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Research Articles

The Categorical Perception Deficit in Dyslexia: A Meta-Analysis

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YiZhen Li, Jing Zhao & Hong-Yan Bi. (2023) Speech Perception in Noise Deficit in Individuals with Dyslexia: A Meta-Analysis. Scientific Studies of Reading 27:6, pages 513-528.
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Andreas Højlund, Line Gebauer, William B. McGregor & Mikkel Wallentin. (2019) Context and perceptual asymmetry effects on the mismatch negativity (MMNm) to speech sounds: an MEG study. Language, Cognition and Neuroscience 34:5, pages 545-560.
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M.R. van den Bunt, M.A. Groen, S. W. van der Kleij, M.W. Noordenbos, E. Segers, K.R. Pugh & L. Verhoeven. (2018) Deficient Response to Altered Auditory Feedback in Dyslexia. Developmental Neuropsychology 43:7, pages 622-641.
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Karen Banai & Merav Ahissar. (2018) Poor sensitivity to sound statistics impairs the acquisition of speech categories in dyslexia. Language, Cognition and Neuroscience 33:3, pages 321-332.
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Articles from other publishers (55)

Monica Wagner, Mateusz Rusiniak, Eve Higby & Kirill V. Nourski. (2023) Sensory processing of native and non-native phonotactic patterns in the alpha and beta frequency bands. Neuropsychologia, pages 108659.
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Jill Kries, Pieter De Clercq, Robin Lemmens, Tom Francart & Maaike Vandermosten. (2023) Acoustic and phonemic processing are impaired in individuals with aphasia. Scientific Reports 13:1.
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P. Virtala, T. Kujala, E. Partanen, J.A. Hämäläinen & I. Winkler. (2023) Neural phoneme discrimination in variable speech in newborns – Associations with dyslexia risk and later language skills. Brain and Cognition 168, pages 105974.
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Linjun Zhang, Zhichao XiaYang Zhao, Hua ShuYang Zhang. (2023) Recent Advances in Chinese Developmental Dyslexia. Annual Review of Linguistics 9:1, pages 439-461.
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Kazi Ashraf Moinuddin, Felix Havugimana, Rakib Al-Fahad, Gavin M. Bidelman & Mohammed Yeasin. (2022) Unraveling Spatial-Spectral Dynamics of Speech Categorization Speed Using Convolutional Neural Networks. Brain Sciences 13:1, pages 75.
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Han Wu & Yixiao Zhang. (2022) Late mismatch negativity of lexical tone at age 8 predicts Chinese children’s reading ability at age 10. Frontiers in Psychology 13.
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Peter A. Perrino, Renee Y. Chasse, Anthony P. Monaco, Zoltán Molnár, Antonio Velayos‐Baeza & R. Holly Fitch. (2022) Rapid auditory processing and medial geniculate nucleus anomalies in Kiaa0319 knockout mice . Genes, Brain and Behavior 21:6.
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Charles Perfetti & Anne Helder. 2022. The Science of Reading. The Science of Reading 5 35 .
Lijuan Zou, Zhichao Xia, Wei Zhang, Xianglin Zhang & Hua Shu. (2021) Brain responses during auditory word recognition vary with reading ability in Chinese school‐age children. Developmental Science 25:3.
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T. M. Centanni, S. D. Beach, O. Ozernov-Palchik, S. May, D. Pantazis & J. D. E. Gabrieli. (2021) Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia. Annals of Dyslexia 72:1, pages 56-78.
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Ao Chen. (2022) Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia. Brain Sciences 12:3, pages 412.
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Lei Pan, Han Ke & Suzy J. Styles. (2022) Early linguistic experience shapes bilingual adults’ hearing for phonemes in both languages. Scientific Reports 12:1.
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Agnieszka Dębska, Magdalena Łuniewska, Julian Zubek, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel‐Fivet, Joanna Plewko, Katarzyna Jednoróg & Anna Grabowska. (2021) The cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography. Developmental Science 25:2.
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Hadeer Derawi, Eva Reinisch & Yafit Gabay. (2021) Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia. Psychonomic Bulletin & Review 29:1, pages 281-292.
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Samuel Evans & Stuart Rosen. (2022) Who is Right? A Word-Identification-in-Noise Test for Young Children Using Minimal Pair Distracters. Journal of Speech, Language, and Hearing Research 65:1, pages 159-168.
