Are the Literacy Difficulties That Characterize Developmental Dyslexia Associated with a Failure to Integrate Letters and Speech Sounds?

Autor/inn/en	Nash, Hannah M.; Gooch, Debbie; Hulme, Charles; Mahajan, Yatin; McArthur, Genevieve; Steinmetzger, Kurt; Snowling, Margaret J.
Titel	Are the Literacy Difficulties That Characterize Developmental Dyslexia Associated with a Failure to Integrate Letters and Speech Sounds?
Quelle	In: Developmental Science, 20 (2017) 4, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12423
Schlagwörter	Dyslexia; Phoneme Grapheme Correspondence; Control Groups; Diagnostic Tests; Brain Hemisphere Functions; Hypothesis Testing; English; Language Acquisition; Matched Groups; Priming; Greek; Alphabets; Reaction Time; Comparative Analysis; Speech; Task Analysis; Children; Adolescents; Reading Difficulties; Foreign Countries; Intelligence Tests; Achievement Tests; United Kingdom (England); Wechsler Intelligence Scales Short Forms; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Diagnostic test; Diagnostischer Test; Hypothesenprüfung; Hypothesentest; English language; Englisch; Sprachaneignung; Spracherwerb; Grieche; Griechisch; Buchstabenschrift; Reaktionsvermögen; Speaking; Sprechen; Aufgabenanalyse; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Ausland; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The "automatic letter-sound integration hypothesis" (Blomert, [Blomert, L., 2011]) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of English-speaking children with dyslexic difficulties (N = 13) and samples of chronological-age-matched (CA; N = 17) and reading-age-matched controls (RA; N = 17) aged 7-13 years. Each child took part in two priming experiments in which speech sounds were preceded by congruent visual letters (congruent condition) or Greek letters (baseline). In a behavioural experiment, responses to speech sounds in the two conditions were compared using reaction times. These data revealed faster reaction times in the congruent condition in all three groups. In a second electrophysiological experiment, responses to speech sounds in the two conditions were compared using event-related potentials (ERPs). These data revealed a significant effect of congruency on (1) the P1 ERP over left frontal electrodes in the CA group and over fronto-central electrodes in the dyslexic group and (2) the P2 ERP in the dyslexic and RA control groups. These findings suggest that our sample of English-speaking children with dyslexic difficulties demonstrate a degree of letter-sound integration that is appropriate for their reading level, which challenges the letter-sound integration hypothesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01