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Variations within a subtype: Developmental surface dyslexias in English.

Saskia Kohnen1, Lyndsey Nickels1, Leonie Geigis2

  • 1ARC Centre of Excellence for Cognition and Its Disorders (CCD), Department of Cognitive Science, Macquarie University, Australia.

Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|June 26, 2018
PubMed
Summary

Surface dyslexia involves difficulty reading irregular words. This study found impairments in the orthographic lexicon, meaning access, or spoken word forms, aligning with dual-route theory.

Keywords:
DevelopmentDissociationsProximal causesReading difficulties

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Linguistics

Background:

  • Surface dyslexia is characterized by impaired reading of irregular words, with normal nonword reading.
  • Previous research suggests various underlying causes for surface dyslexia.
  • Understanding the specific locus of impairment is crucial for effective intervention.

Purpose of the Study:

  • To investigate distinct patterns of reading performance in children with surface dyslexia.
  • To identify the underlying levels of cognitive impairment contributing to surface dyslexia.
  • To test the consistency of findings with dual-route theory.

Main Methods:

  • Examined reading performance in 12 English-speaking children with surface dyslexia.
  • Replicated methodologies from previous Hebrew-language studies on surface dyslexia.
  • Analyzed patterns of impairment across orthographic, lexical, and phonological processing stages.

Main Results:

  • Poor irregular word reading correlated with deficits in the orthographic input lexicon and impaired access to meaning and spoken word forms.
  • Some children exhibited surface dyslexia stemming from impairments in the phonological output lexicon.
  • Identified patterns were consistent with the predictions of dual-route theory.

Conclusions:

  • Surface dyslexia can arise from distinct underlying impairments within the reading system.
  • Findings support the dual-route model of reading, explaining different patterns of surface dyslexia.
  • Further research is needed to confirm potential impairment patterns at the orthography-phonology interface.