· Web viewIdentifying genes contributing to DD will help us understand its biological basis and provide a platform for the future study of gene-environment relationships

Abstracts Bangor Dyslexia Conference 1

Keynotes and TR Miles Public Lecture

Angela Fawcett (Thursday 11.15)Theory into PracticeUniversity of [email protected]

In this talk, I outline the thinking behind the cerebellar deficit hypothesis of dyslexia, which we have developed in Sheffield. We believe that this approach provides new answers to some of the important questions in dyslexia research. First, I provide an overview of recent evidence that dyslexia is more than a language difficulty, identifying problems in balance and speed as well as phonology. Recent neuroscience theory indicates that all these skills are linked to cerebellar function, with a central role for the cerebellum in cognitive skills, in particular those scaffolded by spoken language, in addition to its well-recognised role in motor skills. Third, I outline evidence from our lab. that cerebellar function is abnormal in dyslexia. I consider three specific lines of evidence: behavior, the brain, and learning. Finally, I provide a causal chain for the development of dyslexia in terms of cerebellar deficit from birth, considering the implications of this framework for some of the key questions in dyslexia research.

Jean-François Démonet (Thursday 16.00)Neuroimaging and DyslexiaUniversity of [email protected]

Developmental dyslexia (or ‘Specific Reading Disability’) is a frequent condition in which children with normal intelligence and sensory abilities exhibit learning deficit for reading. Many evidences established its biological origin and the preponderance of phonological disorders, even though important phenotypic variability and comorbidity are observed. Discrepant theories are proposed to account for the cognitive and neurological dimensions of dyslexia. Genetic studies showed that different loci are likely to intervene in the determinism of cognitive disorders; no one-to-one relationship could be established between symptoms and a given genomic locus. In both children and adult dyslexics, neuro-imaging studies demonstrated (i) defective activity in regions crucially involved in language functions (e.g. the left fusiform gyrus for reading), (ii) abnormal connectivity between these regions, (iii) brain plasticity in subjects who benefited from innovative remediation programs, (iv) evidences of brain

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dysfunction in infants in ‘at-risk’ families that may hasten early diagnosis and remediation procedures.

Chris Singleton (Friday 11.15)Dyslexia and Computers: solutions and reservations.University of [email protected]

The computer is a tool for delivering content (text, graphics, sound) in an interactive way and recording responses. In the context of dyslexia the computer can serve four main functions: Screening, Assessment, Training (Computer Assisted Learning), and Support. The principal advantages of using the computer for these purposes are that it can provide a multi-sensory learning environment that children and adults find stimulating, motivating and enjoyable, it can deliver individualised instruction that has been differentiated for particular individuals and which helps them to become independent learners, and economises on time, effort and training of teachers. In delivering screening and assessment the computer has the additional advantages of more standardised presentation, improved accuracy of measurement, and speedier administration, especially with adaptive tests. But there are dangers, too. Because computer-based tools tend to be superficially attractive they may give a spurious impression of educational efficacy, especially to less critical professionals. By some they may be erroneously regarded as a universal panacea. Teachers and psychologists still need to ensure that all computer-based tools meet appropriate educational and psychological standards, and that they are used in ways that will bring significant benefit to the education of students with dyslexia.

Alan Beaton (Friday, 16.00)Acquired Dyslexia and Biological Aspects of DyslexiaUniversity of [email protected]

Developmental dyslexia is almost universally considered to be biologically determined. Although the exact mechanisms involved have yet to be identified, it is clear that a lifetime’s experience is insufficient to fully counter-act the effects of whatever anomaly or anomalies of brain development is or are responsible for the condition. Studies relevant to the biological underpinnings of reading disability will ultimately provide clues as to the mechanisms which constrain the brain’s capacity for efficient reading.




In contrast to developmental dyslexia, acquired forms of reading disorder in adults reveal the effects of disruption to a system which has taken years to develop. Between these two extremes, different forms of dyslexia may be produced by cerebral insult experienced at different ages. Thus while acquired and developmental dyslexia differ in the nature and timing of their precipitating causes, they may be considered as in some sense forming a biological continuum. From this perspective, developmental and acquired forms of dyslexia represent the effects of insult to the brain at different stages in its development from gestation to maturity. The micro-structure of the cognitive architecture supporting reading reflects how the brain interacts with experience at these different stages.

Usha Goswami (Saturday, 11.15)Phonology, Reading Development and Dyslexia: A Cross-Language PerspectiveUniversity of [email protected]

In this talk, I will provide a theoretical overview at the cognitive level of reading acquisition and developmental dyslexia across languages. Phonological awareness is a strong predictor of reading development, and develops at three linguistic levels. These are the levels of the syllable, the rhyme and the phoneme. I will develop the hypothesis that syllabic representation is basic to many languages, and that children’s ability to recognise syllables and rhymes precedes learning a particular spelling system. I will argue that this developmental view can readily explain cross-language differences in reading acquisition. I will then argue that it can also explain cross-language differences in the manifestation of developmental dyslexia. I will suggest that some of the processes underpinning language acquisition are disrupted in developmental dyslexia, and that this leads to deficits in the development of phonological representation before literacy is acquired. This causes characteristic and persistent problems in tasks reliant on the phonological system such as short-term memory and speeded naming, and also causes later literacy problems. According to this theoretical analysis, dyslexic children in all languages should have a phonological deficit at the syllable and rhyme levels prior to acquiring literacy. Their problems in acquiring literacy then arise because the phonological foundation upon which reading must build is deficient. This leads to consequent problems in acquiring letter-sound relationships and in restructuring the phonological lexicon to represent phoneme-level information. On this account, a deficit in phonemic awareness is not a cause of dyslexic reading problems, but a correlate of them.



Joe Torgesen (Saturday, 14.00)New Discoveries and Directions from Intervention Research (TR Miles public lecture)Florida State [email protected]

A complete science of intervention for children with reading disabilities depends on findings from at least three types of research. This lecture will present recent discoveries from research that has focused on: 1) determining which instructional content and procedures are most effective in preventing and remediating reading difficulties; 2) examining changes in brain functioning as a response to intervention; and, 3) studying the conditions that must be in place to "normalize" reading skill in children with reading difficulties, or at-risk for reading failure. Although recent research has produced much new knowledge in these areas, there remain interesting and important questions for further research.



Thursday 24th July 2003

Parallel Sessions 1,3 and 5 on Theory and Practice

Ronald StringerIrranejad, S., McCoubrey, G., French, L., Gotlieb, M. & Haider, M.North American Practice in the Diagnosis of Dyslexia for Adolescents and Young AdultsMcGill University, [email protected]

We present data on our analysis of archived dyslexia assessment reports. Similar research has found that the “modal battery” used to diagnose a learning disability consisted of a single, intelligence test. The assessment reports we have surveyed thus far utilise an average of five standardised tests. Generally, reports included tests to measure intelligence, general academic achievement, reading achievement, visual processing, and receptive language. While the tests commonly used would support diagnoses based upon discrepancies between verbal and nonverbal intelligence, or between intelligence and achievement, there was rarely a basis for diagnosis based upon performance in a reading-related cognitive process, such as phonological processing.

Åke OlofssonGruber, M.How do dyslexic university students differ from adults with a childhood diagnosis of dyslexia: Lessons to learn for special educationStavanger University [email protected]

University students with a late diagnosis of dyslexia were compared to adults with a childhood diagnosis of dyslexia and a chronological age matched control group on tasks assessing several aspects of word decoding, phonological abilities, reading comprehension, vocabulary and spelling. Both groups of dyslexics showed persistence of phonological problems and poor word recognition and spelling skills but no problems in reading comprehension. University students with dyslexia scored higher on phonological awareness. The childhood dyslexics had chosen a different path through the educational system, apparently avoiding reading and language studies, and today belong to a group having no or very low access to university studies.




