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Titolo:
Letter position dyslexia
Autore:
Friedmann, N; Gvion, A;
Indirizzi:
Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel Tel Aviv Univ Tel Aviv Israel IL-69978 h Educ, IL-69978 Tel Aviv, Israel Loewenstein Hosp & Rehabil Ctr, Raanana, Israel Loewenstein Hosp & RehabilCtr Raanana Israel abil Ctr, Raanana, Israel
Titolo Testata:
COGNITIVE NEUROPSYCHOLOGY
fascicolo: 8, volume: 18, anno: 2001,
pagine: 673 - 696
SICI:
0264-3294(200112)18:8<673:LPD>2.0.ZU;2-7
Fonte:
ISI
Lingua:
ENG
Soggetto:
INTERACTIVE ACTIVATION MODEL; VISUAL WORD RECOGNITION; NEGLECT DYSLEXIA; ATTENTIONAL DYSLEXIA; LETTER PERCEPTION; GRAPHEMIC BUFFER; LETTER IDENTIFICATION; ACQUIRED DYSGRAPHIA; FEATURE INTEGRATION; LETTER MIGRATION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
82
Recensione:
Indirizzi per estratti:
Indirizzo: Friedmann, N Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel Tel Aviv Univ Tel Aviv Israel IL-69978 978 Tel Aviv, Israel
Citazione:
N. Friedmann e A. Gvion, "Letter position dyslexia", COGN NEUROP, 18(8), 2001, pp. 673-696

Abstract

Many word-reading models assume that the early stages of reading involve aseparate process of letter position encoding. However, neuropsychological evidence for the existence and selectivity of this function has been ratherindirect, coming mainly from position preservation in migrations between words in attentional dyslexia, and from nonselective reading deficits. No pure demonstration of selective impairment of letter position function has yet been made. In this paper two Hebrew-speaking acquired dyslexic patients with occipito-parietal lesions are presented who suffer from a highly selective deficit to letter position encoding. As a result of this deficit, they predominantly make errors of letter migration within words (such as reading"broad" for "board") in a wide variety of tasks: oral reading, lexical decision, same-different decision, and letter location. The deficit is specific to orthographic material, and is manifested mainly in medial letter positions. The implications of the findings to models of reading and attention are discussed.

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Documento generato il 31/05/20 alle ore 12:53:58