Visual versus phonological abilities in Spanish dyslexic boys and girls

Dorota Bednarek; David Saldaña; Isabel García

doi:10.1016/j.bandc.2009.02.010

Visual versus phonological abilities in Spanish dyslexic boys and girls

Dorota Bednarek, David Saldaña, Isabel García

Department of Psychology

Research output: Contribution to journal › Article › peer-review

10 Citations (SciVal)

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.

Original language	English
Pages (from-to)	273-278
Number of pages	6
Journal	Brain and Cognition
Volume	70
Issue number	3
DOIs	https://doi.org/10.1016/j.bandc.2009.02.010
Publication status	Published - Aug 2009

Bibliographical note

Funding Information:
The authors would like to thank Erik Vandenbussche, one of the main inspirators of this project, for freely providing the program for the coherent motion experiments, and the participating children and parents for their time and help. This research was possible thanks to Grant Number SEJ2007-67080/PSIC of the Spanish Ministry of Education and Science to the second and last authors.

Funding

The authors would like to thank Erik Vandenbussche, one of the main inspirators of this project, for freely providing the program for the coherent motion experiments, and the participating children and parents for their time and help. This research was possible thanks to Grant Number SEJ2007-67080/PSIC of the Spanish Ministry of Education and Science to the second and last authors.

Keywords

Coherent motion
Dyslexia
Gender differences
Phonological abilities

ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Experimental and Cognitive Psychology
Developmental and Educational Psychology
Arts and Humanities (miscellaneous)
Cognitive Neuroscience

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10.1016/j.bandc.2009.02.010

Cite this

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title = "Visual versus phonological abilities in Spanish dyslexic boys and girls",

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.",

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author = "Dorota Bednarek and David Salda{\~n}a and Isabel Garc{\'i}a",

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AU - Bednarek, Dorota

AU - Saldaña, David

AU - García, Isabel

N1 - Funding Information: The authors would like to thank Erik Vandenbussche, one of the main inspirators of this project, for freely providing the program for the coherent motion experiments, and the participating children and parents for their time and help. This research was possible thanks to Grant Number SEJ2007-67080/PSIC of the Spanish Ministry of Education and Science to the second and last authors.

PY - 2009/8

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N2 - 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.

AB - 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.

KW - Coherent motion

KW - Dyslexia

KW - Gender differences

KW - Phonological abilities

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Visual versus phonological abilities in Spanish dyslexic boys and girls

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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Cite this