ADDRESSED AND ASSEMBLED PHONOLOGY OF BIDIRECTIONAL SOUND-TO –PRINT CONVERSIONS IN STUDENTS WITH DYSLEXIA AND A REFERENCE OF INVESTIGATION RESULTS TO CORRESPONDING FUNCTIONAL LOCALIZATION IN BRAIN CORTEX
DOI:
https://doi.org/10.53555/eijmhs.v4i3.43Keywords:
dyslexia, sound-to-print conversions, phonological representation, orthography, pseudo words, addressed mechanisms, assembled mechanismAbstract
Thirty students with dyslexia and 30 age-matched normally developed controls participated in a study to compare group performance and to examine their ability to convert auditory and visual verbal stimuli in two-way directions. Three experiments and 13 tasks were administered to the students and 3 types of activities were explored. The first one was focused on the student’s skills to match a heard word to a printed word, the second one was oriented to their skills to match a heard pseudo word to a printed pseudo word and the third one was an examination of their ability to readun familiar letter’s strings. The elaborated results showed that there are statistically significant differences between the focus group and the controls regarding to the explored operations. In fact the examined dyslexic children cannotmake conversions of phonological input into orthographic representation properly. It refers as to meaningful stimuli (addressed phonology), as to pseudo words (assembled phonology) as well. They have also difficulties in print-to-sound conversions when they read pseudo words. A reference to other studies ,focused on brain cortex activation and reading shows that the deficient pseud word reading depends on the dysfunctions of left posterior superior temporal gyrus and when the reading difficulties refer to meaningful stimuli and whole-word phonological conversions (addressed mechanism), it is connected to deficient operations in left posterior middle temporal gyrus. The described difficulties and particularities of students with dyslexia, analysed and explained through the addressed and assembled mechanism deficits ,can be an important base for appropriate treatment approaches and a directional point to the arrangement of speech and language therapy and oriented to the etiology educational interventions.
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