Abstracts



Aro
Castro        
Gottwald
Lerkkanen
Mikulajová
Rodríguez
Tóth


                 

Mikko Aro & Marja-Kristiina Lerkkanen
University of Reading

As an extremely transparent orthography Finnish is an interesting research context of literacy development. This presentation gives an overview of the studies in progress focusing on literacy acquisition. The projects aim at revealing cognitive, motivational and instructional predictors of successful achievement.



São Luís Castro
University of Porto 

Is that you speaking? Difficulties in the recognition of voice identity have been associated with dyslexia, but current evidence is inconsistent on whether they only occur in the native language vs. also in an unknown language. We will report on a study (ongoing) with Portuguese adult normal readers and dyslexics aimed to clarify how language familiarity and dyslexia impact on voice identity recognition.



Stephanie Gottwald
Tufts University

One billion adults in the world cannot read and another 200 million children are destined to join this group because they do not access to adequate schools. However, even among the most impoverished communities mobile devices are ubiquitous and provide a channel for educational resources. How do illiterate parents and poorly trained teachers choose from among 300K available education apps what would help their children? The non-profit,  Curious Learning has developed a software ecosystem for personalized literacy training using readily available and customizable apps via mobile devices. The data collection process creates a research to practice feedback loop that will not just improve literacy outcomes for individuals but also provide insight into discrete learning patterns across multiple languages and cultures. 



Cognitive and language profiles of Slovak children with dyslexia based on criteria of selection
Marina Mikulajová
Comenius University 

Slovak orthography is characterized as relatively transparent. Children with specific learning/reading difficulties are typically identified after first two years of schooling, in grades 3 or 4. The aims of the presentation are: 1. to describe cognitive and language profiles of Slovak 3rd graders recruited as with dyslexia (with or without comorbidities), 2. to apply more rigorous selection criteria (based on NVIQ and comorbidities) and compare profiles, 3. to analyze profiles of „good" and „poor" dyslexic readers. Conclusions are made i.e. with regard to diagnostic approaches and their ecological validity.  



Celestino Rodríguez
University of Oviedo

The assesment and acquisition of naming speed, comprehension and expression abilities is a key issue in learning processes, particularly due to the difficulties students may come across. The aims of this presentation is to show  the early explanatory power of these variables performance depending on Learning disabilities. Moreover, new tools like EPI.com aiming an improvement in lexical, semantic and syntactic processes at early ages. At this point, it shows the effectiveness of EPI.com in improving psycholinguistic and verbal aspects in a global way and depending on age. Finaly, new challenges about these assement/intervention tools are discussed.



Dénes Tóth
Brain Imaging Center of the Hungarian Academy of Sciences

Reading requires fast and efficient visual recognition of familiar orthographic units (letter strings) compared to unknown visual stimuli (e.g., pseudoletter strings). The left-lateralized N170 component of the event-related potential is an early electrophysiological marker of this form of visual expertise. We developed an implicit perceptual matching task to investigate the development of the N170 effect  in beginning readers and its potential deviance in (adult) dyslexic readers. In a developmental study, we aimed to test whether the letter-string specific N170 effect 1) is present in young readers (even in first graders), 2) develops further until grade three, and 3) is driven by grapheme-phoneme mappig, hence it is not the result of a purely visual learning process.

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