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  1. Insights from letter position dyslexia on morphological decomposition in reading.Naama Friedmann, Aviah Gvion & Roni Nisim - 2015 - Frontiers in Human Neuroscience 9.
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  • Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study.Manon W. Jones, Mateo Obregón, M. Louise Kelly & Holly P. Branigan - 2008 - Cognition 109 (3):389-407.
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  • A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training.Ulrike Schild, Anne Bauch & Hans-Christoph Nuerk - 2020 - Frontiers in Psychology 11.
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  • Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children.Jeremy M. Law, Astrid De Vos, Jolijn Vanderauwera, Jan Wouters, Pol Ghesquière & Maaike Vandermosten - 2018 - Frontiers in Psychology 9:381040.
    In this study, we examined the learning of new grapheme-phoneme correspondences in individuals with and without dyslexia. Additionally, we investigated the relation between grapheme-phoneme learning and measures of phonological awareness, orthographic knowledge and rapid automatized naming, with a focus on the unique joint variance of grapheme-phoneme learning to word and non-word reading achievement. Training of grapheme-phoneme associations consisted of a 20-min training program in which eight novel letters (Hebrew) needed to be paired with speech sounds taken from the participant's native (...)
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  • Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies.Lynne G. Duncan, São Luís Castro, Sylvia Defior, Philip Hk Seymour, Sheila Baillie, Jacqueline Leybaert, Philippe Mousty, Nathalie Genard, Menelaos Sarris & Costas D. Porpodas - 2013 - Cognition 127 (3):398-419.
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  • Remediation of Allophonic Perception and Visual Attention Span in Developmental Dyslexia: A Joint Assay.Rachel Zoubrinetzky, Gregory Collet, Marie-Ange Nguyen-Morel, Sylviane Valdois & Willy Serniclaes - 2019 - Frontiers in Psychology 10.
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  • Transfer of sensorimotor learning reveals phoneme representations in preliterate children.Tiphaine Caudrelier, Lucie Ménard, Pascal Perrier, Jean-Luc Schwartz, Silvain Gerber, Camille Vidou & Amélie Rochet-Capellan - 2019 - Cognition 192 (C):103973.
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  • Emergence of an Action Repository as Part of a Biologically Inspired Model of Speech Processing: The Role of Somatosensory Information in Learning Phonetic-Phonological Sound Features.Bernd J. Kröger, Tanya Bafna & Mengxue Cao - 2019 - Frontiers in Psychology 10.
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  • Developmental dyslexia: The visual attention span deficit hypothesis.Marie-Line Bosse, Marie Josèphe Tainturier & Sylviane Valdois - 2007 - Cognition 104 (2):198-230.
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  • Rethinking Emergent Literacy in Children With Hearing Loss.Erin M. Ingvalson, Tina M. Grieco-Calub, Lynn K. Perry & Mark VanDam - 2020 - Frontiers in Psychology 11.
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  • The cerebral, extra-cerebral bodily, and socio-cultural dimensions of enculturated arithmetical cognition.Regina E. Fabry - 2020 - Synthese 197 (9):3685-3720.
    Arithmetical cognition is the result of enculturation. On a personal level of analysis, enculturation is a process of structured cultural learning that leads to the acquisition of evolutionarily recent, socio-culturally shaped arithmetical practices. On a sub-personal level, enculturation is realized by learning driven plasticity and learning driven bodily adaptability, which leads to the emergence of new neural circuitry and bodily action patterns. While learning driven plasticity in the case of arithmetical practices is not consistent with modularist theories of mental architecture, (...)
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  • (1 other version)Developmental Dyslexia and the Phonological Deficit Hypothesis.Anne Castles & Naama Friedmann - 2014 - Mind and Language 29 (3):270-285.
    Dehaene (in Reading in the Brain) reviews and finds support for the phonological deficit hypothesis of developmental dyslexia, which proposes that dyslexics have a basic deficit in processing the constituents of spoken words. This hypothesis can be seen as reflecting three associated claims: a) there is only one basic kind of dyslexia; b) all (or most) dyslexic children have phonological impairments, and c) these phonological impairments cause their dyslexia. We consider each of these claims, and the evidence presented by Dehaene, (...)
