Tag Archives: Models of reading
Progressive dyslexia: Evidence from Hungarian and English
[speaker]Druks, J[/speaker]
[speaker]Aydelott, J[/speaker]
[speaker]Genethliou, M[/speaker]
[speaker]Jacobs, H[/speaker]
Druks, J., Aydelott, J., Genethliou, M., Jacobs, H., & Weekes, B. (2012).Progressive dyslexia: Evidence from Hungarian and English. Behavioural Neurology, 25(3), 185-191.DOI: 10.3233/ben-2012-119003
Link to HKU Scholars Hub
Abstract:
We report a patient with non-fluent Primary Progressive Aphasia who was premorbidly literate in two alphabetic scripts, Hungarian (L1) and English (L2). Testing was performed over a two-year period to assess the impact of progressive illness on oral reading and repetition of single words. Results showed significant decline in oral reading in both languages, and an effect of language status in favour of oral reading in L1. Phonological complexity was a significant predictor of oral reading decline in both languages. Of interest, we observed an effect of language status on task performance whereby repetition was better in L2 than L1 but oral reading was better in L1 than L2. We conclude that language status has an effect on repetition and oral reading abilities for bilingual speakers with non-fluent Primary Progressive Aphasia.
Acquired dyslexia and dysgraphia across scripts
[speaker]Professor Weekes, Brendan Stuart [/speaker]
Weekes, B. S. (2012). Acquired dyslexia and dysgraphia across scripts. Behavioural Neurology, 25(3), 159-163. doi: 10.3233/ben-2012-119000
Link to HKU Scholars Hub
Abstract:
Many studies have investigated the cognitive processes used to read and to spell in English. Much of our knowledge about these processes comes from reports of patients with acquired dyslexia and dysgraphia, first identified in the behavioral neurology clinic. As in all clinical studies, the detail in these reports includes description of preserved and impaired abilities of the patient, usually with reference to a cognitive neuropsychological model of reading and spelling [6,12,13,26, 28,29]. The beauty of these reports is the insight provided to the clinician and to theorist about the topography of cognitive processing, allowing science to ‘carve nature at its joints’.
One criticism of this research is the emphasis on European languages. However, a review of acquired dyslexia and dysgraphia in languages other than English reveals an interesting fact. Many cases are reported in Behavioral Neurology – a revelation that reflects the global reach and sophistication of this readership. It is therefore a great privilege to present this Special Issue on the topic of Reading and Writing Disorders.