The Mental Lexicon in Dyslexic Children An Overview of the Effect of Orthographic Variability
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Published:
Jun 27, 2012
Keywords:
Mental Lexicon, Developmental Dyslexia, Rapid Automatic Denomination, Orthographic Variability.
Main Article Content
Abstract
The mental lexicon is accessible in each act of linguistic communication, due to the permanent need to find words that designate what we need to transmit as messages or to understand the words we hear or read. In the context of the processes of deciphering and visual recognition of words, it is widely accepted that reading depends significantly on the subject's ability to access the mental lexicon of their language, itself determined by two main parameters: precision and access speed. However, in children suffering from learning to read disorders, or developmental dyslexia, the difficulty of accessing the mental lexicon repertoire, generally assessed by the experimental paradigm of automated rapid naming (RAN), is almost regularly identified. but it varies according to the level of graphophonological consistency (grapheme-phoneme correspondence) which characterizes the language in question. In this work, we address the question of the relationship between access to the mental lexicon and reading through a brief review of work on dyslexia in different orthographic systems, and through a presentation of some data from a study pilot on certain aspects of difficulties which characterize access to the lexicon in dyslexic children in comparison with normal readers matched in chronological age.
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How to Cite
Layes, S. (2012). The Mental Lexicon in Dyslexic Children An Overview of the Effect of Orthographic Variability. AL-Lisaniyyat, 18(1), 30-47. https://doi.org/10.61850/allj.v18i1.458
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References
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memory in dyslexia.Journal of Learning Disabilities, 26, 597- 609.
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Writing: An interdisciplinary Journal, 5, 87-100.
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Bowers, P.G., &Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and
orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
Castel,C ., Pech-Georgel, C., George, F., &Ziegler, J.C. (2008). Lien entre dénomination rapide et lecture
chez les enfants dyslexiques. L ‘annéepsychologique, 108, 395-422
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information processes, (pp. 151-21). London :AcademicPress.
Coltheart, M. (2006). What has functional neuroimaging told us about the mind (so far)? Cortex, 42(3),
323-31.
Cornuejols, M. (2001).Sens du mot, sens de l'image. Editions L'Harmattan.
Deacon, S. H, Parrila, R, & Kirby, J. R. (2006). Processing of derived forms in high-functioning
dyslexics. Annals of Dyslexia, 56, 103-128.
Denckla, M.B., Rudel, R.G. (1976 a). Naming of objects by dyslexic and other learning disabled children.
Brain and Language. 3, 1-15;
Ecalle, J., & Magnan, A. (2002). L’ apprentissage de la lecture : Fonctionnement et développements
cognitifs. Paris : Armand Colin.
Faust, M., Dimitrovsky, L., &Shacht, T. (2003).Naming Difficulties in Children with Dyslexia:
Application of the Tip-of-the-tongue Paradigm.Journal of Learning Disabilities, 36, 203.
Ferrand, L. (2007). Psychologie cognitive de la lecture : Reconnaissance des mots écrits chez l’adulte.
Bruxelles : De Boeck Université.
Georgiou, G. K., Parrila, R, &Papadopoulos, T. C. (2008). Predictors of word decoding and reading
fluency across languages varying in orthographic consistency.Journal of Educational Psychology, 100,
566- 580.
Gombert, J. E. (2003a). Implicit and explicit learning to read: implication as for subtypes of dyslexia.
Current Psychology Letter: Behaviour, Brain and Cognition, 10(1), Special Issue on Language Disorders
and Reading Acquisition.
Le lexique mental chez l’enfant dyslexique : Un aperçu sur l’effet de la variabilité orthographique
Gough, P. B., &Tunmer, W. E. (1986).Decoding, reading, and reading disability. Remedial and Special
Education, 7, 6-10.
Hatcher, J., Snowling, M. J., & Griffiths, Y. M. (2002).Cognitive assessment of dyslexic students in higher
education.BritishJournal of Educational Psychology, 72, 119-133.
INSERM (2007). Dyslexie, dysorthographie, dyscalculie : Les troubles dans les apprentissages scolaires.
Rapport Inserm : Expertise collective de l’Inserm.
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Carbonnel, P. Gilet, M.D. Martory& S. Valdois (Eds.), Approche cognitive des troubles de la lecture et de
l’écriture chez l’enfant et l’adulte. Solal.
