Show simple item record

Phonological processing deficit - a culprit behind developmental dyslexia?

dc.contributor.authorOstrogska, Patrycja
dc.contributor.editorSalski, Łukasz
dc.contributor.editorSzubko-Sitarek, Weronika
dc.date.accessioned2019-07-12T06:55:17Z
dc.date.available2019-07-12T06:55:17Z
dc.date.issued2013
dc.identifier.citationOstrogska P., Phonological processing deficit - a culprit behind developmental dyslexia?, [w:] Perspectives on Foreign Language Learning, Salski Ł., Szubko-Sitarek W. (red.), Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2013, s. 257-274, doi: 10.18778/7969-032-9.19pl_PL
dc.identifier.isbn978-83-7969-032-9
dc.identifier.urihttp://hdl.handle.net/11089/29367
dc.description.sponsorshipUdostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Uniwersytetu Łódzkiegopl_PL
dc.relation.ispartofSalski Ł., Szubko-Sitarek W. (red.), Perspectives on Foreign Language Learning, Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2013;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectphonological processing deficitpl_PL
dc.subjectdevelopmental dyslexiapl_PL
dc.subjectculpritpl_PL
dc.titlePhonological processing deficit - a culprit behind developmental dyslexia?pl_PL
dc.typeBook chapterpl_PL
dc.page.number257-274pl_PL
dc.contributor.authorAffiliationUniversity of Lodz, Lodz, Polandpl_PL
dc.referencesAdams , M.J. 1990. Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.pl_PL
dc.referencesAnderson, A., Gore, J. 1997. The physical basis of neuroimaging techniques. Child and Adolescent Psychiatric Clinics of North America, 57, 213-164.pl_PL
dc.referencesAnthony, J.L., Williams, J.M., McDonald, R., Corbitt-Shindler, D., Carlson, C.D., Francis, D. 2006. Phonological processing and emergent literacy in Spanish-speaking preschool children. Annals of Dyslexia, 56, 239-270.pl_PL
dc.referencesBenson D.F. 1994. The Neurology of Thinking. New York: Oxford University Press.pl_PL
dc.referencesBogdanowicz, M. 2004. Dysleksja w Kontekście Nauczania Języków Obcych. Gdańsk: Wydawnictwo HARMONIA.pl_PL
dc.referencesBradley, L., Bryant, P.E. 1983. Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.pl_PL
dc.referencesBruck, M. 1993. Persistence of dyslexics’ phonological awareness deficit. Developmental Psychology, 28, 874-886.pl_PL
dc.referencesBrunswick, N., McCrory, E., Price C. J., Frith C. D., Frith, U. 1999. Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: a search for Wernicke’s Wortschatz, Brain, 122, 1901-1917.pl_PL
dc.referencesCastro-Caldas, A., Peterson, K. M, Reis, A., Stone-Elander, S., Ingvar, M. 1998. The illiterate brain: Learning to read and write during childhood influence and the functional organization of the adult brain. Brain, 121, 1053-1063.pl_PL
dc.referencesCohen, L., Dehaene, S. 2004. Specialization within the ventral stream: The case for the visual word form area. NeuroImage, 22, 466-476.pl_PL
dc.referencesCoulmas, F. 1989. The writing systems of the world. Oxford, UK: Blackwell.pl_PL
dc.referencesDencla, M. B., Rudel, R.G. 1976. Rapid ‘Automatized’ Naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 4710479.pl_PL
dc.referencesDemonet, J.-F., Price, C. J., Wise, R., Frackowiak, R.S.J. 1994. A PET study of cognitive strategies in normal subjects during language tasks. Influence of phonetic ambiguity and sequence processing on phoneme monitoring. Brain, 117, 671-682.pl_PL
dc.referencesElbro, C., Nielsen, I., Petersen, D.K. 1994. Dyslexia in adults—evidence for deficits in non-word reading and in the phonological representation of lexical items. Annals of Dyslexia, 44, 205-226.pl_PL
dc.referencesElbro, C., Borstrom, I., Petersen, D. 1998. Predicting dyslexia from kindergarten: the importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33: 39–60.pl_PL
dc.referencesElbro, C., Nielsen, I., Petersen, D.K. 1994. Dyslexia in adults—evidence for deficits in non-word reading and in the phonological representation of lexical items. Annals of Dyslexia, 44, 205-226.pl_PL
