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Related Experiment Videos

Developmental surface dyslexia and dysgraphia: an orthographic processing impairment.

J R Hanley1, K Hastie, J Kay

  • 1Department of Psychology, University of Liverpool, U.K.

The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology
|February 1, 1992
PubMed
Summary

This study investigates a young man with severe spelling impairment despite good phonological skills. Findings suggest an orthographic processing deficit, impacting spelling lexicon development and leading to poor spelling but competent reading.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Linguistics

Background:

  • Investigates developmental dyslexia, specifically focusing on spelling impairments.
  • Examines phonological awareness and its role in reading and spelling acquisition.
  • Contrasts case study findings with existing literature on developmental phonological dyslexia.

Observation:

  • A young adult presents with a severe spelling impairment (spelling age 9y 2m) despite good phonological awareness.
  • The individual demonstrates competent non-word reading and spelling, with phonologically appropriate errors.
  • Analysis reveals difficulties with uncommon phoneme-grapheme correspondences, suggesting an underdeveloped orthographic lexicon.

Findings:

  • The case study suggests a general orthographic processing deficit, not a phonological one.

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  • The individual relies on sub-lexical phonology and a partially formed lexicon for spelling.
  • Despite competent reading, lexical decision tasks and homophone definitions indicate incomplete lexical entries for reading.

    • Implications:

    • Supports the existence of qualitatively different types of developmental dyslexia.
    • Highlights that orthographic processing deficits may lead to more pronounced reading impairments than phonological deficits.
    • Suggests that interventions for dyslexia should consider the specific processing deficit (phonological vs. orthographic).