Lecocq, P., Casalis, S, Leuwers, L..& Watteau, N. (1996). Apprentissage de la lecture et compréhension
d'énoncés. Lille : Presses Universitaires du Septentrion.
Levelt, Willem J. M. (1992). Accessing words in speech production: Stages, processes and
representations .Cognition 42, 1-22.
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Manis, F. R., Seidenberg, M. S., &Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal
prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-157.
Mann, V., &Wimmer, H. (2002).Phoneme awareness and pathways into literacy: a comparison of German
and American children. Reading and Writing: An Interdisciplinary Journal, 15, 653- 682.
Misra, M., Katzir, T., Wolf, M.,&Poldrack, R.A. (2004). Neural systems for rapid automatized naming in
skilled readers: unraveling the RAN-reading relationship.ScientificStudies of Reading, 8,241-56
Patel, T. K., Snowling, M. J., & de Jong, P. F. (2004).A cross-linguistic comparison of children learning to
read in English and Dutch.Journal of Educational Psychology, 96, 785-797
Seymour, P. H. K. (1997). Les fondations du développement orthographique et morphographique.
In L. Rieben, M. Fayol, & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 385-403). Lausanne:
DelachauxetNiestlé.
Share, D. L. (1999).Phonological recoding and orthographic leaming: A direct test of the self-teaching
hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
Vaessen, A., Gerretsen, P., &Blomert, L. (2009). Naming problems do not reflect a second independent
core deficit in dyslexia: double deficits explored. Journal of Experimental Child Psychology, 103, 202-
221.
Van der Linden, E. (2006). Lexique mental et apprentissage des mots. Revue Française de Linguistique
Appliquée, XI (1), 33-44.
Vellutino, F.R., Fletcher ,J.M., Snowling, M.J., &Scanlon, D.M.(2004). Specific reading disability
(dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry,
and Allied Disciplines, 45(1), 20-40.
Wimmer, H., Mayringer, H., &Landerl, K. (2000).The Double-deficit hypothesis and difficulties in
learning to read a regular orthography. Journal of Educational Psychology, 92, 668—680.
Wolf M., &Bowers , P.G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal
of Educational Psychology, 91,415-38
Wood .F.B:, HilLD.F., Meyer, M.S., &Flowers, D.L.(2005). Predictive assessment of reading.4nnals of
Dyslexia, 55(2), 193-216.
Ziegler, J. C., Bertrand, D., Tôth, D., Csépe, V., Reis, A., Faisca, L., et al. (2010). Orthographic depth and
its impact on universal predictors of reading: a crosslanguage investigation. Psychological Science, 21,
551-559
memory in dyslexia.Journal of Learning Disabilities, 26, 597- 609.
Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental Lexicon.Oxford : Blackwell.
Baccino, T., &Colé, P. (1995). La lecture experte, PUF, Collection Que Sais-Je ?
Badian, N.A. (1993).Phonemic awareness, naming, visual symbol processing and reading.Reading and
Writing: An interdisciplinary Journal, 5, 87-100.
Bogaads, P. (1994). Le vocabulaire dans l’apprentissage des langues étrangères (Crédif - Hatier.). LAL.
Bowers, P.G., &Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and
orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
Castel,C ., Pech-Georgel, C., George, F., &Ziegler, J.C. (2008). Lien entre dénomination rapide et lecture
chez les enfants dyslexiques. L ‘annéepsychologique, 108, 395-422
Coltheart, M. (1978).Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of
information processes, (pp. 151-21). London :AcademicPress.
Coltheart, M. (2006). What has functional neuroimaging told us about the mind (so far)? Cortex, 42(3),
323-31.
Cornuejols, M. (2001).Sens du mot, sens de l'image. Editions L'Harmattan.
Deacon, S. H, Parrila, R, & Kirby, J. R. (2006). Processing of derived forms in high-functioning
dyslexics. Annals of Dyslexia, 56, 103-128.
Denckla, M.B., Rudel, R.G. (1976 a). Naming of objects by dyslexic and other learning disabled children.
Brain and Language. 3, 1-15;
Ecalle, J., & Magnan, A. (2002). L’ apprentissage de la lecture : Fonctionnement et développements
cognitifs. Paris : Armand Colin.
Faust, M., Dimitrovsky, L., &Shacht, T. (2003).Naming Difficulties in Children with Dyslexia:
Application of the Tip-of-the-tongue Paradigm.Journal of Learning Disabilities, 36, 203.