dc.referencesEliez, S., Rumsey, J.M., Giedd, J.N., Schmitt, E.J., Patwardhan, A.J., Reiss, A.L. 2000. Morphological alteration of temporal lobe gray matter in dyslexia: an MRI study. Journal of Child Psychology and Psychiatry, 41: 637-644.pl_PL
dc.referencesEllis, A.W. 1985. The production of spoken words. A cognitive neuropsychological perspective. In A.W. Ellis (Ed.). Progress in the Psychology of Language (Vol. 2). Hillsdale, NJ: Erlbaum.pl_PL
dc.referencesEllis, A.W. 1993. Reading, writing and dyslexia: A cognitive analysis. (2nd edition). Hove, UK: Lawrence Earlbaum Associates.pl_PL
dc.referencesFawcett, A.J., Nicolson, R. 1995. Dyslexia is more than a phonological disability. Dyslexia, 1, 19-36.pl_PL
dc.referencesFawcett, A. J., Nicolson, R. 2001. Dyslexia as a learning disability. In A.J. Fawcett (Ed.), Dyslexia. Theory and Good Practice. London: Whurr.pl_PL
dc.referencesFiez, J.A., Peterson, S.E. 1998. Neuroimaging studies of word reading. Proceedings of the National Academy of Science, 95, 914-921.pl_PL
dc.referencesFrackowiak, R., Friston, K., Frith, C., Dolan, R., Price, C., et al. 2004. Human Brain Function. San Diego, CA: Academic/ Elsevier Sci.pl_PL
dc.referencesFrith, U. 1997. Brain, mind and behavior in dyslexia. In. C. Hulme and M.J. Snowling (Eds.), Dyslexia: Biology, cognition and intervention. London: Whurr.pl_PL
dc.referencesFrith, U. 1999. Paradoxes in the definition of dyslexia. Dyslexia: An International Journal of Research and Practice, 5, 192-214.pl_PL
dc.referencesFrith, U. 2010. Foreword. In U. Frith (Ed.). Reading and Dyslexia in Different Orthographies. Hove, East Sussex: Psychology Press.pl_PL
dc.referencesFrith, U., Wimmer, H., Landerl, K. 1998. Differences in phonological recoding German- and English-speaking children. Scientific Studies of Reading, 2, 31-54.pl_PL
dc.referencesGalaburda, A. M., Sherman, G.F., Rosen, G.D., Geshwind, N. 1985. Developmental dyslexia: Four consecutive patients with cortical anomalies. Annals of Neurology, 18, 222-232.pl_PL
dc.referencesGathercole, S.E. 1995. Is nonword repetition a task of phonological knowledge or long-term memory? It all depends on the nonwords. Memory and Cognition, 23, 83-94.pl_PL
dc.referencesGeorgieva, P., Rzanny, R., Gaser, C., Gerhard, U.J., Vieweg, U, et.al. 2002. Phonological processing in dyslexic children: a study combining functional imaging and event related potentials. Neuroscience Letters, 318, 5-8.pl_PL
dc.referencesGoswami, U. 2010. A psycholinguistic grain size view of reading acquisition across languages. In U. Frith (Ed.), Reading and Dyslexia in Different Languages, Hove, East Sussex: MIT Press.pl_PL
dc.referencesGoswami, U., Bryant, P. 1999. Phonological Skills and Learning to Read. Hillsdale, NJ: Erlbaum.pl_PL
dc.referencesHabib, M. 2004. Zaburzenia nabywanie zdolności jęykowych i pisania: najnowsze osiągnięcia nerobiologii. In A. Grabowska, K. Rymarczyk (Eds.), Dysleksja. Od mózgu do praktyki. Warszawa: Instytut Biologii Doświadczalnej im. M. Nenckiego PAN.pl_PL
dc.referencesHavelock, E.A. 1976. Origins of western literacy. Toronto: The Ontario Institute for Studies in Education.pl_PL
dc.referencesJezzard, P., Matthews, P., Smith, S. 2001. Functional MRI: An Introduction to Methods. Oxford, UK: Oxford University Press.pl_PL
dc.referencesJohnson, M., Peer, L., Lee, R. 2001. Preschool children and dyslexia: Policy, identification and intervention. In A.J. Fawcett (Ed.), Dyslexia. Theory and Good Practice. London: Whurr.pl_PL
dc.referencesJule, G. 1996. The study of language. Cambridge: Cambridge University Press.pl_PL
dc.referencesKhami, A., Catts, H. 1986. The linguistic basis of reading disorders: Implications for the Speech-Language pathologist. Language, Speech and Hearing Services in Schools, 17, 329-341.pl_PL
dc.referencesLiberman, I.Y., Shankweiler, D. 1985. Phonology and the problems of learning to rad and write. Remedial and Special Education, 6, 8-17.pl_PL
dc.referencesLishman , W.A. 2006. A dyslexic brain. In M. J. Snowling and J. Stackhouse (Eds.), Dyslexia, Speech and Language: A Practitioner’s Handbook. Chichester: Whurr Publishers Limited.pl_PL
