah, M., Stowe, R. M., & Levinson, K. L. (1996). Phonological dyslexia: Loss of a reading-specific component of cognitive architecture? Cognitive Neuropsychology, 13, 849-868; Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528]. The present paper questions the latter hypothesis: that phonological dyslexia always occurs in connection with some other form of phonologically based disruption (i.e. in a 'cluster' of impairments that are not necessarily reading-specific). Contrary to this view, several recent studies have reported that phonological dyslexia can occur without corresponding generalised phonological impairment [e.g. Caccappolo-van Vliet, E., Miozzo, M., & Stern, Y. (2004a). Phonological dyslexia without phonological impairment? Cognitive Neuropsychology, 21, 820-839; Caccappollo-van Vliet, E., Miozzo, M., & Stern, Y. (2004b). Phonological dyslexia: A test case for reading models. Psychological Science, 15, 583-590]. However, the work is subject to a number of criticisms. The following study examines performance of a phonological dyslexic case (JH) on a variety of phonological based tasks and, unlike many other studies, components of phonological short-term memory. Despite clear impairments in reading non-words, good performance on a variety of phonological tasks makes the possibility of generalised phonologically based disruption unlikely. The view that JH's good phonological skill was dependent on the use of spelling based strategies was also excluded. As a result, JH's pattern of performance provides clear evidence that phonological dyslexia can occur without any generalised phonological impairment. Journal Article Neuropsychologia 44 14 2861 2873 phonological dyslexia 31 12 2006 2006-12-31 10.1016/j.neuropsychologia.2006.06.006 COLLEGE NANME Psychology COLLEGE CODE HPS Swansea University 2014-01-10T16:36:42.5557569 2014-01-10T16:36:42.5557569 Faculty of Medicine, Health and Life Sciences School of Psychology Jeremy Tree 0000-0001-6000-8125 1 Janice Kay 2
title Phonological dyslexia and phonological impairment: An exception to the rule?
spellingShingle Phonological dyslexia and phonological impairment: An exception to the rule?
Jeremy Tree
title_short Phonological dyslexia and phonological impairment: An exception to the rule?
title_full Phonological dyslexia and phonological impairment: An exception to the rule?
title_fullStr Phonological dyslexia and phonological impairment: An exception to the rule?
title_full_unstemmed Phonological dyslexia and phonological impairment: An exception to the rule?
title_sort Phonological dyslexia and phonological impairment: An exception to the rule?
author_id_str_mv 373fd575114a743d502a979c6161b1ad
author_id_fullname_str_mv 373fd575114a743d502a979c6161b1ad_***_Jeremy Tree
author Jeremy Tree
author2 Jeremy Tree
Janice Kay
format Journal article
container_title Neuropsychologia
container_volume 44
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container_start_page 2861
publishDate 2006
institution Swansea University
doi_str_mv 10.1016/j.neuropsychologia.2006.06.006
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
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description The condition known as phonological dyslexia involves very poor reading of non-words, with otherwise good word reading performance [e.g. Derouesné & Beauvois, 1979; Sartori, G., Barry, C., & Job, R. (1984). Phonological dyslexia: A review. In R. N. Malatesha & H. A. Whitaker (Eds.), Dyslexia: A global issue. The Hague: Martinus Nijhoff Publishers]. Theoretical accounts of this non-word reading impairment suggest disruption to either a component of a non-lexical orthographic-phonological reading route [that is specifically involved in reading non-words; Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Zeigler, J. (2001). A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256] or to generalised phonological processes on which novel reading is heavily dependent [Farah, M., Stowe, R. M., & Levinson, K. L. (1996). Phonological dyslexia: Loss of a reading-specific component of cognitive architecture? Cognitive Neuropsychology, 13, 849-868; Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528]. The present paper questions the latter hypothesis: that phonological dyslexia always occurs in connection with some other form of phonologically based disruption (i.e. in a 'cluster' of impairments that are not necessarily reading-specific). Contrary to this view, several recent studies have reported that phonological dyslexia can occur without corresponding generalised phonological impairment [e.g. Caccappolo-van Vliet, E., Miozzo, M., & Stern, Y. (2004a). Phonological dyslexia without phonological impairment? Cognitive Neuropsychology, 21, 820-839; Caccappollo-van Vliet, E., Miozzo, M., & Stern, Y. (2004b). Phonological dyslexia: A test case for reading models. Psychological Science, 15, 583-590]. However, the work is subject to a number of criticisms. The following study examines performance of a phonological dyslexic case (JH) on a variety of phonological based tasks and, unlike many other studies, components of phonological short-term memory. Despite clear impairments in reading non-words, good performance on a variety of phonological tasks makes the possibility of generalised phonologically based disruption unlikely. The view that JH's good phonological skill was dependent on the use of spelling based strategies was also excluded. As a result, JH's pattern of performance provides clear evidence that phonological dyslexia can occur without any generalised phonological impairment.
published_date 2006-12-31T03:19:22Z
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