Sarah WhiteMilne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U., & Ramus, F.Sensorimotor Processing in Dyslexic Children: A Multiple Case StudyUniversity College [email protected]

23 children with dyslexia were compared to 22 control children matched for age and intelligence on tasks assessing literacy as well as phonological, visual, auditory and motor abilities. As a group, the children were impaired on phonological, but not sensorimotor, tasks. Furthermore, phonological skill and intelligence were able to account for the variation in literacy skill, to the exclusion of all sensorimotor factors. Sensorimotor deficits therefore do not seem to play a significant causal role in the literacy impairments seen in dyslexia. Instead, a specific phonological deficit is the most probable cause. The implications of these findings are discussed with reference to remediation.

Kristina HerdenSnowling, M.J.An investigation into verbal-verbal paired-associate learning ability of poor and typical readersUniversity of [email protected]

Three experiments assess the relationship between phonological skills and verbal-verbal paired-associate (PA) learning. Groups of poor readers, chronological age (CA) and reading age (RA) controls were administered tests of word and nonword reading, phoneme deletion and three different verbal-verbal PA learning tasks, which required them to learn pairs of CVC nonwords. There were group differences on all of the reading and phonological tasks. However, group differences on the verbal-verbal PA learning task were only found when the response items of the learning task were phonetically similar to one another. The results are discussed within a developmental model of reading.

Chris StruiksmaThe Rotterdam Approach towards Dyslexia, phase 1: A school-based Remedial ProgrammeCentre for Educational Services [email protected]





A two-part protocolled trajectory was developed: remedial teaching directed towards working with texts and a computer-assisted word training. This trajectory would need to serve two purposes: averting a possibly unfavourable reading development of a significant proportion of the pupils with reading problems and providing relevant information, in particular with respect to the persistence of reading problems, to make it possible to diagnose dyslexia in pupils for whom this was not successful. It would seem that intensive remedial teaching returns two out of three potential non-starters, into the group of pupils who in normal primary education can in principle be adequately taught using a standard approach to the curriculum.

Debby ZamboThe Conceptual Representations of Reading of Students with DyslexiaArizona State [email protected]

The researcher examined how children with dyslexia think their minds work when they read, i.e., their conceptual representation of reading. Conceptual representations are important because they contain ideas about cognition, emotion, and motivation. Eleven students and their six teachers from a private school for students with learning differences were interviewed. Theory was developed from cognitive science, brain research, motivation, and dyslexia. Overarching themes reveal the status of reading, influence of emotions, importance of demystifying the brain, and a community created by the students. Results have direct application for educators and the children themselves in their attempt to cope with dyslexia.

Solveig LysterMorphological awareness and reading development – evidence from a training studyUniversity of [email protected]

The aims of this paper are to present theoretical arguments and empirical evidence for the impact of morphological awareness on reading development. Results from a 7 year follow-up study of 107 children show that training children to identify morphemes in words in kindergarten has an even greater longitudinal effect on reading development than phonological and phonemic awareness training in the Norwegian kindergarten system. Phonological awareness had effect on early reading development for a small group of children while




the effect of morphological awareness training could be traced to grade 6. Regression analyses give support to the impact of morphological awareness on reading.


Geraldine PriceText construction and the impact of the dyslexic cognitive profile on the writing process: an exploration of dyslexic writers in Higher EducationUniversity of [email protected]

This paper explores the impact of the dyslexic cognitive profile on the writing process. Seven case studies are used to demonstrate writing behaviours. Real-time sampling procedures and semi-structured interviews provide unique data from undergraduate and post-graduate dyslexic students. Deficits in working memory storage and capacity, language retrieval difficulties and speed of information processing are shown to have an impact upon (a) the ways in which dyslexic students cope with writing in this context; and (b) the strategies which these students use which often reflect the individual, cognitive profile.

Mary WoodwardSczerbinski, M., McCrocklin, S.Individual differences in poor readers’ response to literacy intervention – a cognitive analysisUniversity of [email protected]

A retrospective study was conducted to explore the intervention effects of the Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS, formerly known as Auditory Discrimination in Depth, ADD, Lindamood and Lindamood, 1998) on different aspects of literacy e.g. phonetic decoding, word recognition, reading rate, and reading comprehension. Using a sample of 495 students, selected from a larger clinical database, the relationship between students’ pre-intervention psycholinguistic profile and their post-intervention improvement on literacy measures is investigated. Although age is found to be a significant predictor of intervention outcome, the relationship of cognitive variables is less clear. Theoretical and practical implications of the findings are discussed.

Ruth Fielding-BarnsleyWhat Do Teachers Of Reading Need To Understand About Metalinguistics?Queensland University of [email protected]





The aim of the current research was to examine pre-service primary-school teachers’ attitudes to and knowledge of metalinguistics (awareness of language structure). Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of dyslexia. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from The Teacher Attitudes about Early Reading and Spelling survey and the Survey of Linguistic Knowledge, 168 pre-service teachers were surveyed. Initial results have indicated a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. The findings of this study will inform teacher educators on gaps in current knowledge and how this may influence curriculum design.

Marcin SzczerbinskiPelc-Pekala, O.Development of a test battery for early detection of dyslexia in the Polish language. University of [email protected]

A longitudinal study of Polish 6-year old (reception class) children is reported. Participants were assessed on early reading skills (letter knowledge, word recognition, pseudoword decoding), phonological awareness, rapid automatized naming, phonological memory, visual-motor skills (shape copying and drawing) as well as general cognitive ability. The purpose of the study is twofold: 1) to further investigate the relevance of the double deficit theory of dyslexia (Wolf & Bowers, 1999) to the Polish language, which has already received some initial support from a prior study 2) to explore the viability of constructing a dyslexia early assessment test battery (in terms of reliability, validity and cost-effectiveness).

Parallel Session 2 on Vision

Nicola RayStein, J. & Fowler, S.Yellow lenses for dyslexia – Do they manipulate magnocells?University of Oxford



[email protected]

It has been suggested that wearing yellow filters can improve the performance of the magnocellular visual pathway in dyslexics. The contrast and motion sensitivity and reading ability of 24 dyslexic children who found that yellow improved their vision, were tested before and 3 months after they had been randomly allocated either yellow lenses or a placebo card with a slot cut in it to place over text so that only one word at a time could be seen. The reading of the children who received the yellow lenses increased by 6 points more than those using the placebo (P < 0.05). These beneficial effects may have occurred because the yellow lenses boosted the performance of the children’s visual magnocellular system by reducing the inhibitory input from blue cones.

Yu-Ju ChouJackson, S.R.Saccade-contingent visual mislocalisation is abolished in dyslexic adults University of Nottingham. [email protected].

Electrophysiological recordings in non-human primates indicate that regions of parietal cortex may be involved in re-mapping visual space immediately prior to the execution of a saccadic eye movement, and that these mechanisms may serve to maintain space constancy across saccades. We investigated whether a deficit in this re-mapping mechanism could give rise to the visual perceptual problems experienced by dyslexics when reading. We examined the degree of saccade-related spatial mislocalisation of a visual probe stimulus observed in a group of dyslexic adults and their controls. We demonstrate that dylexics show significantly less mislocalisation errors than their controls.