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  • Cross-Cultural Language Awareness: Contrasting Scenarios of Literacy Learning.Norbert Francis, Silvia-Maria Chireac & John McClure - 2023 - Journal of Cognition and Culture 23 (3-4):357-377.
    In the research on literacy learning the concept of language awareness has come forward as a unifying framework for understanding the underlying knowledge that supports ability in reading and writing. Consensus is gathering around the idea that language awareness is an essential foundation. If subsequent work in this area confirms it, this factor may turn out to be the key cognitive-domain explanation for successful literacy learning in school (and for academic purposes in general). In this review we examine two cross-cultural (...)
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  • Identifying Determinants of Dyslexia: An Ultimate Attempt Using Machine Learning.Sietske Walda, Fred Hasselman & Anna Bosman - 2022 - Frontiers in Psychology 13.
    Research based on traditional linear techniques has yet not been able to clearly identify the role of cognitive skills in reading problems, presumably because the process of reading and the factors that are associated with reading reside within a system of multiple interacting and moderating factors that cannot be captured within traditional statistical models. If cognitive skills are indeed indicative of reading problems, the relatively new nonlinear techniques of machine learning should make better predictions. The aim of the present study (...)
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  • Which children benefit from letter names in learning letter sounds?Rebecca Treiman, Bruce F. Pennington, Lawrence D. Shriberg & Richard Boada - 2008 - Cognition 106 (3):1322-1338.
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  • What Is Specific and What Is Shared Between Numbers and Words?Júlia B. Lopes-Silva, Ricardo Moura, Annelise Júlio-Costa, Guilherme Wood, Jerusa F. Salles & Vitor G. Haase - 2016 - Frontiers in Psychology 7.
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  • (1 other version)Developmental Dyslexia and the Phonological Deficit Hypothesis.Naama Friedmann Anne Castles - 2014 - Mind and Language 29 (3):270-285.
    Dehaene (in Reading in the Brain) reviews and finds support for the phonological deficit hypothesis of developmental dyslexia, which proposes that dyslexics have a basic deficit in processing the constituents of spoken words. This hypothesis can be seen as reflecting three associated claims: a) there is only one basic kind of dyslexia; b) all (or most) dyslexic children have phonological impairments, and c) these phonological impairments cause their dyslexia. We consider each of these claims, and the evidence presented by Dehaene, (...)
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  • Reading in the Brain Revised and Extended: Response to Comments.Stanislas Dehaene - 2014 - Mind and Language 29 (3):320-335.
    Reading in the Brain (Les neurones de la lecture, 2007) examined the origins of human reading abilities in the light of contemporary cognitive neuroscience. It argued that reading acquisition, in all cultures, recycles preexisting cortical circuits dedicated to invariant visual recognition, and that the organization of these circuits imposes strong constraints on the invention and cultural evolution of writing systems. In this article, seven years later, I briefly review new experimental evidence, particularly from brain imaging studies of illiterate adults, which (...)
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  • Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, Ilaria Berteletti, Stefano Conte, Daniela Lucangeli, Stanislas Dehaene & Marco Zorzi - 2010 - Cognition 116 (1):33-41.
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  • A Temporal Sampling Basis for Visual Processing in Developmental Dyslexia.Kim Archer, Kristen Pammer & Trichur Raman Vidyasagar - 2020 - Frontiers in Human Neuroscience 14.
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  • Developmental dyslexia: The visual attention span deficit hypothesis.Marie-Line Bosse, Marie-Josèphe Tainturier & Sylviane Valdois - 2007 - Cognition 104 (2):198-230.
    The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show (...)
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  • Phoneme isolation ability is not simply a consequence of letter-sound knowledge.Charles Hulme, Markéta Caravolas, Gabriela Málková & Sophie Brigstocke - 2005 - Cognition 97 (1):B1-B11.
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  • Bodies and codas or core syllables plus appendices? Evidence for a developmental theory of subsyllabic division preference.Aleck Shih-Wei Chen - 2011 - Cognition 121 (3):338-362.
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