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Anne Cathrine Thurmann-Moe, Monica Melby-Lervåg & Arne Lervåg. (2021) The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study. Annals of Dyslexia 71:3, pages 373-398.
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Tamara Rathcke & Chia-Yuan Lin. (2021) Towards a Comprehensive Account of Rhythm Processing Issues in Developmental Dyslexia. Brain Sciences 11:10, pages 1303.
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Régine Kolinsky, Ana Luiza Navas, Fraulein Vidigal de Paula, Nathalia Ribeiro de Brito, Larissa de Medeiros Botecchia, Sophie Bouton & Willy Serniclaes. (2021) The impact of alphabetic literacy on the perception of speech sounds. Cognition 213, pages 104687.
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Maartje de Klerk, Elise de Bree, Duco Veen & Frank Wijnen. (2021) Speech discrimination in infants at family risk of dyslexia: Group and individual-based analyses. Journal of Experimental Child Psychology 206, pages 105066.
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Willy Serniclaes, Miguel López‐Zamora, Soraya Bordoy & Juan Luque. (2021) Allophonic perception of VOT contrasts in Spanish children with dyslexia. Brain and Behavior 11:6.
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Gabrielle O’Brien & Jason D. Yeatman. (2020) Bridging sensory and language theories of dyslexia: Toward a multifactorial model. Developmental Science 24:3.
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Mikel Lizarazu, Lou Scotto di Covella, Virginie van Wassenhove, Denis Rivière, Raphael Mizzi, Katia Lehongre, Lucie Hertz-Pannier & Franck Ramus. (2021) Neural entrainment to speech and nonspeech in dyslexia: Conceptual replication and extension of previous investigations. Cortex 137, pages 160-178.
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Susan Brady & Axelle Calcus. 2021. The Handbook of Speech Perception. The Handbook of Speech Perception 656 696 .
Linda Romanovska, Roef Janssen & Milene Bonte. (2021) Cortical responses to letters and ambiguous speech vary with reading skills in dyslexic and typically reading children. NeuroImage: Clinical 30, pages 102588.
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Marita Konerding, Kirstin Bergström, Thomas Lachmann & Maria Klatte. (2020) Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2. Journal of Cultural Cognitive Science 4:3, pages 367-383.
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Gabrielle E. O'Brien, Liesbeth Gijbels & Jason D. Yeatman. (2020) Context effects on phoneme categorization in children with dyslexia. The Journal of the Acoustical Society of America 148:4, pages 2209-2222.
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Lisa L. Conant, Einat Liebenthal, Anjali Desai, Mark S. Seidenberg & Jeffrey R. Binder. (2020) Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia. Neuropsychologia 146, pages 107543.
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P. Virtala, S. Talola, E. Partanen & T. Kujala. (2020) Poor neural and perceptual phoneme discrimination during acoustic variation in dyslexia. Scientific Reports 10:1.
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Natalie Boll-Avetisyan, Anjali Bhatara & Barbara Höhle. (2020) Processing of Rhythm in Speech and Music in Adult Dyslexia. Brain Sciences 10:5, pages 261.
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Maud Rasamimanana, Mylène Barbaroux, Pascale Colé & Mireille Besson. (2020) Semantic compensation and novel word learning in university students with dyslexia. Neuropsychologia 139, pages 107358.
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Gavin M. Bidelman, Lauren C. Bush & Alex M. Boudreaux. (2020) Effects of Noise on the Behavioral and Neural Categorization of Speech. Frontiers in Neuroscience 14.
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Marina Kalashnikova, Usha Goswami & Denis Burnham. (2020) Novel word learning deficits in infants at family risk for dyslexia. Dyslexia 26:1, pages 3-17.
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Maaike Vandermosten, Joao Correia, Jolijn Vanderauwera, Jan Wouters, Pol Ghesquière & Milene Bonte. (2019) Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia. Developmental Science 23:1.
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Gavin M. Bidelman & Breya Walker. (2019) Plasticity in auditory categorization is supported by differential engagement of the auditory-linguistic network. NeuroImage 201, pages 116022.
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Marina Kalashnikova, Usha Goswami & Denis Burnham. (2019) Delayed development of phonological constancy in toddlers at family risk for dyslexia. Infant Behavior and Development 57, pages 101327.
