Prevalence and reliability of phonological, surface, and mixed profiles in dyslexia: A review of studies conducted in languages varying in orthographic depth

Scientific Studies of Reading

Volumn 15, Issue 6, 2011, Pages 498-521

  Sprenger Charolles, Liliane ^a   Siegel, Linda S ^b   Jiménez, Juan E ^c   Ziegler, Johannes C ^a  

^a CNRS   (France)

^b UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^c UNIVERSIDAD DE LA LAGUNA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80053239336     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888438.2010.524463     Document Type: Article

References (61)

1. Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S. (1984). Acquisition and use of spelling sound correspondences in reading. Journal of Experimental Child Psychology, 38, 114-133.
2. Bailey, C. E., Manis, F. R., Pedersen, W. C., & Seidenberg, M. S. (2003). Variations among developmental dyslexics: Evidence from a printed-word-learning task. Journal of Experimental Child Psychology, 87, 125-154.
3. Bates, E., Appelbaum, M., Salcedo, J., Saygin, A. P., & Pizzamiglio, L. (2003). Quantifying dissociations in neuropsychological research. Journal of Clinical and Experimental Neuropsychology, 25, 1128-1153.
4. Bergmann, J., & Wimmer, H. (2008). A dual-route perspective on poor reading in a regular orthography: Evidence from phonological and orthographic lexical decisions. Cognitive Neuropsychology, 25, 653-676.
5. Borgwaldt, S. R., Hellwig, F. M., & de Groot, A. M. B. (2005). Onset entropy matters-letter-tophoneme mappings in seven languages. Reading and Writing, 18, 211-229.
6. Bowey, J. A., & Rutherford, J. (2007). Imbalanced word-reading profiles in eighth-graders. Journal of Experimental Child Psychology, 96, 169-196.
7. Bryant, P., & Impey, L. (1986). The similarities between normal readers and developmental and acquired dyslexics. Cognition, 24, 121-137.
8. Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149-180.
9. Castles, A., Datta, H., Gayan, J., & Olson, R. K. (1999). Varieties of reading disorder: Genetic and environmental influences. Journal of Experimental Child Psychology, 72, 73-94.
10. Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual route and parallel processing approaches. Psychological Review, 100, 589-608.
11. Coltheart, M., Masterson, J., Byng, S., Prior, M., & Riddoch, J. (1983). Surface dyslexia. Quarterly Journal of Experimental Psychology, 35, 469-595.
12. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
13. Crawford, J. R., & Garthwaite, P. H. (2005). Evaluation of criteria for classical dissociations in singlecase studies by Monte Carlo simulation. Neuropsychology, 19, 664-678.
14. Crawford, J. R., Garthwaite, P. H., & Gray, C. D. (2003). Wanted: Fully operational definitions of dissociations in single-case studies. Cortex, 39, 357-370.
15. Crawford, J. R., Garthwaite, P. H., & Howell, D. C. (2009). On comparing a single case study with a control sample: An alternative perspective. Neuropsychology, 47, 2690-2695.
16. Génard, N., Mousty, P., Content, A., Alegria, J., Leybaert, J., & Morais, J. (1998). Methods to establish subtypes of developmental dyslexia. In P. Reitsma & L. Verhoeven (Eds.), Problems and interventions in literacy development (pp. 163-176). Dordrecht, the Netherlands: Kluwer.
17. Goswami, U., Gombert, J. E., & Barrera, L. F. (1998). Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 19-52.
18. Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528.
19. Jiménez, J. E., & Hernández-Valle, I. (2000).Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 32, 267-275.
20. Jiménez, J. E., & Ramírez, G. (2002). Identifying subtypes of reading disability in the Spanish language. The Spanish Journal of Psychology, 5, 3-19.
21. Jiménez, J. E., Rodríguez, C., & Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile and home literacy experiences. Journal of Experimental Child Psychology, 103, 167-185.
22. Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthography consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
23. Manis, F. R., & Bailey, C. E. (2008). Exploring heterogeneity in developmental dyslexia: A longitudinal investigation. In G. Reid, A. J. Fawcett, L. S. Siegel, & F. Manis (Eds.), The Sage handbook of dyslexia (pp. 149-173). London, UK: Sage.
24. Manis, F. R., Custodio, R., & Szeszulski, P. A. (1993). Development of phonologic and orthographic skills: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology, 56, 64-86.
25. Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., & Peterson, A. (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 58, 157-195.
26. McDougall, P., Borowsky, R., MacKinnon, G. E., & Hymel, S. (2004). Process dissociation of sight vocabulary and phonetic decoding in reading: A new perspective on surface and phonological dyslexias. Brain and Language, 92, 185-203.
27. Milne, R. D., Nicholson, T., & Corballis, M. C. (2003). Lexical access and phonological decoding in adult dyslexic subtypes. Neuropsychology, 17, 362-368.
