Dyslexic and Skilled Reading Dynamics Are Self-Similar

Autor/inn/en	Holden, John G.; Greijn, Lieke T.; van Rooij, Marieke M. J. W.; Wijnants, Maarten L.; Bosman, Anna M. T.
Titel	Dyslexic and Skilled Reading Dynamics Are Self-Similar
Quelle	In: Annals of Dyslexia, 64 (2014) 3, S.202-221 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-014-0094-3
Schlagwörter	Foreign Countries; Dyslexia; Pronunciation; Reading Skills; Naming; Word Recognition; Reaction Time; Grade 6; Comparative Analysis; Arithmetic; Color; Neurological Impairments; Cognitive Ability; Etiology; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Aussprache; Reading skill; Lesefertigkeit; Worterkennung; Reaktionsvermögen; School year 06; 6. Schuljahr; Schuljahr 06; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Colour; Farbbezeichnung; Farbe; Neurodegenerative Erkrankung; Denkfähigkeit; Ätiologie; Niederlande
Abstract	The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants' pronunciation times were modeled and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants' response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group's aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution's success at describing the participants' pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10