Ferrand, L. (2007). Psychologie cognitive de la lecture : Reconnaissance des mots écrits chez l’adulte.
Bruxelles : De Boeck Université.
Georgiou, G. K., Parrila, R, &Papadopoulos, T. C. (2008). Predictors of word decoding and reading
fluency across languages varying in orthographic consistency.Journal of Educational Psychology, 100,
566- 580.
Gombert, J. E. (2003a). Implicit and explicit learning to read: implication as for subtypes of dyslexia.
Current Psychology Letter: Behaviour, Brain and Cognition, 10(1), Special Issue on Language Disorders
and Reading Acquisition.
Le lexique mental chez l’enfant dyslexique : Un aperçu sur l’effet de la variabilité orthographique
Gough, P. B., &Tunmer, W. E. (1986).Decoding, reading, and reading disability. Remedial and Special
Education, 7, 6-10.
Hatcher, J., Snowling, M. J., & Griffiths, Y. M. (2002).Cognitive assessment of dyslexic students in higher
education.BritishJournal of Educational Psychology, 72, 119-133.
INSERM (2007). Dyslexie, dysorthographie, dyscalculie : Les troubles dans les apprentissages scolaires.
Rapport Inserm : Expertise collective de l’Inserm.
Kremin, H., &Dellatolas, G. (1996). Les pré-requis cognitifs de l’apprentissage de la lecture. In S.
Carbonnel, P. Gilet, M.D. Martory& S. Valdois (Eds.), Approche cognitive des troubles de la lecture et de
l’écriture chez l’enfant et l’adulte. Solal.
Lecocq, P., Casalis, S, Leuwers, L..& Watteau, N. (1996). Apprentissage de la lecture et compréhension
d'énoncés. Lille : Presses Universitaires du Septentrion.
Levelt, Willem J. M. (1992). Accessing words in speech production: Stages, processes and
representations .Cognition 42, 1-22.
Lyon, G.R., Shaywitz, S.E., &Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-
15.
Manis, F. R., Seidenberg, M. S., &Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal
prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-157.
Mann, V., &Wimmer, H. (2002).Phoneme awareness and pathways into literacy: a comparison of German
and American children. Reading and Writing: An Interdisciplinary Journal, 15, 653- 682.
Misra, M., Katzir, T., Wolf, M.,&Poldrack, R.A. (2004). Neural systems for rapid automatized naming in
skilled readers: unraveling the RAN-reading relationship.ScientificStudies of Reading, 8,241-56
Patel, T. K., Snowling, M. J., & de Jong, P. F. (2004).A cross-linguistic comparison of children learning to
read in English and Dutch.Journal of Educational Psychology, 96, 785-797
Seymour, P. H. K. (1997). Les fondations du développement orthographique et morphographique.
In L. Rieben, M. Fayol, & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 385-403). Lausanne:
DelachauxetNiestlé.
Share, D. L. (1999).Phonological recoding and orthographic leaming: A direct test of the self-teaching
hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
Vaessen, A., Gerretsen, P., &Blomert, L. (2009). Naming problems do not reflect a second independent
core deficit in dyslexia: double deficits explored. Journal of Experimental Child Psychology, 103, 202-
221.
Van der Linden, E. (2006). Lexique mental et apprentissage des mots. Revue Française de Linguistique
Appliquée, XI (1), 33-44.
Vellutino, F.R., Fletcher ,J.M., Snowling, M.J., &Scanlon, D.M.(2004). Specific reading disability
(dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry,
and Allied Disciplines, 45(1), 20-40.
Wimmer, H., Mayringer, H., &Landerl, K. (2000).The Double-deficit hypothesis and difficulties in
learning to read a regular orthography. Journal of Educational Psychology, 92, 668—680.
Wolf M., &Bowers , P.G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal
of Educational Psychology, 91,415-38
Wood .F.B:, HilLD.F., Meyer, M.S., &Flowers, D.L.(2005). Predictive assessment of reading.4nnals of
Dyslexia, 55(2), 193-216.
Ziegler, J. C., Bertrand, D., Tôth, D., Csépe, V., Reis, A., Faisca, L., et al. (2010). Orthographic depth and
its impact on universal predictors of reading: a crosslanguage investigation. Psychological Science, 21,
551-559