Developmental surface and phonological dysgraphia in German 3rd graders

Developmental surface and phonological dysgraphia in German 3rd graders The investigation of developmental reading and spelling disorders within the framework provided by cognitive neuropsychology has yielded interesting results for several alphabetic orthographies, for example English, Italian, and French. However, this approach has not attracted much attention in German speaking countries up to now. The following study, carried out with 35 German dysgraphic 3rd graders provides evidence that there is no less reason to apply this line of research to German children than to children acquiring other alphabetic orthographies. By evaluating the individual scores of the dysgraphic children on spelling nonwords and orthographically irregular or inconsistent words against the corresponding mean scores established for two non-dysgraphic control samples (grade-matched and 2nd grade), nine children could be assigned to the surface dysgraphic and 12 to the phonological dysgraphic subtype. In order to restrict the range of cognitive deficits which might have caused the spelling patterns of the two dysgraphic subgroups at more distal links of the causal chain, individual performance profiles were determined for several spelling-related phonological and visual-graphemic tasks. On average, the phonological dysgraphic children showed poorer performance in different phonological tasks than the children assigned to the surface subtype. In addition, both subgroups showed subnormal skills in visual-graphemic tasks. Dissociations between the different spelling related tasks were observed not only between but also within the subgroups. This may reflect individually varying cognitive processing deficits underlying developmental dysgraphia in German. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Developmental surface and phonological dysgraphia in German 3rd graders

Loading next page...
 
/lp/springer_journal/developmental-surface-and-phonological-dysgraphia-in-german-3rd-KAmZCUDScK
Publisher
Springer Netherlands
Copyright
Copyright © 2008 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-008-9153-7
Publisher site
See Article on Publisher Site

Abstract

The investigation of developmental reading and spelling disorders within the framework provided by cognitive neuropsychology has yielded interesting results for several alphabetic orthographies, for example English, Italian, and French. However, this approach has not attracted much attention in German speaking countries up to now. The following study, carried out with 35 German dysgraphic 3rd graders provides evidence that there is no less reason to apply this line of research to German children than to children acquiring other alphabetic orthographies. By evaluating the individual scores of the dysgraphic children on spelling nonwords and orthographically irregular or inconsistent words against the corresponding mean scores established for two non-dysgraphic control samples (grade-matched and 2nd grade), nine children could be assigned to the surface dysgraphic and 12 to the phonological dysgraphic subtype. In order to restrict the range of cognitive deficits which might have caused the spelling patterns of the two dysgraphic subgroups at more distal links of the causal chain, individual performance profiles were determined for several spelling-related phonological and visual-graphemic tasks. On average, the phonological dysgraphic children showed poorer performance in different phonological tasks than the children assigned to the surface subtype. In addition, both subgroups showed subnormal skills in visual-graphemic tasks. Dissociations between the different spelling related tasks were observed not only between but also within the subgroups. This may reflect individually varying cognitive processing deficits underlying developmental dysgraphia in German.

Journal

Reading and WritingSpringer Journals

Published: Dec 18, 2008

References

  • Genetic and environmental bases of reading and spelling: A unified genetic dual route model
    Bates, T; Castles, A; Luciano, M; Wright, MJ; Coltheart, M; Martin, NG

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create lists to
organize your research

Export lists, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off