Developmental Dyslexia in English

doi:10.1017/9781108553377.002

2 - Developmental Dyslexia in English

from Part I - Developmental Dyslexia across Languages and Writing Systems

Published online by Cambridge University Press: 27 September 2019

Charles Perfetti and

Edited by

Charles Perfetti and

Ludo Verhoeven: Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti: Affiliation:
University of Pittsburgh
Kenneth Pugh: Affiliation:
Yale University, Connecticut

Book contents

Get access

Summary

It is probably a stretch to say that dyslexia was made for the English language. However, there is a special suitability for a discussion of dyslexia to center on English as the paradigm case. For one thing, the history of reading disability, or dyslexia, is populated by English-language papers from medicine, psychology, and education. Of course, the Germans deserve credit too. Adolf Kussmaul, a German physician, is credited with the earliest (1878) observations on an adult patient with impaired reading (acquired dyslexia), and Rudolf Berlin may have been the first to use the word “dyslexia” in an 1887 book Eine Besondere Art der Wortblindheit (dyslexie) [A Special Type of Word Blindness (Dyslexia)]. The English-language reports of dyslexia began shortly after with the 1896 publication by W. Pringle Morgan, an English physician in the British Journal of Medicine and then the ophthalmologist Hinshelwood (1917), both of whom referred to “word blindness.”

Information

Type: Chapter
Information: Developmental Dyslexia across Languages and Writing Systems , pp. 25 - 49

DOI: https://doi.org/10.1017/9781108553377.002 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Google Scholar

Berent, I., Vaknin-Nusbaum, V., Balaban, E., & Galaburda, A. M. (2012). Dyslexia impairs speech recognition but can spare phonological competence. PLoS One, 7, e44875.Google Scholar

Berlin, R. (1887). Eine Besondere Art der Wortblindheit (Dyslexie). Wiesbaden: J. F. Bergmann.Google Scholar

Bowyer-Crane, C., Snowling, M. J., Duff, F. J. et al. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology & Psychiatry, 49(4), 422–432.CrossRef Google Scholar PubMed

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421.Google Scholar

Brady, S., & Shankweiler, D. (Eds.) (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum.Google Scholar

Bryant, P. E., & Impey, L. (1986). The similarities between normal readers and developmental and acquired dyslexics. Cognition, 24, 121–137.Google Scholar

Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–180.Google Scholar

Chapman, J. W., & Tunmer, W. E. (2016). Is Reading Recovery an effective intervention for students with reading difficulties? A critique of the i3 scale-up study. Reading Psychology, 37(7), 1025–1042.Google Scholar

Coltheart, M. (1978). Lexical access in simple reading tasks. In Underwood, G. (Ed.), Strategies of information processing (pp. 151–216). New York: Academic Press.Google Scholar

Coltheart, M. (1987). Varieties of developmental dyslexia: A comment on Bryant and Impey. Cognition, 27, 97–101.Google Scholar

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed processing approaches. Psychological Review, 100, 589–608.CrossRef Google Scholar

Critchley, M. (1970). The dyslexic child. London: Heinemann Medical Books.Google Scholar

Denckla, M. B., & Rudel, R. G. (1976). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471–479.Google Scholar

Ellis, N. C., & Hooper, A. M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22, 571–599.Google Scholar

Flesch, R. (1955). Why Johnnie can’t read: And what you can do about it. New York: Harper & Brothers.Google Scholar

Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15, 501–508.Google Scholar

Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2, 31–54.Google Scholar

Geudens, A., & Sandra, D. (2003). Beyond implicit phonological knowledge: No support for an onset-rime structure in children’s explicit phonological awareness. Journal of Memory and Language, 49, 157–182.Google Scholar

Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15(1), 3–10.CrossRef Google Scholar PubMed

Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. London: Erlbaum.Google Scholar

Goswami, U., Gombert, J., & de Barrera, F. (1998). Children’s orthographic representation and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 19–52.CrossRef Google Scholar

