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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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The circadian—or biological—clock is an intrinsic, timekeeping, molecular mechanism that allows plants to coordinate physiological activities over 24-hour cycles called circadian rhythms. Photoperiodism is a collective term for the biological responses of plants to variations in the relative lengths of dark and light periods. The period of light-exposure is called the photoperiod.
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The Clock Counts - Length Effects in English Dyslexic Readers.

S Provazza1, D Giofrè2, A-M Adams1

  • 1School of Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, United Kingdom.

Frontiers in Psychology
|November 30, 2019
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Summary
This summary is machine-generated.

Length effects (LEs) in reading, where longer words take more time to process, are a key indicator of developmental dyslexia (DD). This study found significant LEs in adults with DD reading English, particularly with low-frequency words and non-words.

Keywords:
developmental dyslexiadual-route modeldyslexiaorthographyreadingtriangle modeltriangle model of readingword length effect

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • Length effects (LEs) in reading, an increase in reading time with word length, can differentiate whole-word from serial letter processing.
  • LEs are often considered a hallmark of developmental dyslexia (DD), primarily studied in transparent orthographies.
  • Research is needed to understand LEs in opaque orthographies like English.

Purpose of the Study:

  • To investigate the presence and significance of length effects (LEs) in adults with developmental dyslexia (DD) reading English, an opaque orthography.
  • To compare LEs in individuals with DD to those in typical readers.
  • To determine if LEs are a critical characteristic of DD in the context of English reading.

Main Methods:

  • A sample of 18 adults with developmental dyslexia (DD) participated.
  • A matched sample of typical readers served as the control group.
  • Participants' reading speed was measured for words and non-words to assess length effects.

Main Results:

  • Adults with developmental dyslexia (DD) exhibited significant length effects (LEs) in reading.
  • These LEs were particularly pronounced in low-frequency words and non-words.
  • The findings confirmed the prediction of marked LEs in the DD group compared to typical readers.

Conclusions:

  • Length effects (LEs) are a relevant characteristic of developmental dyslexia (DD) even in an opaque orthography like English.
  • The pronounced LEs in low-frequency words and non-words suggest difficulties in whole-word recognition and reliance on serial processing in DD.
  • These findings have significant theoretical implications for understanding the nature of developmental dyslexia.