BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). RESULTS: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. CONCLUSIONS: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia.
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). RESULTS: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. CONCLUSIONS: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia.
Authors: Jessica Becker; Darina Czamara; Tom S Scerri; Franck Ramus; Valéria Csépe; Joel B Talcott; John Stein; Andrew Morris; Kerstin U Ludwig; Per Hoffmann; Ferenc Honbolygó; Dénes Tóth; Fabien Fauchereau; Caroline Bogliotti; Stéphanie Iannuzzi; Yves Chaix; Sylviane Valdois; Catherine Billard; Florence George; Isabelle Soares-Boucaud; Christophe-Loïc Gérard; Sanne van der Mark; Enrico Schulz; Anniek Vaessen; Urs Maurer; Kaisa Lohvansuu; Heikki Lyytinen; Marco Zucchelli; Daniel Brandeis; Leo Blomert; Paavo H T Leppänen; Jennifer Bruder; Anthony P Monaco; Bertram Müller-Myhsok; Juha Kere; Karin Landerl; Markus M Nöthen; Gerd Schulte-Körne; Silvia Paracchini; Myriam Peyrard-Janvid; Johannes Schumacher Journal: Eur J Hum Genet Date: 2013-09-11 Impact factor: 4.246
Authors: Jennifer Zuk; Jade Dunstan; Elizabeth Norton; Xi Yu; Ola Ozernov-Palchik; Yingying Wang; Tiffany P Hogan; John D E Gabrieli; Nadine Gaab Journal: Dev Sci Date: 2020-05-21
Authors: Katarzyna Jednoróg; Artur Marchewka; Irene Altarelli; Ana Karla Monzalvo Lopez; Muna van Ermingen-Marbach; Marion Grande; Anna Grabowska; Stefan Heim; Franck Ramus Journal: Hum Brain Mapp Date: 2015-01-17 Impact factor: 5.038
Authors: Amaia Carrion-Castillo; Ben Maassen; Barbara Franke; Angelien Heister; Marlies Naber; Aryan van der Leij; Clyde Francks; Simon E Fisher Journal: Eur J Hum Genet Date: 2017-01-11 Impact factor: 4.246