Learn More
Hickory and Madrona schools in Torrance, California for their assistance. We are also grateful to Rizwati Freeman and Rebecca Custodio for assistance in collecting data and to Elisabeth Wykoff for assistance in data analysis. We thank Ann Castles for supplying the raw data from Castles and Coltheart's (1993) study and Max Coltheart, Maggie Bruck, and(More)
We evaluated signal-noise discrimination in children with and without dyslexia, using magnocellular and parvocellular visual stimuli presented either with or without high noise. Dyslexic children had elevated contrast thresholds when stimuli of either type were presented in high noise, but performed as well as non-dyslexic children when either type was(More)
We investigated the relationship between dyslexia and three aspects of language: speech perception, phonology, and morphology. Reading and language tasks were administered to dyslexics aged 8-9 years and to two normal reader groups (age-matched and reading-level matched). Three dyslexic groups were identified: phonological dyslexics (PD), developmentally(More)
This study examined whether there are different subtypes of developmental dyslexia. The subjects were 51 dyslexic children (reading below the 30th percentile in isolated word recognition), 51 age-matched normal readers, and 27 younger normal readers who scored in the same range as the dyslexics on word recognition. Using methods developed by Castles and(More)
Phonological awareness and phoneme identification tasks were administered to dyslexic children and both chronological age (CA) and reading-level (RL) comparison groups. Dyslexic children showed less sharply defined categorical perception of a bath-path continuum varying voice onset time when compared to the CA but not the RL group. The dyslexic children(More)
We tested the hypothesis that deficits on sensory-processing tasks frequently associated with poor reading and dyslexia are the result of impairments in external-noise exclusion, rather than motion perception or magnocellular processing. We compared the motion-direction discrimination thresholds of adults and children with good or poor reading performance,(More)
Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance(More)
Developmental dyslexia is a common reading disorder that negatively impacts an individual's ability to achieve literacy. Although the brain network involved in reading and its dysfunction in dyslexia has been well studied, it is unknown whether dyslexia is caused by structural abnormalities in the reading network itself or in the lower-level networks that(More)
A word-learning task was used to investigate variation among developmental dyslexics classified as phonological and surface dyslexics. Dyslexic children and chronological age (CA)- and reading level (RL)-matched normal readers were taught to pronounce novel nonsense words such as veep. Words were assigned either a regular (e.g., "veep") or an irregular(More)
We investigated the relationship between reading and explicit and implicit categorical learning by comparing university students with poor reading to students with normal reading abilities on two categorical learning tasks. One categorical learning task involved sorting simple geometric shapes into two groups according to a unidimensional rule. The sorting(More)