Peter IronsDearlove, P.The outcomes of applying. precise, objective optimal background colour calculation (Asfedic tuning) for over 2000 dyslexic undergraduates. An objective approach to Meares-Irlen syndromeResearch Director [email protected]





Since February 2000, over 2000 undergraduates, diagnosed as dyslexic, have each undertaken computer based consultations for objective identification of the optimal ‘colour’ background for black text, on one ,two or three occasions. The study considers quantitatively the changes in optimal colour with time for individuals and for the population. The regression analyses of the initial reading speeds on a white background and using the optimal ‘colour’ at each consultation and at second and third consultations.Analyses are also made of the effects onAloud reading of : Complex text (t= -21.9274; p= 3.7 X 10-98; Effect size(Cohen’s d)= 0.8637)None-sense text (t= -26.2894; p= 1.9 X 10-135 ; d = 1.0355)


Beverley SteffertQeegs (brain-wave maps) of visual dyslexics with and without coloured glassesBirkbeck College, University London & Consulting Psychologist to The Dyslexia [email protected]

Tinted lenses have been prescribed for children with visual perceptual problems that inhibits their reading for several years. There is controversy over the possibility of a “placebo” subjective effect vs. a physical difference these lenses cause to the visual system. The present research recorded brain waves while children who had visual problems were reading, both when wearing coloured lenses and without. Brain-wave maps showed a difference in the areas of the brain used for reading. This correlated with more efficient balance as well as performance on one or more literacy, memory and speed of processing tasks from the Wechsler I.Q. test, although there was much variability among the children on which aspect they improved. Controls did not improve and disliked the lenses. Results are discussed in terms of the automaticity hypothesis of Dyslexia.

Elizabeth LiddleRorden, C., Jackson, G., Jackson, S.R.Lateralized visual temporal order judgement differentially predicts non-word reading, exception word reading and coherent motion detection in dyslexiaUniversity of [email protected]

Dyslexic adults were asked to report the order of pairs of visual stimuli presented consecutively to left and right hemifields. Scores on left-first pairs significantly predicted non-word but not exception word reading scores, while scores on right-first pairs significantly predicted exception word reading, even at long stimulus onset asynchronies (SOAs). At very short SOAs, scores on right-first pairs predicted non-word reading significantly and negatively. The results are interpreted as evidence that right hemisphere deficits in visual attention are implicated in non-word reading impairment, and that left hemisphere deficits, possibly in temporal integration, are specifically associated with impaired word recognition.




Kristofer KinseyChase, C. & Stein, J.Impact of Color on Magnocellular ProcessingOxford University [email protected]

Magnocellular (M-) processing plays a role in text processing and may be influenced by unique wavelengths of light. While animal studies show M- attenuation under specific lighting conditions, similar studies in humans have yielded mixed results. The present study explored M- function in impaired and non-impaired readers using steady-state VEPs. Second harmonic values generated from Fourier Transformations were examined as measures of M- activity. Results indicated similar M- activity under blue, yellow, and neutral light in controls. Significant M- attenuation was found with red light. Reading impaired individuals showed slightly weaker M- activation, however, no significant group differences were found.

Parallel Session 4 on Assessment

Peter BrooksEveratt, J. & Weeks, S.Phonology, discrepancy, instruction and dyslexia: adversaries or allies?Independent Chartered Educational [email protected]

Recent discussions regarding literacy development have included: phonological skills as a key component to literacy development; the validity and reliability of discrepancy criteria; the power of instructional techniques in education; adopting narrow behaviourist models in theoretical explanation and educational input; and a definition of dyslexia encompassing all word level literacy weaknesses. This paper proposes that progress in the understanding of literacy development, and provision of an effective spectrum of interventions for all learners, requires a recognition of the complementary nature of these views, and investigations recognizing the overlap and relationships between usual development and learning difficulties.




Wim van BonLemmen, M.A speechless word-identification test: some validity issuesUniversity of [email protected]

Earlier we (e.g., van Bon, Tooren, and van Eekelen, 2000) proposed a paper-and-pencil version of the lexical decision task as an efficient alternative for oral reading tests in assessing word-identification skill among children in elementary education. After a brief review of validity and reliability studies, a study will be presented that investigates whether text comprehension is better predicted by the lexical decision procedure than by a reading-aloud test using the same words. Other research questions pertain to the stability and the diagnostic value of the difference between the silent reading and the oral reading test scores. Subjects were 2nd, 3rd and 4th graders in regular and special elementary education.

Mack BurkeHagan-Burke, S.Dynamic Indicators of Basic Early Literacy Skills (DIBELS): An overview andResults from a Year One of a School-wide ImplementationUniversity of Georgia, [email protected]

This presentation will provide an overview the Dynamic Indicators of BasicEarly Literacy Skills (DIBELS) (Good & Kaminski, 1996; Good, Simmons, & Smith, 1998). DIBELS provide a formative system using general outcome measures to identify and monitor the progress of critical early literacy skills among general education students as well as those with disabilities. We will present descriptive data evaluating the formative progress of 211 kindergarteners over one year. The predictive properties of fall and winter performance on DIBELS measures (i.e., initial sound fluency, letter naming fluency, phoneme segmentation fluency, nonsense word fluency, and word use fluency) will be examined.

Julie Williams & Gary HillFinding Genes for Developmental DyslexiaUniversity of Wales, [email protected]@cf.ac.uk





Developmental Dyslexia (DD) is a common disorder with a prevalence of between 5% and 10% in children of school age and accounts for the majority of learning disabilities. Both environmental and genetic factors play a role in its development. Estimates of heritability range from 60% for global measures of reading disability to 70% for specific components of dyslexia. DD appears genetically complex and is likely to involve the contributions of a number of susceptibility genes. Current evidence suggests that some of these genes may reside on chromosomes 1,2,3,6,15 and 18. Our research has concentrated on narrowing down the regions on chromosomes 6 and 15 and testing specific candidate genes for association with DD in a powerful sample of families collected within the UK. We have found significant evidence of association between genetic variants and DD on both chromosome 6 and 15. Identifying genes contributing to DD will help us understand its biological basis and provide a platform for the future study of gene-environment relationships.

Parallel Session 6 on Neuroimaging

Christiana LeonardEckert, M.A., Lombardino, L.J., Eden, G., Berninger, V. & Richards, T.MRI measurements of Broca’s area predict naming speedUniversity of [email protected]

Functional imaging studies suggest that the left inferior frontal gyrus (Broca’s area) and parietotemporal operculum participate in Baddeley’s articulatory loop. Recently, we found that naming speed for letters was related to the size of a Broca’s area region (pars triangularis) in 26 normal (r = -.42) and 17 reading disabled (RD) children (r = -.40). Here we report similar findings in another sample of 22 RD children (r (colors) = -.39; r (letters) = -.30). These results suggest that anomalous development of Broca’s area contributes to RD in children with a “double deficit” in both speed and phonology.

Valéria CsépeDénes Sz-cs, Honbolygó, F.



How dyslexics read written number-words? – Event related brain potential correlates of compensation strategies Institute for Psychological Research, Hungarian Academy of [email protected]

Event-Related brain Potentials (ERPs) were measured in normal readers and poor readers of developmental dyslexia performing lexical decision. The task required judgments on meaningfulness for words versus pseudowords and numberwords versus pseudowords. The main results of our study demonstrated that the ERP changes found correlate with different steps of lexical as well as with that of early semantic access. Detailed analysis of the ERP components revealed strategic difference in task performance between controls and dyslexics that is an early closure in processing pseudowords that cancels any further processing. Moreover, it seems that reading number-words requires an additional effort larger in dyslexics than in controls.

Tim FoskerThierry, G.Electrophysiological Investigation of Phonological Processing in NormalAdult Readers and Dyslexic AdultsUniversity of Wales, [email protected]

We present the results of an Event-related Potential (ERP) experiment designed to compare automatic attentional shifts towards phonological cues in normal adult readers and dyslexic adults. Participants were presented with spoken words; eighty percent starting with the same phoneme (standard), and 20 percent starting with a different phoneme (deviant). A P300 waveform is normally observed when a deviant stimulus is presented within a set of standard stimuli. Control adults showed a P300 but dyslexic adults did not, suggesting that dyslexic adult readers do not make automatic shifts in attention to phonology in the same way that normal adult readers do.

Piers CornelissenPammer, K., Hansen, P. & Holliday, I.Reading - the first 500msec: A MEG study of word recognition in lexical decisionUniversity of [email protected]




A wealth of behavioural and neuroimaging data suggest that skilled reading utilizes a highly organized cortical system that integrates orthographic, phonological and semantic features of words. This system is likely to involve two consolidated left hemisphere (LH) posterior reading circuits, a dorsal (temporo-parietal) and a ventral (occipito-temporal) circuit. Spatial localisation is necessary to begin to understand the physiological architecture of reading. However, knowing something about which parts of the brain are engaged when reading, tells us little about the dynamics of cortical activation when reading or recognising a word.