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Tiphaine Caudrelier, Lucie Ménard, Pascal Perrier, Jean-Luc Schwartz, Silvain Gerber, Camille Vidou & Amélie Rochet-Capellan. (2019) Transfer of sensorimotor learning reveals phoneme representations in preliterate children. Cognition 192, pages 103973.
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Rachel Zoubrinetzky, Gregory Collet, Marie-Ange Nguyen-Morel, Sylviane Valdois & Willy Serniclaes. (2019) Remediation of Allophonic Perception and Visual Attention Span in Developmental Dyslexia: A Joint Assay. Frontiers in Psychology 10.
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Gabrielle E. O'Brien, Daniel R. McCloy & Jason D. Yeatman. (2019) Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration. The Journal of the Acoustical Society of America 146:1, pages 245-255.
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Gavin M. Bidelman, Lauren Sigley & Gwyneth A. Lewis. (2019) Acoustic noise and vision differentially warp the auditory categorization of speech. The Journal of the Acoustical Society of America 146:1, pages 60-70.
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Margaret J Snowling, Arne Lervåg, Hannah M Nash & Charles Hulme. (2018) Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia. Developmental Science 22:1, pages e12723.
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Gabrielle E. O’Brien, Daniel R. McCloy, Emily C. Kubota & Jason D. Yeatman. (2018) Reading ability and phoneme categorization. Scientific Reports 8:1.
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Yafit Gabay & Lori L. Holt. (2018) Short-term adaptation to sound statistics is unimpaired in developmental dyslexia. PLOS ONE 13:6, pages e0198146.
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Axelle Calcus, Paul Deltenre, Cécile Colin & Régine Kolinsky. (2018) Peripheral and central contribution to the difficulty of speech in noise perception in dyslexic children. Developmental Science 21:3, pages e12558.
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Willy Serniclaes & M’ballo Seck. (2018) Enhanced Sensitivity to Subphonemic Segments in Dyslexia: A New Instance of Allophonic Perception. Brain Sciences 8:4, pages 54.
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Maria Klatte, Kirstin Bergström, Claudia Steinbrink, Marita Konerding & Thomas Lachmann. 2018. Reading and Dyslexia. Reading and Dyslexia 323 339 .
Huei-Mei Liu & Feng-Ming Tsao. (2017) Speech Perception Deficits in Mandarin-Speaking School-Aged Children with Poor Reading Comprehension. Frontiers in Psychology 8.
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Etrat Alzahra Ghanaat Pisheh, Narges Sadeghpour, Yaser Nejatyjahromy & Mir Mahmoud Mir Nasab. (2017) The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders. Support for Learning 32:3, pages 245-266.
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Lisa L. Conant, Einat Liebenthal, Anjali Desai & Jeffrey R. Binder. (2017) The relationship between maternal education and the neural substrates of phoneme perception in children: Interactions between socioeconomic status and proficiency level. Brain and Language 171, pages 14-22.
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Miguel Jiménez-Bravo, Victoria Marrero & Antonio Benítez-Burraco. (2017) An oscillopathic approach to developmental dyslexia: From genes to speech processing. Behavioural Brain Research 329, pages 84-95.
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R.S. You, W. Serniclaes, D. Rider & N. Chabane. (2017) On the nature of the speech perception deficits in children with autism spectrum disorders. Research in Developmental Disabilities 61, pages 158-171.
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Britt Hakvoort, Elise de Bree, Aryan van der Leij, Ben Maassen, Ellie van Setten, Natasha Maurits & Titia L. van Zuijen. (2016) The Role of Categorical Speech Perception and Phonological Processing in Familial Risk Children With and Without Dyslexia. Journal of Speech, Language, and Hearing Research 59:6, pages 1448-1460.
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Britt Hakvoort, Aryan van der Leij, Ellie van Setten, Natasha Maurits, Ben Maassen & Titia van Zuijen. (2016) Dichotic listening as an index of lateralization of speech perception in familial risk children with and without dyslexia. Brain and Cognition 109, pages 75-83.
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Gayaneh Szenkovits, Quynliaan Darma, Isabelle Darcy & Franck Ramus. (2016) Exploring dyslexics’ phonological deficit II: Phonological grammar. First Language 36:3, pages 316-337.
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Marta Regueira Dias Prestes & Maria Angela Guimarães Feitosa. (2016) Teorias da Dislexia: Sustentação com Base nas Alterações Perceptuais Auditivas. Psicologia: Teoria e Pesquisa 32:spe.
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