Guessing errors made by children with dyslexia in word and text reading.

Introduction: Children with dyslexia face persistent difficulties in reading acquisition, which results in poor reading accuracy. In addition to the commonly studied reading errors such as omissions, additions, substitutions, and letter reversals, they also make guessing errors characterized by replacing a word with an orthographic neighbor. These errors, which occur in the context of isolated words and sentence or text reading, might be linked to the inhibition issues that have already been demonstrated in connection to dyslexia.

Handwriting difficulties in children with dyslexia: Poorer legibility in dictation and alphabet tasks, slowness in the alphabet task.

Several studies have shown that children with dyslexia (DYS), in addition to their reading and spelling deficits, encounter handwriting difficulties that are still poorly understood in terms of their nature and origin. The present study aimed to better understand the handwriting difficulties of children with DYS by comparing their handwriting quality and speed in two tasks, a dictation task and an alphabet task, which required fewer spelling skills than the dictation task. Twenty-nine French-speaking children (M = 9.

Unraveling multi-fixel microstructure with tractography and angular weighting.

Recent advances in MRI technology have enabled richer multi-shell sequences to be implemented in diffusion MRI, allowing the investigation of both the microscopic and macroscopic organization of the brain white matter and its complex network of neural fibers. The emergence of advanced diffusion models has enabled a more detailed analysis of brain microstructure by estimating the signal received from a voxel as the combination of responses from multiple fiber populations. However, disentangling the individual microstructural properties of different macroscopic white matter tracts where those pathways intersect remains a challenge.

The involvement of inhibition in word and sentence reading.

Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word with an orthographic neighbor, possibly linked to failing inhibition.

Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia.

Aim: Handwriting abilities in children with dyslexia (DYS) are not well documented in the current literature, and the presence of graphomotor impairment in addition to spelling impairment in dyslexia is controversial. Using resting-state functional connectivity (RSFC), the present study aims to answer the following question: are there markers of graphomotor impairment at rest in DYS children?

Method: The participants were children with DYS and typically developing (TD) children ( = 32) from French-speaking primary schools ( = 9.3 years).

Evidence of graphomotor dysfunction in children with dyslexia: A combined behavioural and fMRI experiment.

Aim: Children with dyslexia (DYS) have a deficit in spelling (i.e., central processes of writing), and past experiments have suggested that they also frequently experience difficulties in handwriting (i.

How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development.

Longitudinal studies are rare in the field of writing research, and little is known about the concurrent development of the two transcription skills: spelling and handwriting. This study was designed to provide a comprehensive picture of the development and the longitudinal relations between spelling, handwriting speed, and handwriting quality at the word level. Over a period of 3 years (coh1: Grades 2-4; coh2: Grades 3-5), 117 French-speaking children were assessed on a single-word dictation task.

Grammatical Spelling and Written Syntactic Awareness in Children With and Without Dyslexia.

Children with dyslexia face persistent difficulties in acquiring not only reading skills but also spelling skills. Among difficulties in spelling, problems in grammatical spelling have been studied very rarely. The goal of the study is to better understand grammatical spelling difficulties in children with dyslexia by assessing written syntactic awareness skills, a linguistic factor that has not been investigated in the context of spelling until now.

RAN training in dyslexia: Behavioral and brain correlates.

Currently, no study has demonstrated the efficacy of RAN training with both behavioral and brain-imaging evidence. Besides, the brain basis of RAN and its contribution to reading processes are still not well understood. This study aimed to address these gaps with a RAN-objects intervention, administered to children with dyslexia, and assessed by behavioral and brain measures.

Do children with dyslexia present a handwriting deficit? Impact of word orthographic and graphic complexity on handwriting and spelling performance.

Several studies have demonstrated that children with dyslexia frequently show poor and slow handwriting skills. It is not clear whether these difficulties are a consequence of their spelling deficit or if they arise from graphomotor difficulties. The present study aims to test the hypothesis of the presence of handwriting difficulties in dyslexia, through the investigation of the impact of graphic and orthographic complexity of words on writing.

Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.

Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design.

Left cortical specialization for visual letter strings predicts rudimentary knowledge of letter-sound association in preschoolers.

Reading, one of the most important cultural inventions of human society, critically depends on posterior brain areas of the left hemisphere in proficient adult readers. In children, this left hemispheric cortical specialization for letter strings is typically detected only after approximately 1 y of formal schooling and reading acquisition. Here, we recorded scalp electrophysiological (EEG) brain responses in 5-y-old (n = 40) prereaders presented with letter strings appearing every five items in rapid streams of pseudofonts (6 items per second).