Goswami, U., Huss, M., Mead, N., Fosker, T., & Verney, J. P. (2012). Perception of patterns of musical beat distribution in phonological developmental dyslexia: Significant longitudinal relations with word reading and reading comprehension. Cortex, 49(5), 1363–1376.Google Scholar

Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 12(3), 273–292.Google Scholar

Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106(3), 491–528.CrossRef Google Scholar PubMed

Hay, J., & Bauer, L. (2007). Phoneme inventory size and population size. Language, 83, 388–400.Google Scholar

Hinshelwood, J. (1917). Congenital word blindness. London: H K. Lewis & Co.Google Scholar

Johnston, R., & Watson, J. (2007). Teaching synthetic phonics. Exeter, UK: Learning Matters.Google Scholar

Katz, L., & Frost, R. (1992). Reading in different orthographies: The orthographic depth hypothesis. In Frost, R. & Katz, L. (Eds.), Orthography, phonology, morphology, and meaning (pp. 67–84). Amsterdam: Elsevier North Holland Press.Google Scholar

Kessler, B. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24, 267–289.Google Scholar

Kessler, B., & Treiman, R. (1997). Syllable structure and the distribution of phonemes in English syllables. Journal of Memory and Language, 37(3), 295–311.Google Scholar

Kussmaul, A. (1877). Diseases of the nervous system and disturbances of speech. In von Ziemssen, H. (Ed.), Cylopedia of the practice of medicine (pp. 770–778). New York: William Wood.Google Scholar

Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18(2) 201–212.CrossRef Google Scholar

Livingstone, M. S., Rosen, G. D., Drislane, F. W., & Galaburda, A. M. (1991). Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia. Proceedings of the National Academy of Sciences, 88(18), 7943–7947.Google Scholar

Lovett, M. W., Steinbach, K. A., & Frijters, J. C. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33(4), 334–358.CrossRef Google Scholar PubMed

Lyon, G. R., & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30, 578–588.Google Scholar

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1–14.Google Scholar

Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., & Petersen, A. (1996). On the bases of two subtypes of developmental dyslexia. Cognition, 58(2), 157–195.Google Scholar

May, H., Sirinides, P. M., Gray, A., & Goldsworthy, H. (2016). Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. Philadelphia: Consortium for Policy Research in Education. http://repository.upenn.edu/cpre_researchreports/81 Google Scholar

Morris, R. D., Lovett, M. W., Wolf, M. et al. (2010). Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcomes. Journal of Learning Disabilities, 45(2), 99–127.Google Scholar

Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 International Results in Reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.Google Scholar

National Institute of Child Health and Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. NIH Publication No. 00–4754. Washington, DC: US Government Printing Office. www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf.Google Scholar

Nation’s Report Card (2015). National achievement level results. Online source. Nation’s Report Card. www.nationsreportcard.gov/reading_math_2015/.Google Scholar

Norton, E. S., & Wolf, M. (2011). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452.Google Scholar

Orton, S. (1925). Word blindness in school children. Archives of Neurology and Psychiatry, 14, 581–615.Google Scholar

Orton, S. T. (1929). The three levels of cortical elaboration to certain psychiatric symptoms. American Journal of Psychiatry, 8, 647–659.Google Scholar

Patel, T. K., Snowling, M. J., & de Jong, P. F. (2004). A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96(4), 785–797.Google Scholar

Patterson, K. E., & Marcel, A. J. (1977). Aphasia, dyslexia and the phonological coding of written words. Quarterly Journal of Experimental Psychology, 29(2), 307–318.Google Scholar

Perfetti, C. A., & Harris, L. (2017). Learning to read English. In Verhoeven, L. & Perfetti, C. A. (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge, UK: Cambridge University Press.Google Scholar

Pringle Morgan, W. (1896). A case of congenital word blindness. British Medical Journal, 2, 1378.Google Scholar

Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27(1), 29–53.Google Scholar

Ramus., F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212–218.Google Scholar

Ramus, F., Rosen, S, Dakin, S. C. et al. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults, Brain, 126(1), 841–865.Google Scholar

