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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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.
Dyslexia
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Orthographic depth and developmental dyslexia: a meta-analytic study.

Desiré Carioti1, Marta Franca Masia1, Simona Travellini1,2

  • 1DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy.

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Summary

Developmental dyslexia (DD) reading deficits are influenced by orthographic depth and age. Reading speed, phonological awareness, and rapid automatized naming effectively differentiate DD across ages and orthographies.

Keywords:
Developmental dyslexiaOrthographic depthPhonological awarenessRANReading skillsWorking memory

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Area of Science:

  • Developmental psychology
  • Neuroscience
  • Linguistics

Background:

  • Cross-cultural research indicates orthographic depth influences reading deficits in developmental dyslexia (DD).
  • Understanding the interplay of orthographic depth and age in cognitive development is crucial for DD research.
  • Previous studies have not fully explored the moderating role of orthographic depth across developmental stages.

Purpose of the Study:

  • To systematically review studies on developmental dyslexia (DD) and assess the moderating role of orthographic depth.
  • To investigate the developmental cognitive trajectories of dyslexic and typical readers across different orthographic depths.
  • To examine the influence of age and orthographic depth on reading and associated cognitive skills.

Main Methods:

  • Systematic review of 113 studies on DD published between 2013-2018, selecting 79 with official DD diagnoses.
  • Classification of studies based on orthographic depth (deep vs. shallow) and participant age (children vs. adults).
  • Assessment of group differences in reading tasks and cognitive domains (phonological awareness, rapid automatized naming, working memory, nonverbal reasoning), with age and orthography as moderators.

Main Results:

  • An age-by-orthography interaction was found for word reading accuracy; age significantly affected pseudoword reading accuracy.
  • No significant effects of age or orthographic depth were observed on reading fluency parameters.
  • Reading speed, phonological awareness, rapid automatized naming, and short-term/working memory showed similar patterns across ages and orthographies, distinguishing DD from control groups.

Conclusions:

  • Reading speed serves as a reliable indicator for differentiating developmental dyslexia (DD) across European orthographies from childhood to adulthood.
  • Phonological awareness, rapid automatized naming, and short-term/working memory also demonstrate consistent patterns in distinguishing DD groups.
  • Findings have implications for clinical practice, emphasizing consideration of orthographic depth and developmental stage in interventions for developmental dyslexia.