Dyslexia Limits the Ability to Categorize Talker Dialect

Autor/inn/en	Long, Gayle Beam; Fox, Robert Allen; Jacewicz, Ewa
Titel	Dyslexia Limits the Ability to Categorize Talker Dialect
Quelle	In: Journal of Speech, Language, and Hearing Research, 59 (2016) 5, S.900-914 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2016_JSLHR-S-15-0106
Schlagwörter	Dyslexia; Dialects; Adults; Children; Control Groups; Experimental Groups; Sentences; Responses; Reading Skills; Age Differences; Auditory Stimuli; Listening; Correlation; Memory; Phonology + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Dialect; Dialekt; Child; Kind; Kinder; Sentence analysis; Satzanalyse; Reading skill; Lesefertigkeit; Age; Difference; Age difference; Altersunterschied; Auditive Stimulation; Hörvorgang; Zuhören; Korrelation; Gedächtnis; Fonologie
Abstract	Purpose: The purpose of this study was to determine whether the underlying phonological impairment in dyslexia is associated with a deficit in categorizing regional dialects. Method: Twenty adults with dyslexia, 20 school-age children with dyslexia, and 40 corresponding control listeners with average reading ability listened to sentences produced by multiple talkers (both sexes) representing two dialects--Midland dialect in Ohio (same as listeners' dialect) and Southern dialect in Western North Carolina. Participants' responses were analyzed using signal detection theory. Results: Listeners with dyslexia were less sensitive to talker dialect than listeners with average reading ability. Children were less sensitive to dialect than adults. Under stimulus uncertainty, listeners with average reading ability were biased toward Ohio dialect, whereas listeners with dyslexia were unbiased in their responses. Talker sex interacted with sensitivity and bias differently for listeners with dyslexia than for listeners with average reading ability. The correlations between dialect sensitivity and phonological memory scores were strongest for adults with dyslexia. Conclusions: The results imply that the phonological deficit in dyslexia arises from impaired access to intact phonological representations rather than from poorly specified representations. It can be presumed that the impeded access to implicit long-term memory representations for indexical (dialect) information is due to less efficient operations in working memory, including deficiencies in utilizing talker normalization processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01