Word Reading and Spelling Processing and Acquired Dyslexia Post Unilateral Stroke

Autor/inn/en	de Carvalho Rodrigues, Jaqueline; Pioli dos Santos, Daniele; de Bitencourt Fél, Débora; de Salles, Jerusa Fumagalli
Titel	Word Reading and Spelling Processing and Acquired Dyslexia Post Unilateral Stroke
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 4, S.1017-1035 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Carvalho Rodrigues, Jaqueline) ORCID (Pioli dos Santos, Daniele) ORCID (de Bitencourt Fél, Débora) ORCID (de Salles, Jerusa Fumagalli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-09951-6
Schlagwörter	Adults; Brain Hemisphere Functions; Neurological Impairments; Reading Skills; Word Recognition; Spelling; Error Patterns; Psycholinguistics; Dyslexia; Reading Difficulties; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Neurodegenerative Erkrankung; Reading skill; Lesefertigkeit; Worterkennung; Schreibweise; Fehlertyp; Psycholinguistik; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Ausland; Brasilien
Abstract	This study investigates the performance of adults with cerebrovascular lesion in the right hemisphere (RHL) or left hemisphere (LHL) in word reading (TLPP) and spelling (TEPP) tasks based on the dual-route models. A total of 85 adults were assessed, divided into three groups: 10 with RHL, 15 with LHL, and 60 neurologically healthy ones. The performance of the three groups was compared in terms of the characteristics of the words (regularity, frequency, and length) and pseudowords (length), error types, and psycholinguistic effects. A cluster analysis was performed to investigate the profiles of the reading. The LHL group showed lower scores in reading and spelling tasks of words and pseudowords, as well as a higher frequency of errors. Four LHL cases were found to have an acquired dyslexia profile. This study highlights that the tasks developed in Brazil are in accordance with theoretical models of written language, and the results point to the heterogeneous performance of the cases with acquired dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01