dc.referencesLovett, M., Lacerenza, L., Borden, S., Frijters, J., Steinbeck, K., Plama, M. 2000. Components of effective remediation for developmental reading disabilities: combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.pl_PL
dc.referencesLundberg, I., Frost, J., Peterson, O. P. 1988. Effects of extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.pl_PL
dc.referencesLundberg, I., Hoien, T. 2001. Dyslexia and phonology. In A. J. Fawcett (Ed.), Dyslexia. Theory and Good Practice. London: Whurr.pl_PL
dc.referencesLyon, G.R. 1995. Towards a definition of dyslexia. Annals of Dyslexia, 45, 3-27.pl_PL
dc.referencesMcDougal, S., Brunshwick, N., Davies, P. 2010. Reading and dyslexia in different orthographies: An introduction and overview. In S. McDougal, N. Brunshwick, P. Davis (Eds.). Reading and dyslexia in different orthographies. New York: Psychology Press.pl_PL
dc.referencesMeyer, M., Felton, R., 1999. Repeated reading to enhance fluency: old approaches and new direction. Annals of Dyslexia, 49, 283-306.pl_PL
dc.referencesMorgan, W.P. 1896. A case of congenital word blindness. British Medical Journal, 2(1871): 1378.pl_PL
dc.referencesMorris, F. J., Manis, F.R. 1983. Cognitive processes in reading disability: A critique and proposal. In C.J. Brainerd and M. Pressley (Eds.), Progress in cognitive development research, New York: Springer-Verlag.pl_PL
dc.referencesNicolson, R., Fawcett, A. 2010. Dyslexia, learning and the brain. MIT Press.pl_PL
dc.referencesNicolson, R., Fawcett, A.J. 1994. Reaction times and dyslexia. Quarterly Journal of Experimental Psychology, 47, 29-48.pl_PL
dc.referencesOren, R., Breznitz, Z. 2005. Reading processes in L1 and L2 among dyslexic as compared to regular bilingual readers: Behavioural and electrophysiological evidence. Journal of Neurolinguistics, 18, 127-151.pl_PL
dc.referencesPaulesu, E., Brunshwick, N., Paganelli, F. 2010. Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In E. Paulesu, N. Brunshwick, F. Paganelli (Eds.), Reading and Dyslexia in Different Orthographies. MIT Press.pl_PL
dc.referencesPaulesau, E., Demonet, J.-F., Fazio, F., McCrory, E., Chanoine, V., Brunshwick, N., et al. 2001. Dyslexia: Cultural diversity and biological unity. Science, 291, 2165-2167.pl_PL
dc.referencesPaulesu, E., Frith, U., Snowling, M., Gallagher, A., Morton, J., et al. 1996. Is developmental dyslexia a disconnection syndrome? Evidence from PET scanning. Brain, 119, 143-157.pl_PL
dc.referencesPaulesu, E., McCrory, E., Fazio, F., Menoncello, L., Brunshwick, N., Cappa, S.F., et al. 2000. A cultural effect on brain function. Nature Neuroscience, 3, 91-96.pl_PL
dc.referencesPennington, B.F., Cardoso-Martins, C., Green, P.A., Lefly, D.L. 2001. Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing, 14, 707-755.pl_PL
dc.referencesPetitto, L.A., Marentette, P.F. 1991. Babbling in the manual mode: Evidence for the ontogeny of language. Science, 251, 1493-1496.pl_PL
dc.referencesPoldrack, R.A., Wagner, A.D., Prull, M. Desmond, J.E., Clover, G.H., Gabrieli, G.D.E. 1999. Functional specialization for semantic and phonological processing in the left inferior prefrontal cortex. NeuroImage, 5, 15-35.pl_PL
dc.referencesPumfrey, P.D., Reason, R. 1999. Specific Learning Difficulties (Dyslexia). Challenges and Responses. London: Routledge.pl_PL
dc.referencesRack, J.P. 1985. Orthographic and phonetic coding in normal and dyslexic readers. British Journal of Psychology, 76, 325-340.pl_PL
dc.referencesRasmus, F. 2003. Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841-865.pl_PL
dc.referencesSalmelin, R., Service E., Kiesila, P., Untela, K., Salonen, O. 1996. Impaired visual word processing in dyslexia revealed with magnetoencephalography. Annals of Neurology, 40, 157-162.pl_PL
dc.referencesScarborough, H.S. 1990. Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.pl_PL
dc.referencesScarborough, H.S., Domgaard, R.M. 1998. An exploration of the relationship between reading and rapid serial naming. Psychological Review, 96, 523–568.pl_PL
dc.referencesSeymour, P.H.K., Aro, M., Erskine, J.M. 2003. Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.pl_PL