Guillaume ThierryTackling implicit and explicit phonological processing in dyslexia withevent-related potentialsUniversity of Wales, [email protected]

In a series of experiments we attempted to characterize phonological impairments of dyslexic adults as indexed by auditory event-related potentials. On the one hand, we addressed the question of phoneme awareness by looking at mismatch negativity (MMN) and P300 effects induced by phoneme expectancy during a lexical decision task involving alliterated stimuli and during a phoneme deletion task (cf. communication by Tim Fosker). On the other hand, we have explored aspects of phonological processing that are more implicit by testing the effects of phoneme probability in a semantic task. In the latter approach, we used the paradigm proposed by Connolly and Philips (1994) to test the independent impact of phonological and semantic expectancy on spoken word comprehension. We presented 12 dyslexic adults and 12 matched controls with sentences ending with words of different Cloze probability regarding their meaning and first phoneme. When the first phoneme of the last word is unexpected in the context of a sentence, a modulation of the N2 ERP component (labeled phonological mismatch negativity by Connolly and Philips) is observed in control adults. Preliminary results showed that this modulation was not observed in adult dyslexics whereas it was reliably observed in matched controls. Overall, these results suggest that dyslexic individuals are impaired both at the level of phoneme awareness and implicit phoneme processing.

Posters

Verena ThalerLanderl, K. and Wimmer, H.Spelling pronunciations as a means of remediating spelling deficitsUniversity of [email protected]

Aim of our study was to develop and evaluate a computerised program to improve orthographic spelling skills of dyslexic children. Although German is highly consistent from graphemes to phonemes, consistency in the other direction (phonemes to graphemes) is much




lower so that spelling patterns have to be stored in an orthographic lexicon. We trained poor spellers to use spelling pronunciations, that is unnatural, hypercorrect pronunciations including all letters of the word spelling, as an additional multi-sensory code to memorize orthographically correct spellings. In a first empirical assessment of this concept we did not find a specific effect of spelling pronunciations over and above a standard word-specific spelling training.

Alicia Díaz Megolla Sublexical and Lexical Processing of Young Adults with Learning DisabilitiesUniversity of [email protected]

The purpose of this research was to investigate the performance of two groups of Spanish-speaking secondary grade students with and without reading disabilities, wich included: a) 57 young adults identified with dyslexia; b) and 34 young adults with no history of learning and/or emotional problems. The profiles of the students with disabilities were compared to normally-achieving peers across several phonological and ortographic processing measures, as well as standardized measures of reading decoding and spelling. In addition, regression analyses were conducted to determine which measures were predictors of performance on selected measures of reading and spelling abilities. The present study provides evidence that demonstrates that dyslexics had significantly lower scores and higher latency times across all subtests compared to nondyslexics in a transparent orthography. Likewise, regression analyses provides evidence that young adults without dyslexia are relying more on their phonological and orthographic processes than students with dyslexia.

Peter IronsDearlove, P. ‘Colour’, its effects on Saccade and fixation management in serial visual search (reading)Research Director [email protected]

This study, from November 2001 to January 2002, considers the effect on eye movement during reading, of changing the colour background for black text to that calculated by the protocols known as Asfedic tuning . A series of case studies. The eye movements of people diagnosed as dyslexic are compared with those recorded from people with no acknowledged reading problems or not diagnosed as dyslexic.




With the use of objectively determined background ‘colour’, the eye movements of most dyslexic individuals studied became indistinguishable from those of non-dyslexic people and there was a loss of the symptoms of visual fatigue.


Julie HansenA reading-level study examining two potential causes of specific reading comprehension difficulties.Queensland University of Technology,Email: [email protected]

This study employed a reading-level design to examine the contribution of language and memory skills to specific reading comprehension difficulties. Poor comprehenders in grade 4 were compared to good comprehenders and to general poor readers (matched on reading comprehension, but with poor word-reading accuracy), on measures of syntactic competence and complex memory span. The groups did not differ reliably in complex memory span. Although poor comprehenders had poorer syntactic skills than good comprehenders, these deficits were also observed in general poor readers. Thus, a causal role for syntactic deficits in specific reading comprehension difficulties was not established.

Isabel Hernández-ValleJiménez, J.E.Reading disabilities and remediation: Effects of different spelling-to-sound units in computer speech-based reading in the Spanish languageUniversity of [email protected]

This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. Children were pre- and post-tested on word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The present study suggests that reading on the computer with speech feedback significantly improved disabled readers phonological decoding and word recognition.

Remedios GuzmánGarcía, E., Ortiz, R.Assessment of naming speed reading disabled childrenUniversity of [email protected]

This research examined the relationship between different naming tasks and reading disabilities. A three group reading level design was





used. A sample of 121 subjects were selected and classified into three different groups: (1) An experimental group of children with dyslexia, (2) a control group of good readers matched in chronological age with the experimental group, (3) a control group of younger children matched in age reading with the experimental group. Four speed naming tasks (colour, digit, letter and objects)were administered. The results showed that children with dyslexia were slower than the control group of good readers matched in chronological age but we did not find differences between experimental group and the younger readers.

Ann CookeThe English Spelling WheelUniversity of Wales, [email protected]

A different model for the presentation of a phonic programme for teaching English spelling to dyslexic learners is shown in this poster. It could be particularly suitable for learners in the secondary sector and in 16+ and post-school sectors of education. The spelling wheel model permits a global overview of the whole programme of work in such a way that the teacher is free to organise the sequence of work according to the needs of the individual student yet still maintain a coherent structure. It displays the different phonic topics that a typical programme would include, along with some of the general principles and conventions underlying the English writing system.

Friday 25th July 2003

Parallel Sessions 7 and 9: Dyslexia and Computers

Emma-Alexia CasalePhillips, G. & Tranberg, H.dxtor : Computer-based Dyslexia Screening in Higher EducationUniversity of [email protected]

dxtor is a dyslexia screening tool for use with Higher Education students. dxtor estimates the probability that a person is dyslexic according to score profiles across a range of computer-based tasks. It


mailto:[email protected]%0D


includes areas in which dyslexics perform at or above average levels, not just deficits. Usability testing is complete and feedback from this has been incorporated into the test design. We are testing three hours of tasks, from which the final dxtor items will be selected, with a large sample of dyslexic and non-dyslexic Cambridge University students. We hope this research will identify areas of strength and weakness in dyslexic students and allow us to produce a screening tool focused on this population.

Michael Davies & Ian Smythe (presenter)ICT and the Welsh Language: using text-to-speech, typing tutors and mind mapping in Welsh.Chairman, Welsh Dyslexia [email protected]

Despite extensive catalogues of software available to help the dyslexic student in English, until recently few resources have been available for dyslexic individuals who speak Welsh as their first language. The Welsh Dyslexia Project is spearheading the development of a series of computer based support software programs designed specifically to address the shortage of material available to dyslexics in the Welsh language. This presentation will discuss the basic language concerns, technical development and use of the software, and provide demonstrations of the applications. The applications to be demonstrated/discussed include, text to speech, mind mapping and typing tutors.

Adelina EstévezDíaz, A., García, E., Guzmán, R., Hernández S., Hernández-Valle, I., Jiménez, J.E., Ortiz, M.R., Rodrigo, M.Using a computer for the assessment morphological and syntactic processing in dyslexic childrenUniversity of [email protected]

The objective in the present study was to assess different psychological processes involved in reading disabilities. We tested whether children with reading difficulties differ from normal readers on a number of morphological and syntactic processing tasks. Sample groups were selected from dyslexic children, chronological-age-matched controls and reading-matched controls. In this study we used a computerized system, SICOLE, for diagnosis of reading disabilities in Spanish language. The experimental procedure consisted in performance different morphological and syntactic tasks. The results



showed significant differences in morphological and syntactic measures between dyslexic and normal readers.


