Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally.
Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS+AD. In contrast, comorbid children (DYS+AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). We manipulated word difficulty by contrasting (1) short vs. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. Third, contrary to our expectations concerning comorbidity, they suggested that the DD+DCD association does not have an additional impact on behavioral performances.Ĭomorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. Second, they revealed between-groups dif- ferences in procedural/automatization learning abilities, setting the DCD group apart from the other two. Results: First, results indicated that all the children were able to learn a sequence of move- ments and even automatize their movements. Methods: We administered a finger tapping task to participants aged 8–12 years (19 DCD, 18 DD, and 22 with both DD and DCD) to explore procedural learning and automatic move- ments in these three groups of children, comparing motor performances at the prelearning stage, after 2 weeks of training, and in a post-training dual-task condition. However, studies of procedural learning in these two disorders have yielded divergent results, and in any case no studies have so far addressed the issue of automati- zation (dual-task paradigm). Their frequent association could be justified by a deficit of the procedural memory system, that subtends many of the cognitive, motor and linguistic abilities that are impaired in both DD and DCD. Objective: There is increasing evidence to suggest that developmental dyslexia (DD) and developmental coordination disorder (DCD) actually form part of a broader disorder.
0 kommentar(er)
