Dyslexia: visual deficit, phonological deficit and cerebellar deficit essay
Future research should examine individual deficit profiles longitudinally. Multiple case studies in German children with dyslexia: characterization of phonological, auditory, visual and cerebellar processing at group and individual levels Brain Sci. 2022, 12. Similar patterns of VAS deficit were also revealed in Chinese dyslexia, suggesting that visual-to-phonological mapping deficits may be responsible for VAS deficit in dyslexia Cheng et al. 2021. Moreover, researchers also found that most dyslexic children who showed VAS deficits also had phonological deficits. Cheng et al. 2021, The foundation of the CDT theory of cerebellar deficit began within a cognitive-level framework of automaticity deficits, in which dyslexia was viewed as a symptom of a more general and pervasive deficit in skill acquisition. Nicolson amp Fawcett, 1990 Nevertheless, as Fawcett, Nicolson, and Dean, 1996 have noted the origin of the cerebellar deficit theory of dyslexia Nicolson et al. 2001 advocates cerebellar-vestibular abnormalities giving rise to a range of higher order disorders. Such abnormalities have been repeatedly demonstrated for gray matter density, Brambati et al. 2006, Brown et al. 2001, Eckert et al. 2005, Kronbichler et al. 2008, see Richlan et, The visual attention span VAS deficit hypothesis in developmental dyslexia states that a subgroup of dyslexic individuals exhibits a multi-element parallel processing deficit due to reduced visual ability. Findings regarding the relationship between dyslexia and speech perception deficits are inconsistent in the literature. This study examined the relationship in Chinese children using a more homogeneous method. In Nicolson et al.'s cerebellar deficit hypothesis of dyslexia. Trends Neuroscience. 24 2001 508, balance problems are interpreted as a sign of a cerebellar deficiency and were found to be related to this. An important common feature of the dyslexia theories examined by the PDT, MDT and CDT is the assumption that a single underlying deficit is necessary and sufficient to cause symptoms of dyslexia: phonological or visual magnocellular or cerebellar, respectively. The aim of this study is to investigate whether naming deficits in dyslexia are associated with an impairment in naming, that is, the retrieval of specific lexical-phonological codes, or alternatively a more general impairment related to access to and responding to information about the visual stimulus. Our research method is to compare dyslexics and non-abstracts. We discuss a series of experiments aimed at understanding the nature of the phonological deficit in developmental dyslexia. These experiments investigate input and output phonological representations, phonological grammar, perception and production of foreign speech, and unconscious speech processing and lexical access. Symptoms of phonological dyslexia. There are signs that a child may have phonological dyslexia: Difficulty learning sounds made by letters and/or letter combinations. Difficulty pronouncing unknown words when decoding Slow reading. Difficulties with spelling. Difficulty recognizing familiar words in new contexts. Avoid reading,