Juan JiménezDíaz, A., Estevez, A., García, E., Guzmán, R., Hernández S., Hernández-Valle, I., Ortiz, M.R., Rodrigo, M.Using the computer in assessing phonemic awareness in dyslexic childrenUniversity of La [email protected]

The computerized diagnosis system of dyslexia named SICOLE includes a phonemic awareness computerized test (PAT). The aim of the present study was to validate the PAT, as an instrument for the assessment of dyslexic children, which allows to analyse the performance as a function of linguistic complexity and task difficulty. Sample was selected, (1) 40 children (M=119,13, SD= 6,17) to the experimental group (4º grade children with dyslexia group); (2) 41 children (M=116,4, SD= 3,8) to the chronological age control group (4º grade good readers); (3) 41 children (M=92,19, SD= 3,57) to the reading age control group (2º grade good readers). The results suggest that PAT is a robust and reliable instrument to examine phonemic awareness of dyslexic children in educational settings.

M. Rosario OrtizDíaz, A., Estevez, A., García, E., Guzmán, R., Hernández S., Hernández-Valle, I., Jiménez, J.E., Rodrigo, M.Speech Perception Computerized Test in the diagnosis of dyslexiaUniversity of La [email protected]

Several studies have found evidence that a speech perceptual processing deficit is a contributing factor to phonological dyslexic decoding disabilities. The computerized diagnosis system of dyslexia named SICOLE includes a speech perception computerized test (SPT). The aim of the present study was to validate the SPT as an instrument for the assessment of dyslexic children. A group of 37 dyslexic children with phonological decoding difficulties (PD), 36 chronological-age-matched controls (CA), and 33 reading-matched controls (RA) were tested on several speech perception tasks. The results suggest that SPT is a robust and reliable instrument to examine phonological discrimination capacities of dyslexic children in educational settings.




Mercedes Rodrigo LópezDíaz, A., Estevez, A., García, E., Guzmán, R., Hernández S., Hernández-Valle, I., Jiménez, J.E., Ortiz, M.R..A computerized test for diagnosis of orthographic processing in dyslexic children University of [email protected]

The computerized dyslexia diagnosis system named SICOLE provides a series of tasks which evaluate the different psychological components underlying reading difficulties. This test evaluates orthographic processing, which is implicated in reading by the visual route. Deficits in the visual route result in a lack of reading fluency. The aim of this study was to examine deficits in orthographic processing in dyslexic children. A sample was selected of: (1) 17 dyslexic children with phonological decoding difficulties ( 4º grade); (2) 25 to the chronological age control group ( 4º grade good readers); (3) 13 children to the reading age control group (2º grade good readers). Homophone and morphological comprehension tasks were used. The results showed that dyslexic children were performed less well than normal readers in orthographic processing. This study is important for the development of instruction programmes to train dyslexic subjects in orthographic strategies and improve their reading fluency.

Rolf FastingIntegrated Computer Technology supporting Struggling Readers: The effects of an Assistive Reading Software ProgramUniversity of [email protected]

The aim in the present study was to evaluate the effects of an Assistive Reading Software Program (MultiFunk). Students with low reading and spelling achievement were assigned as experimental and controls (N = 26 + 26). A pre-test, intervention, post-test, control-group design were used to evaluate the effects in regularly school conditions. Results suggest that computerized assistive reading software have the potential to aid and support the development of basic literacy in students with poor reading and spelling performance.




Parallel Sessions 8 and 10 on Intervention

Pieter Reitsma Preparing the neighbourhood: transfer of specific PA training on reading indevelopmental dyslexiaVrije Universiteit Amsterdam, Paedologisch [email protected]

In two intervention studies the hypothesis was tested that improving phonological representations of specific words would have beneficial effects on learning to read similar words (neighbours). In the first study 40 Dutch children (age 9 years 6 months) with severe reading disability (a lag of two years) received during ten sessions various phonological manipulation exercises to highlight the phonological similarities and differences in a limited set of words. The results show an increase both in the accuracy of phoneme deletion of nonwords that are similar to the trained words and in the accuracy of reading untrained similar words. The second study with an improved design and another group of 36 children with reading disability (age 9 years 9 months) basically confirmed these findings. In both studies reading the new words repeatedly after the intervention showed significant progress. It is concluded that specific training in phonological sensitivity can have positive effects on initial word reading, but not on later acquisition of fluency.

Joanne KeaveneyLyddy, F. & Barnes-Holmes, D.Training script-sound relationships in a novel reading task: Implications for a behavioural approach to reading instruction National University of Ireland, [email protected]

Behavioural approaches to reading have emphasised the establishment of flexible print-sound relationships across stimuli. Previous studies have demonstrated that children taught to respond to stimuli that contain overlapping units (e.g. onsets and rimes) learn to respond correctly to different combinations of the same units. The current study trained adult subjects to read an invented script by training up print-sound relationships and testing for the emergence of symmetry and recombinative generalisation of the constituents. Following suitable training, subjects were capable of matching novel




print-sound pairs. These findings and procedures may have important implications for the remediation of reading difficulties.


Judith HudsonTerrell, C., Passenger, T. & Miles, T.R."Did it work for you?" Investigating learning strategies to enhance spelling and 'sight word' recall performance for the older dyslexic pupilUniversity of [email protected]

The study aims to objectively view the unique experience of how an older pupil with dyslexia learns how to spell and enhance their sight reading performance. It employs single case study, multiple base line methodology, and involves the pupil as both research participant and researcher. Three teaching interventions, devised to take account of models of reading and spelling, and integrating multi sensory teaching methods recognised as effective with dyslexic pupils, provide ipsative data for systematic comparison of individual performance. Utilising 'think aloud protocols', raising metacognitive awareness and eliciting personal constructs through audio diaries, allows the individual to externalise what processes are being employed, or interacting with the teaching strategy. An effective strategy will enhance, longer term recall of spelling and sight word recognition.

Sally Goddard BlytheNeurological Dysfunction, A Developmental Programme In Schoolsand the Effect Upon LearningThe Institute for Neuro-Physiological Psychology (INPP)[email protected]

Pilot studies were carried out with 52 children in two primary schools to assess the effect of a Developmental Movement Programme on balance, coordination and learning. The Developmental Movements were carried out at school for 10 minutes every day under teacher supervision, for a period of 9-14 months. Children were tested at the beginning and end of the project for: neurological dysfunction, speed of visual and auditory processing (Lucid CoPS), reading and spelling. The experimental groups showed significant decrease in signs of neurological dysfunction and improvement in other areas of performance compared to the control groups.

Tricia WilsonHagan-Burke, S. & Burke, M.D.The Combined Effects of Direct Code Instruction with a Fluency Building Component on Phonological and Alphabetic Outcomes




University of Georgia, [email protected]

This presentation will discuss findings from a pre-/post-test group experiment used to evaluate the effects of (a) direct code-based instruction with (b) code based instruction and phonological awareness/alphabetic fluency building instruction. Thirty-two children identified as at-risk for future reading failure were randomly assigned to one of the two treatment conditions or a third control condition. Our results will examine students' performance between the two treatment groups and compare them with the performance of students in the control condition.

Terezinha NunesBryant, P., Pretzlik, U. & Hurry, J.Phonological and morphological interventions for dyslexic childrenOxford Brookes [email protected]

Dyslexic children have considerable difficulty with phonological awareness tasks but not with morphological awareness tasks. This study investigated the effectiveness of phonological and morphological interventions on dyslexic children’s word reading and spelling. Participants (n=45; mean CA: 121 months; mean RA: 93 months; mean IQ: 97) were randomly assigned to a phonological or morphological intervention, or to the control group. The phonological training group made significantly more progress than the controls in word reading but not in spelling. The morphological training group made significantly more progress than the controls in one measure of spelling; in spite of considerable progress in a standardised reading word test (12 months progress in 6 months), this group did not differ significantly from the control group (whose reading age advanced by 6.5 months). Dyslexic children can benefit from both types of training although the phonological training was most effective.

