Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

Dyslexia: what's the problem?

Dyslexia: what's the problem? Why is translating print into meaning (or vice versa) so very difficult for some children? Researchers have been trying to answer this question for at least 80 years, and there is now widespread consensus that literacy problems go hand in hand with difficulties in analysing the speech segments of the ambient language – phonological awareness (PA). There is far less agreement, however, as to the origins of problems with PA. Some regard this as a core deficit specific to the processing of linguistic input. Others see the PA problems as secondary to lower‐level deficits in sensory processing. There are various versions of this type of theory, but most focus on problems in processing rapid, transient stimuli, with potential neurobiological origins in cerebellar and/or magnocellular systems. Into this arena come White, Milne, Rosen, Hansen, Swettenham, Frith and Ramus (this issue), with a study that aims to pit phonological explanations of dyslexia against what they term sensorimotor theories – i.e. those that postulate cerebellar or magnocellular origins of dyslexia, and so predict impairments of visual, auditory and/or motor function. Their study is a refreshing addition to the literature for two reasons: first, it focuses on individual variation in dyslexia, rather http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Science Wiley

Dyslexia: what's the problem?

Bishop, Dorothy V.M.
Developmental Science , Volume 9 (3) – May 1, 2006
Download PDF
2 pages

Loading next page...
 
/lp/wiley/dyslexia-what-s-the-problem-AcVJLViaHV

References (6)

Publisher
Wiley
Copyright
Copyright © 2006 Wiley Subscription Services, Inc., A Wiley Company
ISSN
1363-755X
eISSN
1467-7687
DOI
10.1111/j.1467-7687.2006.00484.x
pmid
16669792
Publisher site
See Article on Publisher Site

Abstract

Why is translating print into meaning (or vice versa) so very difficult for some children? Researchers have been trying to answer this question for at least 80 years, and there is now widespread consensus that literacy problems go hand in hand with difficulties in analysing the speech segments of the ambient language – phonological awareness (PA). There is far less agreement, however, as to the origins of problems with PA. Some regard this as a core deficit specific to the processing of linguistic input. Others see the PA problems as secondary to lower‐level deficits in sensory processing. There are various versions of this type of theory, but most focus on problems in processing rapid, transient stimuli, with potential neurobiological origins in cerebellar and/or magnocellular systems. Into this arena come White, Milne, Rosen, Hansen, Swettenham, Frith and Ramus (this issue), with a study that aims to pit phonological explanations of dyslexia against what they term sensorimotor theories – i.e. those that postulate cerebellar or magnocellular origins of dyslexia, and so predict impairments of visual, auditory and/or motor function. Their study is a refreshing addition to the literature for two reasons: first, it focuses on individual variation in dyslexia, rather

Journal

Developmental Science – Wiley

Published: May 1, 2006

There are no references for this article.