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17-02-2024 | Dyslexia

Phonological syllables allow children with developmental dyslexia to access words

Authors: Norbert Maïonchi-Pino, Élise Runge, Damien Chabanal

Abstract

Learning to read is a middle-distance race for children worldwide. Most of them succeed in this acquisition with “normal” difficulties that ensue from the progressive (re)structuring of the phonological and orthographic systems. Evidence accumulated on reading difficulties in children with developmental dyslexia (DYS children, henceforth) shows a pervasive phonological deficit. However, the phonological deficit may not be due to degraded phonological representations but rather due to impaired access to them. This study focused on how and to what extent phonological syllables, which are essential reading units in French, were accessible to DYS children to segment and access words. We tested the assumption that DYS children did not strictly have pervasive degraded phonological representations but also have impaired access to phonological and orthographic representations. We administered a visually adapted word-spotting paradigm, engaging both sublexical processing and lexical access, with French native-speaking DYS children (N = 25; M_{age in months} = 121.6, SD = 3.0) compared with chronological age-matched peers (N = 25; M_{age in months} = 121.8, SD = 2.7; CA peers henceforth) and reading level-matched peers (N = 25; M_{age in months} = 94.0, SD = 4.6; RL peers henceforth). Although DYS children were slower and less accurate than CA and RL peers, we found that they used phonological syllables to access and segment words. However, they exhibit neither the classical inhibitory syllable frequency effect nor the lexical frequency effect, which is generally observed in typically developing children. Surprisingly, DYS children did not show strictly degraded phonological representations because they demonstrated phonological syllable-based segmentation abilities, particularly with high-frequency syllables. Their difficulties are rather interpreted in terms of impaired access to orthographic and phonological representations, which could be a direct effect of difficulties in generalizing and consolidating low-frequency syllables. We discuss these results regarding reading acquisition and the specificities of the French linguistic system.

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French is considered to be opaque since it is irregular in the phoneme-to-grapheme direction (e.g., one phoneme [e.g., /o/] may be represented either in a fine- [e.g., “o”] or in coarse-grained graphemes [e.g., “eau,” “aux”]; Fayol & Jaffré, 2008).

Overall, we tested 103 typically developing children. Based on their scores at TIMÉ 3 and their personal information, we excluded 53 of them (51.5%) from the initial set because 28 (52.8%) were either the same chronological age or the same reading level as the previously selected CA or RL peers to match the DYS children, 19 (35.9%) were “poor readers” (i.e., typically developing children with M_{delay in months} between –9 months and –17 months), 4 (7.4%) did not follow the instructions, and 2 dropped out (3.8%).

To discard uncovered factors that could affect our results, we inspected the Orthographic Trigram Frequency since this is supposed to influence the activation strength between the letter level and the syllable level following predictions from the IAS model (Mathey et al., 2006). We did not carry out an additional analysis (e.g., by substituting the Lexical Frequency) because values for lexical frequency and Orthographic Trigram Frequency strongly and positively correlate (r = .86).

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Title: Phonological syllables allow children with developmental dyslexia to access words
Authors: Norbert Maïonchi-Pino
Élise Runge
Damien Chabanal
Publication date: 17-02-2024
Publisher: Springer US
Keyword: Dyslexia
Published in: Annals of Dyslexia
Print ISSN: 0736-9387
Electronic ISSN: 1934-7243
DOI: https://doi.org/10.1007/s11881-024-00302-1

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Phonological syllables allow children with developmental dyslexia to access words

Abstract

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Abstract

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