Jennifer SimpsonEveratt, J. & Clark, J.Efficacy of a training program designed to improve speed of processingUniversity of [email protected]





The efficacy of a training program designed to improve speed of processing and reading ability amongst 8 to 11 year old dyslexic boys was assessed. Two experimental groups received the training under a whole word approach or a part-word approach. A control group received reading practice not involving speeded processing. Groups were matched on chronological age and reading ability. Training was carried out on an individual basis over a 3 week period. Although speed of processing of the computerised task improved for both experimental groups, there was no evidence of differential improvements in literacy, phonological and orthographic processing.

Katie OveryFawcett, A.J., Nicolson, R.I. & Clarke, E.F.From Timing Deficits to Music Intervention: Rhythm Games for Dyslexic ChildrenMusic Neuroimaging Laboratory, Department of Neurology, Beth Israel Deaconess Medical Centre and Harvard Medical [email protected]

Rhythm games and singing games provide a multi-sensory, social and playful environment in which dyslexic children can develop auditory and motor timing skills, as well as important phonological skills. This study measured the effects of 15 weeks of musical activities (listening games, rhythmic word games, percussion games and singing games) on 9 dyslexic children. Significant improvements were found in rapid auditory processing, rhythm skills, phonological skills and spelling, but not in reading, when compared to a previous 15 week control period. Details of the musical games will be presented, and the improvements in spelling but not reading will be discussed.

Jennifer PollockBurke, M.D. & Hagan-Burke, S.The Effects of a Visualization and Verbalization Strategy on the Comprehension of First Grade ChildrenUniversity of Georgia, [email protected]

In this presentation we will discuss the effects of a program for increasing comprehension skills of young children. First graders identified as having poor comprehension skills were assigned to a visualization and verbalization strategy program or a control group. Results will be summarized contrasting the difference between each of the groups on a variety of comprehension measures.



Bob BurdenBurdett, J.Assessing the effectiveness of intervention programmes with dyslexic students: What can we learn from psychological theory? (2 talks)University of [email protected]

This paper will present preliminary findings from a project which aims to identify important mediating variables in the process by which dyslexic students become successful learners. Drawing upon specific aspects of motivational and attributional theory, a multi-choice structured questionnaire was constructed as part of an interview schedule for use with adolescent and older dyslexics. Items in the questionnaire focused specifically on such attributes as self-efficacy, internal locus of control and learned helplessness. The application of the scale to 50 boys attending a specialist school for dyslexics has revealed it to have excellent face validity and to be a potentially useful tool for assessing personality traits relating to improved learning performance.

Parallel Session 11: Various Topics

Julie HansenAdams, J.A reading-level study examining two potential causes of specific reading comprehension difficulties.Queensland University of Technology,[email protected]

This study employed a reading-level design to examine the contribution of language and memory skills to specific reading comprehension difficulties. Poor comprehenders in grade 4 were compared to good comprehenders and to general poor readers (matched on reading comprehension, but with poor word-reading accuracy), on measures of syntactic competence and complex memory span. The groups did not differ reliably in complex memory span. Although poor comprehenders had poorer syntactic skills than good comprehenders, these deficits were also observed in general poor readers. Thus, a causal role for syntactic deficits in specific reading comprehension difficulties was not established.




Dan MorganSymbol Imagery: A Sensory-Cognitive Factor Underlying Phonological & Orthographic Processing and FluencyClinic Director London Lindamood-Bell Learning [email protected]

Correlation and regression analyses of phonemic awareness, Rapid Automatic Naming (RAN), and symbol imagery indicate that symbol imagery is predictive and causal in literacy development. What is symbol imagery and can explicit, direct stimulation change reading and spelling behaviors?


Joanne EganTainturier, M.J.Impairments in spelling the past tense –ed ending among dyslexic children.University of Wales, [email protected]

Twenty-eight Year 5 dyslexic children were compared to 28 CA and 28 RA controls on a range of reading, spelling, and language tasks. The dyslexic children performed similarly to the RA group on all measures except inflectional spelling; they were less likely to use the –ed ending on regular past tense verbs and used phonological rather than morphological spelling strategies to a greater degree. Within the dyslexic group, 4 children had a specific problem spelling inflections in relation to their good spelling of irregular verbs and nouns. This group had a ‘surface’ dyslexia profile and it was concluded that their limited use of the –ed ending was an artefact of poor orthographic skills rather than poor grammatical or phonological skills.

Salim Abu-RabiaMaroun, L.The Effect of Consanguineous Marriage on Reading Disability in the Arab CommunityUniversity of [email protected]

This study tested the effect of consanguineous marriage in the Arab community on reading disabilities of offspring. It examined the rate of reading disabilities among offspring of first-cousin parents compared to unrelated parents and normally reading children. The results indicated that the rate of reading disabilities among children of first cousin parents was higher than that of with children of second cousin parents and unrelated parents. However, the difficulties of the reading disabilities on the varies reading measures were similar. Our findings indicate for the first time that consanguineous marriage had detrimental effects on offspring’s word recognition and reading comprehension. The results provide new evidence for a genetic basis to reading disabilities.

MJ TainturierValdois, S., David, J.D., Pellat, J.Surface dyslexia without dysgraphia: A case report of a new dissociationUniversity of Wales, Bangor




[email protected] is considerable debate as to the extent to which reading and spelling rely on shared versus distinct cognitive processes (Tainturier & Rapp, 2001). Studies of brain-damaged individuals with impaired access to orthography have supported both views. Of particular interest are cases of “surface dyslexia”, a disorder characterised by a dissociation between impaired reading of irregular words and relatively preserved reading of regular words and nonwords. Most errors are regularisations (e.g., CHEF-> “tchef”). Surface dyslexia is believed to result from a deficit at the level of the orthographic lexicon, a memory store of the spelling of familiar words. The accurate reading of regular words and nonwords is thought to reflect the use of a spared non-lexical route to reading. Attempting to read irregular words through this route will result in regularisation errors because the sublexical process maps graphemes to their most common pronunciation (i.e., CH pronounced “tch” rather than “sh”). Advocates of shared orthographic lexicons (e.g., Behrmann & Bub,1992) have stressed that patients with surface dyslexia usually also suffer from “surface dysgraphia”, a disorder affecting words with ambiguous/irregular spellings and manifesting itself by the production of phonologically plausible errors such as “knowledge” -> NOLIGE. However, advocates of distinct reading/spelling lexicons (e.g., Caramazza, 1988) have pointed out that some patients have surface dysgraphia without surface dyslexia. This might suggest impaired access to an orthographic output lexicon used in spelling with preserved access to an orthographic input lexicon used in reading and written word recognition. We report the first case of a patient who presents with the opposite dissociation, that is, prototypical surface dyslexia with entirely preserved spelling.

Parallel Sessions 12 on Multilingual & Cross-linguistic issues in Dyslexia (Continued in Session 13 on Saturday 26 th July 2003)

Llinos Spencer & Victor van DaalHow do bilingual children in North Wales perform on reading and spelling tasks?University of Wales, [email protected]

Norms for new English and Welsh real word and nonword reading and spelling tests were created after collecting data from children in Years 2, 4, and 6, from primary schools in North Wales during the summer term of the 2001-2002 academic year. Words for the reading and




spelling tests were chosen on the basis of their frequency in the written language (from the CELEX (English) and CEyG (Welsh) lexical databases) and the tests were also matched for word length. The data collected to create these norms have also been used to answer questions about the literacy level of bilingual pupils in Wales.


