AI Article Synopsis
- The study examines how phoneme awareness, rapid naming, and verbal memory relate to dyslexia in children, considering the complexity of written language.
- Testing involved 1,138 control and 1,114 dyslexic children across six languages with varying orthographic complexities.
- Results indicate that phoneme deletion and rapid naming are strong indicators of dyslexia, especially in languages with more complex writing systems, highlighting the role of orthographic complexity in dyslexia symptoms.
Article Abstract
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity.
Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English).
Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies.
Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia.
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| http://dx.doi.org/10.1111/jcpp.12029 | DOI Listing |
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