Ramus, F., & Szenkovits, G. (2008). What phonological deficit? Quarterly Journal of Experimental Psychology, 61(1), 129–141.Google Scholar

Resnick, D., & Resnick, L. (1977). The nature of literacy: An historical exploration. Harvard Educational Review, 47(3), 370–385.Google Scholar

Rezaie, R., Simos, P. G., Fletcher, J. M. et al. (2011). Temporo-parietal brain activity as a longitudinal predictor of response to educational interventions among middle school struggling readers. Journal of the International Neuropsychological Society, 17, 875–885.CrossRef Google Scholar PubMed

Rutter, M., Caspi, A., Fergusson, D. et al. (2004). Sex differences in developmental reading disability: New findings from 4 epidemiological studies. The Journal of the American Medical Association, 291, 2007–2012.Google Scholar

Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115–136.Google Scholar

Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265–282.Google Scholar

Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.Google Scholar

Serniclaes, W., Van Heghe, S., Mousty, P., Carré, R., & Sprenger-Charolles, L. (2004). Allophonic mode of speech perception in dyslexia. Journal of Experimental Child Psychology, 87, 336–361.CrossRef Google Scholar PubMed

Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174.Google Scholar

Shallice, T., Warrington, E. K., & McCarthy, R. (1983). Reading without semantics. The Quarterly Journal of Experimental Psychology Section A, 35(1), 111–138.Google Scholar

Share, D. L. (2008). On the anglocentricities of current reading research and the practice: The perils of overreliance on an ‘outlier’ orthography. Psychological Bulletin, 134, 584–615.Google Scholar

Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A. et al. (2004). Development of left occipito-temporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55(9), 926–933.Google Scholar

Simos, P. G., Fletcher, J. M. Sarkari, S. et al. (2007). Altering the brain circuits for reading through intervention: A magnetic source imaging study. Neuropsychology, 21(4), 485–496.Google Scholar

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academic Press.Google Scholar

Snowling, M. J. (2015). The dyslexia debate. Child and Adolescent Mental Health, 20, 127–128.Google Scholar

Snowling, M. J., Stackhouse, J., & Rack, J. P. (1986). Phonological dyslexia and dysgraphia: A developmental analysis. Cognitive Neuropsychology, 3, 309–339.CrossRef Google Scholar

Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21(10), 590–604.Google Scholar

Stein, J., & Walsh, V. (1997). To see but not to read: The magnocellular theory of dyslexia. Trends in Neuroscience, 20(4), 147–152.Google Scholar

Swanson, H. L., Trainin, G., Necoechea, D. M., & Hammill, D. D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research, 73, 407–440.Google Scholar

Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews Neuroscience, 5, 721–728.CrossRef Google Scholar PubMed

Temple, E., Deutsch, G. K., Poldrack, R. A. et al. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences, 100(5), 2860–2865.Google Scholar

Torgesen, J. (2005). Remedial interventions for students with dyslexia: National goals and current accomplishments. In Richardson, S. O. & Gilger, J. (Eds.), Research-based education and intervention: What we need to know. Baltimore, MD: International Dyslexia Association.Google Scholar

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–195.Google Scholar

Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6, 767–773.CrossRef Google Scholar PubMed

Vaughan, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432–444.Google Scholar

Vellutino, F. R. (1981). Dyslexia: Theory and research. Cambridge, MA: MIT Press.Google Scholar

Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91–103.Google Scholar

Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123–141.CrossRef Google Scholar

Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 1–24.Google Scholar

Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), 375–386.Google Scholar

Yoon, H-K., Bolger, D. J., Kwon, O-S., & Perfetti, C. A. (2002). Subsyllabic units in reading: A difference between Korean and English. In Verhoeven., L., Elbro, C., & Reitsma, P. (Eds.), Precursors of functional literacy (pp. 139–163). Amsterdam/Philadelphia: John Benjamins.Google Scholar

Accessibility standard: Unknown

Accessibility compliance for the PDF of this book is currently unknown and may be updated in the future.