Marie BosseValdois, S., Carbonnel, B. & Tainturier, M.J.Phonological and visual attentional disorders in French and English dyslexic childrenUniversité Pierre Mendes France, [email protected]

The connectionist MTM model (Ans, Carbonnel & Valdois, 1998) postulates the existence of two distinct reading procedures that only differ in the kind of visual attentional (VA) processing they involve. Within this framework, developmental dyslexia is interpreted as resulting from either a phonological disorder or a visuo-attentional deficit. Our aim was to demonstrate the existence of a dissociation between phonological and VA disorders in developmental dyslexia. A group of 154 French participants (68 dyslexics, 55 chronological-age and 31 reading-age matched controls) were submitted to metaphonological and VA tasks. A principal component analysis extracted 3 orthogonal factors (VA, phonological, age). Four subgroups of children emerged that were characterised by: 1) a phonological disorder in the absence of VA deficit; 2) a VA deficit in the absence of phonological trouble; 3) both disorders and 4) none of these two disorders. The level of VA performance was predictive of the reading level even when the influence of metaphonological skills was partialled out. The experiment was replicated with 40 English participants and preliminary analyses reveal a pattern of results similar to the one obtained in French.

Richard HanleySpencer, L., Masterson, J. & Evans, D.The detrimental effects of learning to read an opaque orthography appear to be most damaging to the least able readers.University of [email protected]

This study compared the reading ability of Welsh-speaking children who were learning to read Welsh (a transparent orthography) with English-speaking children living in Wales who were learning to read English (an opaque orthography). The children were aged 10 and were in their sixth year of formal reading instruction. The reading skills of most of the English-speaking children were as good as those of the Welsh-speaking children. However, the least able 25% of the English readers performed much worse than the lowest performing 25% of the Welsh readers on both words and nonwords. There was also greater incidence of dyslexia amongst the English-speaking children.



Che Kan LeongPhonological sensitivity also important in learning to read Chinese – Implications for dyslexia and instructionUniversity of [email protected]

This report discusses two studies on the role of phonological sensitivity in learning to read morphosyllabic Chinese. In one study involving 180 grades 3, 4 and 5 Beijing Chinese children, speech-sound repetition, working memory, onset deletion tasks (all in spoken Chinese) predicted Chinese pseudoword reading. These tasks also accurately classified “poor” and “good” readers. In another study involving 77 Beijing and 80 Hong Kong children, Chinese speech-sound repetition, English rhyming and phoneme deletion tasks explained about half of the variation in reading English pseudowords. For Chinese pseudoword the Chinese speech-sound repetition explained considerable individual differences. Implications are drawn for dyslexia studies and instruction.

Francisca SerranoDefior, S.Speed Problems In Dyslexia In A Transparent OrthographyUniversity of [email protected]

The aim of this study was to investigate dyslexic children features in a transparent orthography. We tried to determine the relevance of different hypothesis about dyslexia in Spanish. A sample of dyslexic children, reading-level-matching children (RL) and age-matched-control children (CA) was tested. Reading, phonological awareness and rapid naming tasks, where accuracy and task time were measured, were used. Results showed a deficit for the dyslexic group which was more evident when the time measure was considered and when we compared the dyslexic group and the CA group. According to studies carried out in other transparent orthographies (e.g. Italian, German), results may support the double deficit hypothesis in dyslexia in Spanish. Educational implications regarding evaluation and intervention are derived.

Llinos SpencerHanley, J.R.




Learning a transparent orthography at 5 years old: Reading development of children during their first year of formal reading instruction in Wales.University of Wales, [email protected]

This study investigated the early reading development of 5 year old children in Welsh and English speaking primary schools in Wales during their first year of formal reading instruction. The reading, letter recognition and phonological awareness skills of the children were tested at three points in the academic year (November, 1998, March 1999 and June 1999). By March, the children who were learning to read in Welsh were outperforming the English speaking group at word recognition. The results suggest that a transparent orthography facilitates reading acquisition and phoneme awareness skills from the earliest stages of reading development onward.

George PavlidisGiannouli, V.Why spelling errors accurately differentiate Greek from English speaking dyslexics: Implications for the causes and treatment of dyslexia.University of Macedonia, Thessaloniki, [email protected]

Till recently, little research was published on non-English speaking dyslexics. This major limitation has led to faulty assumptions and theoretical positions on the possible causes of dyslexia. English speaking dyslexics make significantly more phonological than visual errors, which led to the faulty assumption that the cause of dyslexia was the lack of phonological awareness. According to phonological theory, the level of phonological consistency-difficulty of a language determines the reading speed as well as the amount of reading and spelling errors dyslexics make, i.e. the phonologically highly consistent Greek language will result in almost perfect reading and spelling and certainly significantly better than the English speaking dyslexics. This theory, however, has been seriously challenged by the results of a number of recent studies in more phonologically consistent languages, like Greek, Italian or Japanese. On the contrary, according to the neuro-sequential & ophthalmokinetic theory put forward by Pavlidis (1981, 1990, 2003), both reading and spelling problems will be of similar magnitude (but of different quality because of morphology), irrespective of the phonological structure of the language.




CONCLUSIONS It is commonly accepted that in practice two factors mainly determine the value-worth of a testable theory, namely if it: 1) describes reality, and 2) predicts it. The phonological theory failed to predict the aforementioned data. On the contrary, they were predicted by the neuro-sequential & ophthalmokinetic theory of dyslexia, which also predicts the results all the 14 commonly accepted conceptual-criterion categories of data, in contrast to phonological theory that fails to predict 10 out the 14 of those criteria. The implications for the causes of dyslexia as well as for the development of more effective psycho-educational remediation programs for dyslexics will be discussed.

Posters

Catherine J. StoodleyStein, J.F.Comparing motor and literacy skills in children with dyslexia and cerebellar tumours.University of [email protected]

Cerebellar impairment is thought to underlie some of the difficulties experienced by children with developmental dyslexia. This study investigated the difference on performance of cognitive, literacy and motor tasks between control children (n=28), developmental dyslexics (n=13), and children with cerebellar tumours (n=11). While dyslexic children achieved the lowest literacy scores of the three groups, the cerebellar children were the worst at the motor task. Because the children with cerebellar tumours actually performed better on literacy tasks while showing a higher degree of motor dysfunction, the results suggest that while the cerebellum may contribute to dyslexia, it is not likely the sole cause of dyslexics’ literacy difficulties.

Peter IronsThe effects of asfedic tuning on the relationship between segmentation and blending and rapid naming speeds for dyslexic studentsResearch Director [email protected]

This study considers the effect of Asfedic tuning (objective background colour optimisation) on the rapid naming speeds (RAN) and oral




reading fluency (ORF) on a group of 873 dyslexic undergraduates. Who returned for a second consultation during November 2001 and January 2003. We show that the ratio of ORF to RAN is greater in the more academically successful students. We show that the relationship between ORF and RAN change for the group. After two months of use of the optimal background, the ORF/RAN relationship of the students changes to mimic the ORF/RAN relationship of the most academically successful students.


Tami KatzirMorris, R., Lovett, M. & Wolf, M.Multiple Pathways to Dysfluent Reading in Subtypes of DyslexiaHarvard Graduate School of [email protected]

The goals of this study were: 1)to extend current understanding of the development of fluency in three subtypes of dyslexia and 2) to examine the potential role of accuracy and rate impairments in three levels of fluency (i.e., letter, word, and connected text). In the present study 160 severely impaired readers and 30 average achieving readers in second and third grade were classified according to the Double-Deficit Hypothesis (Wolf & Bowers, 1999) and assessed on a variety of fluency measures. The results demonstrated differences for each subtype at each reading level. Implications of these findings for research and practice are discussed.

