Neurocognition of developmental dyslexia. The role of multisensory processing during reading and spelling.

Autor/in	Kast, Monika
Titel	Neurocognition of developmental dyslexia. The role of multisensory processing during reading and spelling.
Quelle	Zürich: Universität Zürich (2011), 166 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Experimentelle Untersuchung; Entwicklungsstörung; Erkennen; Fertigkeit; Kognitiver Prozess; Lesetest; Rechtschreibtest; Förderung; Kind; Lernen; Lernprozess; Computerunterstützter Unterricht; Lernsoftware; Hören; Hirnforschung; Neurobiologie; Neurowissenschaften; Leseschwäche; Spracherkennung; Wort; Datenanalyse; Visuelle Wahrnehmung; Lesefertigkeit; Lesen; Leseverstehen; Rechtschreibschwäche; Rechtschreibung; Schreiben; Einflussfaktor; Hochschulschrift; Modell; Theorie; Erwachsener; Informationsverarbeitung; Schweiz
Abstract	Reading and spelling skills are essential in modern societies, where information is commonly provided by written media. In the case of developmental dyslexia (DD) the acquisition of these essential techniques is reduced. ... The purpose of the present work was to investigate the phonological processing and especially the phoneme to grapheme conversion in dyslexic and non-dyslexic children and adults. Consequently, the four experiments reported in this thesis were designed by using functional techniques such as electroencephalography (EEG) and functional magnet resonance imaging (fMRI). Additionally, we analyzed behavioral data of children working for three months with a computer-based spelling learn program. The aim of experiment I, entitled "ERP Differences of Pre-Lexical Processing between Dyslexic and Non-Dyslexic Children" was to examine the "pre-lexical component". ... Reading can be considered as an audiovisual task whereas the visually presented grapheme has to be transformed into the corresponding sound representation. Experiment II, an EEG-study, entitled "Impaired Audiovisual Integration of Linguistic Contents in Dyslexic Adults" and experiment III, a fMRI-study, entitled "Multi- and unisensory decoding of words and nonwords result in differential brain responses in dyslexic and non-dyslexic adults" were designed to investigate audiovisual processing of phonological information in dyslexic and non-dyslexic adults. ... The results of experiments I-III indicate the association of DD with a phonological impairment. In accordance with the phonological deficit theory, makers of a spelling-focused learning program designed specifically for dyslexic children expanded the framework of the learning software by including two phoneme-based adjustments. To aid readers in visualizing phonemes, an additional non-verbal code was implemented. Also, the "word selection controller" was adjusted to reflect a phoneme-based student model, which allows adaptation to individual spelling difficulties. Experiment IV, entitled "Computer Based Learning of Spelling Skills in Dyslexic and Non-Dyslexic Children" was designed to investigate the spelling behavior of dyslexic and non-dyslexic children. The results offer evidence that dyslexic children benefit significantly from the additional phonological code and the corresponding phoneme-based student model. Actually, dyslexics improved their spelling skills to the same extent as non-dyslexics and were able to memorize phoneme to grapheme correspondence when given the right support and adequate training. Furthermore, children with low attention functions benefit from the structured learning environment. Generally our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multimodal learning environment. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/1