Title: Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition
Abstract: Developmental ScienceVolume 14, Issue 6 p. 1340-1354 PAPER Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition Maaike H.T. Zeguers, Maaike H.T. Zeguers Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorPatrick Snellings, Patrick Snellings Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorJurgen Tijms, Jurgen Tijms IWAL Institute, Amsterdam, The NetherlandsSearch for more papers by this authorWouter D. Weeda, Wouter D. Weeda Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorPeter Tamboer, Peter Tamboer Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorAnika Bexkens, Anika Bexkens Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorHilde M. Huizenga, Hilde M. Huizenga Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this author Maaike H.T. Zeguers, Maaike H.T. Zeguers Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorPatrick Snellings, Patrick Snellings Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorJurgen Tijms, Jurgen Tijms IWAL Institute, Amsterdam, The NetherlandsSearch for more papers by this authorWouter D. Weeda, Wouter D. Weeda Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorPeter Tamboer, Peter Tamboer Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorAnika Bexkens, Anika Bexkens Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this authorHilde M. Huizenga, Hilde M. Huizenga Department of Psychology, University of Amsterdam, The NetherlandsSearch for more papers by this author First published: 24 September 2011 https://doi.org/10.1111/j.1467-7687.2011.01091.xCitations: 25 Maaike H.T. Zeguers, University of Amsterdam, Department of Psychology, Roetersstraat 15, 1018 WB Amsterdam, The Netherlands; e-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract The nature of word recognition difficulties in developmental dyslexia is still a topic of controversy. We investigated the contribution of phonological processing deficits and uncertainty to the word recognition difficulties of dyslexic children by mathematical diffusion modeling of visual and auditory lexical decision data. The first study showed that poor visual lexical decision performance of reading disabled children was mainly due to a delay in the evaluation of word characteristics, suggesting impaired phonological processing. The adoption of elevated certainty criteria by the disabled readers suggests that uncertainty contributed to the visual word recognition impairments as well. The second study replicated the outcomes for visual lexical decision with formally diagnosed dyslexic children. In addition, during auditory lexical decision, dyslexics presented with reduced accuracy, which also resulted from delayed evaluation of word characteristics. Since orthographic influences are diminished during auditory lexical decision, this strengthens the phonological processing deficit account. Dyslexic children did not adopt heightened certainty criteria during auditory lexical decision, indicating that uncertainty solely impairs reading and not listening. References Alexander-Passe, N. (2008). The sources and manifestations of stress amongst school-aged dyslexics, compared with sibling controls. Dyslexia, 14, 291–313. Arduino, L.S., Burani, C., & Vallar, G. (2003). Reading aloud and lexical decision in neglect dyslexia patients: a dissociation. Neuropsychologia, 41, 77–85. Backman, J.E., Mamen, M., & Ferguson, H. (1984). Reading-level design: conceptual and methodological issues in reading research. Psychological Bulletin, 96, 560–568. Bishop, D.V.M. (2006). 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Publication Year: 2011
Publication Date: 2011-09-24
Language: en
Type: article
Indexed In: ['crossref', 'pubmed']
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