Fiona LyddyLearning to read in Irish and English: Implications for reading instruction.National University of Ireland, [email protected]

Despite superficial similarities in script, the Irish and English languages contrast starkly in terms of the correspondence between letters and sounds. Letter combinations found in one language are often illegal in the other. Conflicting orthography-phonology relationships are apparent in the many shared words and segments in the written languages that require distinct pronunciations. Furthermore, the profusion of initial mutations in Irish means that word recognition must transcend grammatical category (and alternate pronunciation) for the reader. These factors will impinge on the course of reading development for children in Ireland, particularly as reading instruction in both languages occurs early in primary education. This paper outlines the main contrasts between the languages in terms of the factors affecting reading and discusses the implications for reading instruction in Irish and English. Implications for English-dominant and Irish-dominant readers are also considered.

Sergio HernándezConforti, J., García, E. & León, N.Dyslexia and cerebral asymmetry




University of La [email protected]

By using a concurrent task methodology, we assessed the pattern of cerebral functional asymmetry on there group of children (dyslexics, good readers, and younger good readers) for both linguistics and spatial functions. We found that, compared with good readers (a chronological age control group), in the dyslexic group, and in the young good reader group (a reading level control group) there was a higher prevalence of people in which their pattern of cerebral control for both functions was bilateralized. We discuss this results in term of a lack of maturational of cerebral hemispheres in dyslexia. Methodological and conceptual aspects are also discussed.

Mercedes Muñetón AyalaDoes Written Spelling Influences Reading?University of La [email protected]

This was a pretest-training-posttest study using a drills and practice computer program with corrective feedback, to assess if reading exerts influence on writing or if the contrary pattern is found in children with written language disabilities in a transparent orthography. We designed a computer program with three conditions: Memory, copy and reading. In this study 85 subjects participated aged between 8 and 10 years within the range of the third and four grade levels of primary education. Students’ spelling and reading was two years below the expected level for their age. There were four groups: three training groups and a control group. Students were randomized for each group. Results showed that copy condition improved reading, however, reading condition did not influence on the spelling performance.

Ceferino ArtilesO’Shanahan, I.Assessing the effects of reading instruction on spelling disabilities in the Spanish languageUniversity of Las Palmas de Gran [email protected]

This study was designed to examine the influence of teaching methods on writing disorders in a transparent orthography. A cross-sectional design was used and one study was conducted with a sample of 252 children who were learning to read by different teaching methods





(Code-oriented vs. Meaning-oriented approaches). The study was carried out to analyze the effects of teaching methods on error performance using a spelling task. Words varied in frequency, length and positional frequency of syllables (PFS) and the nonwords varied only in length and PFS. Our prediction was that the differences in error performance as a function of the variables that allow us to test the routes –such as lexicality, word frequency, PFS, and word length- would be greater in the individuals who learn by meaning-oriented approach, which means that this group would be more affected by unfamiliar, and longer words, low PFS, and nonwords in comparison to individuals who learn by code-oriented approach.


Saturday 26th July 2003

Parallel Session 14 on Theory

Sula Turner EllisMiles, T.R.Speed and correctness of dyslexic and control children at subtraction and addition sumsFormerly University of Wales, [email protected]

30 dyslexic boys aged nine to fifteen years and 30 age-matched controls were presented with 150 addition and 150 subtraction sums of varying degrees of complexity. It was found that the dyslexics made more incorrect responses, and even when they responded correctly, took longer time, particularly with the more complex sums. They were also less able than the controls to produce the answer automatically - that is, "in one". Some possible theoretical explanations of these results are discussed.

Karin LanderlBevan, A. & Butterworth, B.Basic numerical capacities in children with dyslexia and/or dyscalculiaUniversity of [email protected]

Children of 8-9 years with either dyscalculia, reading difficulties or both were compared to controls on a range of numerical and non-numerical tasks. Children with dyscalculia only had impaired performance on tasks tapping even the most basic capacities, such as comparing numbers and counting dots, despite high-average cognitive, memory, language and spatial abilities. Children with reading disability were mildly impaired only on tasks which involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group.

Thomas West The Forgotten Other Half of Research -- Dyslexic Talents and Visual LiteracyGeorge Mason [email protected]




Most dyslexia research has been oriented toward pathology -- investigating what is wrong, developing means of remediation and following patterns of difficulty within families. Currently, however, some have endorsed a fundamentally different approach to research. These researchers have observed that many dyslexics have high visual-spatial and other talents that are enormously important in various occupations -- that these areas of talent are often passed down through families -- and that family members may have special roles in developing these talents. Some argue that the most successful dyslexics are often able to make their major contributions mainly because they were able to focus on their areas of strength early -- and had major support from family members and others. Researchers note that when one seeks the most proficient in certain occupational groups - whether in medicine, architecture, art, design, entrepreneurial business, engineering, higher mathematics or science -- one finds that dyslexics often seem to be well represented. The rationale for the systematic investigation of the gifts and talents observed among dyslexics is to be discussed - including consideration of early studies, supporting evidence and methodological problems. Recent thinking among researchers suggests that a more balanced understanding of the talents and difficulties experienced by dyslexics is needed for the benefit of individuals and the larger society -- as well as to take advantage of a distinctive window into the inner workings of the brain.

Claire WilliamsVan Daal, V.H.P.The definition of dyslexiaUniversity of Wales, [email protected]

Two definitions of dyslexia are compared in analysing 10-year data from the 1970 British Cohort Study. Previous publications relating to this data set utilised a ‘clinical’ definition of dyslexia (Miles & Haslum, 1986; Miles, Haslum & Wheeler, 1998; 2001) using the Bangor Dyslexia test, IQ and spelling only and excluding low-ability children. The current research utilises the ‘operational definition’ (Tønnessen, 1997) looking only at a discrepancy between comprehension and literacy skills and incorporating children of all abilities (N=9105) thereby enabling the exploration of cognitive characteristics of all readers including: Garden-Variety readers (Stanovich, 1998) and Hyperlexics (Nation,1999). Preliminary analyses reveal that there is a very small group of children with both reading and spelling disability. A substantial Hyperlexic group is identified (N=647) and a much larger dyslexic group (N=1157) than previously identified (N=269), which is



obviously attributable to using a smaller number of criteria for inclusion. Differences between Garden Variety readers and Dyslexics are only found if these groups are defined as having spelling problems and are confined to the spelling of nonwords, BAS-Similarities and Word Definitions, and some items of the Edinburgh Reading Comprehension Test. In conclusion, differences between garden variety and dyslexics are only observed with respect to intelligence, but not literacy-related skills. Nevertheless, Clinical judgment and Intelligence testing remain important in assessing individual cases of dyslexia.Anna Maria Di BettaRomani, C.Lexical learning: A core deficit in adult developmental dyslexia/dysgraphiaAston [email protected]

We investigated the new word learning abilities of a group of adults with developmental dyslexia. The great majority of our participants were poor at learning spoken and written new words (novel word-picture paired associates), but better on learning tasks involving other types of representations (lexical/semantic and visual). This lexical learning deficit could occur in spite of good phonological skills. Crucially, lexical learning best predicted word reading/spelling, over phonological skills that, instead, best predicted non-word processing. These findings support the hypothesis that a lexical learning deficit is a main component of developmental dyslexia. Implications for theories of developmental dyslexia are discussed.

Workshop: How can we measure success?Chair: Bob Burden (University of Exeter)Introduction: Ann Cooke (University of Wales, Bangor)

Teachers who provide specialised tuition for dyslexic children are regularly asked to show that those referred for help have improved their skills in literacy and numeracy. Objectives usually include raising performance levels, to bring these closer to the average level for each learners age-group. Success is frequently measured in terms of increased scores on norm-referenced tests of reading, spelling and mathematics. The standard expectation is that a child should progress by one year in scores for a year of teaching; failing this, the child may be perceived as falling even further behind. While this may not seem unreasonable, it can be argued that testing and scoring is a limited way to assess a child’s current attainment. The workshop will be introduced by a presentation of reasons for this argument.



Participants are invited to consider other ways in which success can be demonstrated, along with factors that are necessary for successful learning.

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· Web viewIdentifying genes contributing to DD will help us understand its biological basis and provide a platform for the future study of gene-environment relationships