28. Olson, R. K., Forsberg, H.,Wise, B., & Rack, J. (1994).Mesurement of word recognition, orthographic and phonological skills. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning desabilities: New views on measurement issues (pp. 243-275). Baltimore, MD: Brookes.
29. Paulesu, E., Démonet, J.-F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N,Frith, U. (2001). Dyslexia, Cultural diversity and biological unity. Science, 291, 2165-2167.
30. Peereman, R., & Content, A. (1998). Quantitative analysis of orthography to phonology mapping in English and French (on-line). Retrieved from http://homepages.vub.ac.be/~acontent/OPMapping.html
31. Peereman, R., Lété, B., & Sprenger-Charolles, L. (2007).Manulex-infra: Distributional characteristics of infra-lexical and lexical units in child-directed written material. Behavior Research Methods, Instruments and Computers, 39, 593-603.
32. Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. E. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domain. Psychological Review, 103, 56-115.
33. Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
34. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed developmental model of word recognition and naming. Psychological Review, 96, 523-568.
35. Serrano, F. D., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58, 81-95.
36. Seymour, P. H. K. (1986). A cognitive analysis of dyslexia. London, UK: Routledge and Kegan Paul.
37. Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
38. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
39. Share, D. L. (2008). On the Anglocentrism of current reading research and practice: The perils of overreliance on an "outlier orthography." Psychological Bulletin, 134, 584-615.
40. Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57, 1301-1309.
41. Siegel, L. S. (1993). Phonological processing deficits in reading as the basis of a reading disability. Developmental Review, 13, 246-257.
42. Siegel, L. S. (1998). Phonological processing deficits and reading disabilities. In J. L. Metsala, & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 141-160). Mahwah, NJ: Erlbaum.
43. Siegel, L. S. (1999). Issues in the definition and diagnosis of learning disabilities. Journal of Learning Disabilities, 22, 469-478.
44. Snowling, M. J., Goulandris, N., Bowlby, M., & Howel, P. (1986). Segmentation and speech processing in relation to reading skills: A developmental analysis. Journal of Experimental Child Psychology, 41, 489-507.
45. Snowling, M. J., Stackhouse, J., & Rack, J. (1986). Phonological dyslexia and dysgraphia: A developmental analysis. Cognitive Neuropsychology, 3, 309-339.
46. Sprenger-Charolles, L. (2003). Reading acquisition: Cross linguistic data. In T. Nunes & P. Bryant (Eds.), Handbook of children's literacy (pp. 43-66). Dordrecht, the Netherlands: Kluwer.
47. Sprenger-Charolles, L., Colé, P., Béchennec, D., & Kipffer-Piquard, A. (2005). French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4). European Review of Applied Psychology, 55(3), 157-186.
48. Sprenger-Charolles, L., Colé, P., Kipffer-Piquard, A., Pinton, F., & Billard, C. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics. Reading and Writing: An Interdisciplinary Journal, 22, 811-842.
49. Sprenger-Charolles, L., Colé, P., Lacert, P., & Serniclaes, W. (2000). On subtypes of developmental dyslexia: Evidence from processing time and accuracy scores. Canadian Journal of Experimental Psychology, 54, 88-104.
50. Sprenger-Charolles, L., Colé, P., & Serniclaes, W. (2006). Reading acquisition and developemental dyslexia (Essays in developmental psychology). Hove, UK: Psychology Press.
51. Sprenger-Charolles, L., Siegel, L. S., Béchennec, D, & Serniclaes,W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading and in spelling: A four year longitudinal study. Journal of Experimental Child Psychology, 84, 194-217.
52. Sprenger-Charolles, L., Siegel, L. S., & Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134-165.
53. Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350-361.
54. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
55. Stanovich, K. E., Siegel, L. S., & Gottardo, A. (1997). Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology, 89, 114-127.
56. Temple, C. M., & Marshall, J. C. (1983). A case study of developmental phonological dyslexia. British Journal of Psychology, 74, 517-533.
57. Valdois, S., Bosse, M. L., Ans, B., Carbonnel, S., Zorman, M., David, D., & Pellat, J. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16, 541-572.
58. Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children's and adults' use of spelling sound information in three reading tasks. Memory & Cognition, 12, 293-305.
59. Woodcock, R. W. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.
60. Zabell, C., & Everatt, J. (2002). Surface and phonological subtypes of adult developmental dyslexia. Dyslexia, 8, 160-177.
61. Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551-559.