Visual versus phonological abilities in Spanish dyslexic boys and girls

Dorota Bednarek , David Saldana , Isabel Garcia

Abstract

Phonological and visual theories propose different primary deficits as part of the explanation for dyslexia. Both theories were put to test in a sample of Spanish dyslexic readers. Twenty-one dyslexic and 22 typically-developing children matched on chronological age were administered phonological discrimination and awareness tasks and coherent motion perception tasks. No differences were found between groups on the coherent motion tasks, whereas dyslexic readers were impaired relative to controls on phonological discrimination tasks. Gender differences followed the opposite pattern, with no differences on phonological tasks, and dyslexic girls performing significantly worse than dyslexic boys in coherent motion perception. These results point to the importance of phonological deficits related to speech perception in Spanish, and to possible gender differences in the neurobiological bases for dyslexia.
Author Dorota Bednarek (Wydział Psychologii)
Dorota Bednarek,,
- Wydział Psychologii
, David Saldana
David Saldana,,
-
, Isabel Garcia
Isabel Garcia,,
-
Journal seriesBrain and Cognition, ISSN 0278-2626, (A 35 pkt)
Issue year2009
Vol70(3)
Pages273-278
Publication size in sheets0
Keywords in EnglishDyslexia, Coherent motion, Phonological abilities, Gender differences
DOIDOI:10.1016/j.bandc.2009.02.010
Languageen angielski
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art-saldana.pdf of 14-09-2015
157.79 KB
Score (nominal)24
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Dorobek Naukowy - Preview URLhttp://dn.swps.edu.pl/Podglad.aspx?WpisID=7081
Dorobek Naukowy - Approve URLhttp://dn.swps.edu.pl/Biuro/ZatwierdzanieWpisu.aspx?WpisID=7081
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* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.
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