Shallow or Deep? The Impact of Orthographic Depth on Visual Processing Impairments in Developmental Dyslexia

Autor/inn/en	Provazza, Serena; Carretti, Barbara; Giofrè, David; Adams, Anne-Marie; Montesano, Lorena; Roberts, Daniel
Titel	Shallow or Deep? The Impact of Orthographic Depth on Visual Processing Impairments in Developmental Dyslexia
Quelle	In: Annals of Dyslexia, 72 (2022) 1, S.171-196 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-021-00249-7
Schlagwörter	Orthographic Symbols; Visual Perception; Visual Impairments; Dyslexia; Developmental Disabilities; Italian; English; Phonology + Suchen Sie Ihr Suchwort? Visuelle Wahrnehmung; Visual handicap; Sehbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Italienisch; English language; Englisch; Fonologie
Abstract	The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation of visual processing deficits in relation to orthographic depth. To achieve this aim, we administered a battery of non-reading visual and phonological tasks. Developmental dyslexics performed worse than typically developing readers on all visual and phonological tasks. Critically, readers of the shallow orthography were disproportionately impaired on visual processing tasks. Our results suggest that the impaired reading and associated deficits observed in developmental dyslexia are anchored by dual impairments to visual and phonological mechanisms that underpin reading, with the magnitude of the visual deficit varying according to orthographic depth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01