The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces-assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognitio...

Neural coding by brain oscillations is a major focus in neuroscience, with important implications for dyslexia research. Here, I argue that an oscillatory 'temporal sampling' framework enables diverse data from developmental dyslexia to be drawn into an integrated theoretical framework. The core deficit in dyslexia is phonological. Temporal sampling of speech by neuroelectric oscillations that ...

Temporal processing has been found to be impaired in developmental dyslexia. We investigated how aging affects crossmodal temporal processing impairment with 39 dyslexic and 40 fluent 20-59-year-old readers. Cognitive temporal acuity was measured at millisecond levels in six tasks. They consisted of order judgments of two brief non-speech stimulus pulses, the stimuli being audiotactile, visuota...

We examined context-dependent encoding of speech in children with and without developmental dyslexia by measuring auditory brainstem responses to a speech syllable presented in a repetitive or variable context. Typically developing children showed enhanced brainstem representation of features related to voice pitch in the repetitive context, relative to the variable context. In contrast, childr...

Cognitive theories on causes of developmental dyslexia can be divided into language-specific and general accounts. While the former assume that words are special in that associated processing problems are rooted in language-related cognition (e.g., phonology) deficits, the latter propose that dyslexia is rather rooted in a general impairment of cognitive (e.g., visual and/or auditory) processin...

INTRODUCTION The purpose of this study was to show to what extent developmental dyslexia influences a scope of stereoscopic. MATERIAL AND METHODS 176 pupils and students with developmental dyslexia were examined, including 52 girls and 124 boys aged between 8 and 19. Subjects were divided into three groups in respect of their age: I group 8-10 years, II group 10-14 years, III group 15-19 year...

Developmental dyslexia is characterised by difficulties in learning to read. As reading is a complex cognitive process, multiple genes are expected to contribute to the pathogenesis of dyslexia. The genetics of dyslexia has been a target of molecular studies during recent years, but so far no genes have been identified. However, a locus for dyslexia on chromosome 15q21 (DYX1) has been establish...

This review presents a summary of the research on advancing dyslexia knowledge among school professionals. It contributes to literature with proposed solution for professional development and teacher training through field developmental psychology. The article outlines what has been done address science-education gap owing misunderstandings about dyslexia, proposing advance professionals’ psych...

The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI p...

The triple-code model, cognitive neuroimaging and developmental behavioral data suggest a specific association between phonological processing and arithmetic fact retrieval. Accordingly, individuals with deficits in phonological processing, such as individuals with developmental dyslexia, are expected to show difficulties in arithmetic fact retrieval. The present study tested this proposal in 2...