dc.referencesShankweiller, D., Crain, S. 1986. Language mechanisms and reading disorder: a modular approach. Cognition, 24, 139-164.pl_PL
dc.referencesShaywitz, B.A., Shaywitz, S.E. 2001. The neurobiology of dyslexia. Clinical Neuroscience Research. 1, 291-299.pl_PL
dc.referencesShaywitz, S., Shaywitz, B., Pugh, K., Fulbright, R., Constable, R., et al. 1998. Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636-2641.pl_PL
dc.referencesSinali, G., Frith, U., Demonet, J.-F., Fazio, F., Perani, D., Price, C., et al. 2005. Brain abnormalities underlying altered activation in dyslexia: A vowel based morphometry study. Brain, 128, 2453-2461.pl_PL
dc.referencesSnowling, M.J. 1987. Dyslexia: A cognitive developmental review. Oxford: Blackwell.pl_PL
dc.referencesSnowling, M.J., 1995. Phonological processing and developmental dyslexia. Journal of Research in Reading, 18, 132-138.pl_PL
dc.referencesSnowling, M.J. 2004. The Study of Dyslexia. Kluwer Academic Publishers: New York.pl_PL
dc.referencesSnowling, M.J. 2006. Developmental reading disorders. Journal of Child Psychology and Psychiatry, 32, 49-77.pl_PL
dc.referencesStanovich, K.E. 1988. Explaining the differences between the dyslexic and garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590-612.pl_PL
dc.referencesStanovich, K.E. 2001. Explaining the difference between the dyslexic and garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590-604.pl_PL
dc.referencesStein, J. 2001. The magnocellular theory of developmental dyslexia. Dyslexia, 7, 12-36.pl_PL
dc.referencesTallal, P. 1996. Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-81.pl_PL
dc.referencesTorgesen, J. K., Wagner, R. K., Rashotte, S. A., Rose, E., Lindamood, P., Conway, T., et al. 1999. Preventing reading failure in young children with phonological processing disabilities: Group and individual response to instruction. Journal of Educational Psychology, 91, 579-593.pl_PL
dc.referencesvan der Leij, A., Lyytinen, H., Zwarts, F. 2001. The study of infant cognitive processes in dyslexia. In A.J. Fawcett (Ed.), Dyslexia. Theory and Good Practice. London: Whurr.pl_PL
dc.referencesvan der Leij, van Daal 1999. Automatization aspects of dyslexia: Speed limitation in word identification, sensitivity to increasing task demands, and orthographic compensation. Journal of Learning Disabilities, 32(5), 417-428.pl_PL
dc.referencesVellutino, F.R., Fletcher, J.M., Snowling, M.J., Scanlon, D.M. 2004. Specific reading disability (dyslexia): What have we learnt from the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.pl_PL
dc.referencesVellutino, F.R., Scanlon, D.M. 1991. Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.pl_PL
dc.referencesWaber, D.P., Forbes, P.W., Wolff, P.H., Weiller, M.D. 2004. Neurodevelopmental characteristics of children with learning impairments classified according to the double-deficit hypothesis. Journal of Learning Disabilities, 37, 451-461.pl_PL
dc.referencesWagner, R.K., Torgensen, J.K. 1987. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.pl_PL
dc.referencesWagner, R.K., Torgensen, J.K., Rashotte, C.A. 1999. The comprehensive test of phonological processing. Austin, TX: Pro-Ed.pl_PL
dc.referencesWolf , M. 1991. The word-retrieval deficit hypothesis and developmental dyslexia. Learning and individual differences, 3, 205-223.pl_PL
dc.referencesWolf, M. 2001. Seven dimensions in time. In M. Wolf (Ed.), Dyslexia, Fluency, and the Brain. Timonium, MD: York Press.pl_PL
dc.referencesWolf, M., Bowers, P.G. 1999. Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.pl_PL
dc.referencesZiegler, J.C., Goswami, U. 2005. Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.pl_PL
dc.identifier.doi10.18778/7969-032-9.19


Files in this item

Thumbnail
Name:
257-274_Phonological processing ...
Size:
480.9Kb
Format:
PDF
View/Open
Thumbnail
Name:
Salski-Perspectives.jpg
Size:
202.2Kb
Format:
JPEG image
Description:
okładka
View/Open
Thumbnail
Name:
license_rdf
Size:
805bytes
Format:
application/rdf+xml
View/Open

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe