595
Views
6
CrossRef citations to date
0
Altmetric
Articles

Developmental graphemic buffer dysgraphia in English: A single case study

, & ORCID Icon
Pages 94-118 | Received 31 Jan 2017, Accepted 18 Jul 2017, Published online: 14 Sep 2017

References

  • Aliminosa, D., McCloskey, M., Goodman-Schulman, R., & Sokol, S. M. (1993). Remediation of acquired dysgraphia as a technique for testing interpretations of deficits. Aphasiology, 7(1), 55–69.
  • Barry, C. (1994). Spelling routes (or routes or rutes). In G. G. A. Brown & N. C. Ellis (Eds.), Handbook of spelling: Theory, process and intervention (pp. 27–50). Chichester, UK: John Wiley & Sons Ltd.
  • Baxter, D. M., & Warrington, E. K. (1983). Neglect dysgraphia. Journal of Neurology, Neurosurgery & Psychiatry, 46(12), 1073–1078.
  • Bianco, J. L., Scull, J., & Ives, D. (2008). The words children write: Research summary of the Oxford wordlist research study: An investigation of high frequency words in young children’s writing and reading development. Oxford: Oxford University Press.
  • Bishop, D. V. (1997). Cognitive neuropsychology and developmental disorders: Uncomfortable bedfellows. The Quarterly Journal of Experimental Psychology Section A, 50(4), 899–923.
  • Brunsdon, R., Coltheart, M., & Nickels, L. (2005). Treatment of irregular word spelling in developmental surface dysgraphia. Cognitive Neuropsychology, 22(2), 213–251.
  • Bub, D., & Kertesz, A. (1982). Deep agraphia. Brain and Language, 17, 146–165.
  • Buchwald, A., & Rapp, B. (2009). Distinctions between orthographic long-term memory and working memory. Cognitive Neuropsychology, 26(8), 724–751.
  • Campbell, R., & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: A developmental case with associated deficits of phonemic processing and awareness. The Quarterly Journal of Experimental Psychology Section A, 37(3), 435–475.
  • Caramazza, A., Capasso, R., & Miceli, G. (1996). The role of the graphemic buffer in reading. Cognitive Neuropsychology, 13, 673–698.
  • Caramazza, A., & Miceli, G. (1990). The structure of graphemic representations. Cognition, 37(3), 243–297.
  • Caramazza, A., Miceli, G., Villa, G., & Romani, C. (1987). The role of the graphemic buffer in spelling: Evidence from a case of acquired dysgraphia. Cognition, 26, 59–85.
  • Castles, A., Bates, T., & Coltheart, M. (2006). John Marshall and the developmental dyslexias. Aphasiology, 20(9), 871–892.
  • Castles, A., Coltheart, M., Larsen, L., Jones, P., Saunders, S., & McArthur, G. (2009). Assessing the basic components of reading: A revision of the castles and coltheart test with new norms. Australian Journal of Learning Difficulties, 14, 67–88.
  • Castles, A, Kohnen, S, Nickels, L, & Brock, J. (2014). Developmental disorders: what can be learned from cognitive neuropsychology. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 369(1634).
  • Coltheart, M., & Kohnen, S. (2012). Acquired and developmental disorders of reading and spelling. In M. Faust (Ed.), The handbook of the neuropsychology of language (pp. 892–920). New York, NY: Wiley.
  • Coltheart, M. (1981). The MRC psycholinguistic database. The Quarterly Journal of Experimental Psychology Section A, 33(4), 497–505.
  • Costa, V., Fischer-Baum, S., Capasso, R., Miceli, G., & Rapp, B. (2011). Temporal stability and representational distinctiveness: Key functions of orthographic working memory. Cognitive Neuropsychology, 28(5), 338–362.
  • Crawford, J. R, & Garthwaite, P. H. (2002). Investigation of the single case in neuropsychology: Confidence limits on the abnormality of test scores and test score differences. Neuropsychologia, 40(8), 1196–1208.
  • Crawford, J. R., & Garthwaite, P. H. (2005). Testing for suspected impairments and dissociations in single-case studies in neuropsychology: Evaluation of alternatives using Monte Carlo simulations and revised tests for dissociations. Neuropsychology, 19(3), 318–331.
  • Crawford, J. R., Garthwaite, P. H., & Porter, S. (2010). Point and interval estimates of effect sizes for the case-controls design in neuropsychology: Rationale, methods, implementations, and proposed reporting standards. Cognitive Neuropsychology, 27(3), 245–260.
  • Crawford, J. R., Howell, D. C., & Garthwaite, P. H. (1998). Payne and Jones revisited: Estimating the abnormality of test score differences using a modified paired samples t-test. Journal of Clinical and Experimental Neuropsychology, 20, 898–905.
  • Davis, C. (2005). N-Watch: A program for deriving neighbourhood size and other psycholinguistic statistics. Behavior Research Methods, 37(1), 65–70.
  • de Partz, M. P. (1995). Deficit of the graphemic buffer: Effects of a written lexical segmentation strategy. Neuropsychological Rehabilitation, 5(1-2), 129–147.
  • Dodd, B., Holm, A., Oerlemanns, M., & McCormick, M. (1996). QUIL: Queensland university inventory of literacy. St. Lucia, Queensland: University of Queensland, Department of Speech Pathology & Audiology.
  • Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test – Fourth Edition (PPVT-4). melbourne: Pearson Australia Group Pty Ltd.
  • Egan, J., & Tainturier, M. J. (2011). Inflectional spelling deficits in developmental dyslexia. Cortex, 47(10), 1179–1196.
  • Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19–36.
  • Ellis, A. W. (1982). Spelling and writing (and reading and Speakindg). In A. W. Ellis (Ed.), Normality and pathology in cognitive functions (pp. 113–146). London: Academic Press.
  • Friedmann, N., & Coltheart, M. (2016). Types of developmental dyslexia. In A. Bar-on, & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistics perspectives (pp. 1–37). Berlin: De Gruyter Mouton.
  • Friedmann, N., & Rahamim, E. (2007). Developmental letter position dyslexia. Journal of Neuropsychology, 1(2), 201–236.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K Patterson, J. C Marshall, & M Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). London, England: Erlbaum.
  • Gentry, J. R. (1982). An analysis of developmental spelling in “GNYS AT WRK”. The Reading Teacher, 36, 192–200.
  • Glasspool, D. W., Shallice, T., & Cipolotti, L. (2006). Towards a unified process model for graphemic buffer disorder and deep dysgraphia. Cognitive Neuropsychology, 23(3), 479–512.
  • Goldberg, A., & Rapp, B. (2008). Is compound chaining the serial-order mechanism of spelling? A simple recurrent network investigation. Cognitive Neuropsychology, 25(2), 218–255.
  • Gvion, A, & Friedmann, N. (2010). Dyscravia: Voicing substitution dysgraphia. Neuropsychologia, 48(7), 1935–1947.
  • Gvion, A., & Friedmann, N. (2010). Letter position dysgraphia. Cortex, 46(9), 1100–1113.
  • Hillis, A. E., & Caramazza, A. (1989). The graphemic buffer and attentional mechanisms. Brain and Language, 36(2), 208–235.
  • Jónsdóttir, M. K., Shallice, T., & Wise, R. (1996). Phonological mediation and the graphemic buffer disorder in spelling: Cross-language differences? Cognition, 59(2), 169–197.
  • Katz, R. B. (1991). Limited retention of information in the graphemic buffer. Cortex, 27(1), 111–119.
  • Kay, J., & Hanley, J. (1994). Peripheral disorder of spelling: The role of the graphemic buffer. In G. D. A.Brown, & N. C. Ellis (Eds.), Handbook of spelling: Theory, process and intervention (pp. 295–315). New York, NY: John Wiley.
  • Kezilas, Y., Kohnen, S., McKague, M., & Castles, A. (2014). The locus of impairment in developmental letter position dyslexia. Frontiers in Human Neuroscience, 8(356), 1–14.
  • Kohnen, S., Marinus, E., Friedmann, E., Anandakumar, T., Nickels, L., McArthur, G., & Castles, A. (2012). Letter position test. Retrieved from www.motif.org.au
  • Kohnen, S., Nickels, L., Castles, A., Friedmann, N., & McArthur, G. (2012). When “slime” becomes “smile”: developmental letter position dyslexia in English. Neuropsychologia, 50(14), 3681–3692.
  • Kohnen, S., Nickels, L., & Castles, A. (2009). Assessing spelling skills and strategies: A critique of available resources. Australian Journal of Learning Difficulties, 14(1), 113–150.
  • Korkman, M., Kemp, S., & Kirk, U. (2007). Developmental neuropsychological assessment (2nd ed.). Melbourne: Pearson Australia Group Pty.
  • Krajenbrink, T., Nickels, L., & Kohnen, S. (2015). Graphemic buffer impairment with fragment errors: A case of reduced activation from the buffer. Manuscript submitted for publication.
  • Kuperman, V., Stadthagen-Gonzalez, H., & Brysbaert, M. (2012). Age-of-acquisition ratings for 30,000 English words. Behavior Research Methods, 44(4), 978–990.
  • Larsen, S. C., & Hammill, D. D. (1994). The test of written spelling (3rd ed.). Austin, Texas: Pro-ed.
  • Machtynger, J., & Shallice, T. (2009). Normalizing serial position analyses: The proportional accountability algorithm. Cognitive Neuropsychology, 26(2), 217–222.
  • Marshall, J. C. (1984). Toward a rational taxonomy of the developmental dyslexias. In R. N. Malatesha, & H. A. Whitaker (Eds.), Dyslexia: A global issue (pp. 45–58). The Hague: Nijhoff.
  • McCloskey, M., Badecker, W., Goodman-Schulman, R. A., & Aliminosa, D. (1994). The structure of graphemic representations in spelling: Evidence from a case of acquired dysgraphia. Cognitive Neuropsychology, 11(3), 341–392.
  • McCloskey, M, Macaruso, P, & Rapp, B. (2006). Grapheme-to-lexeme feedback in the spelling system: Evidence from a dysgraphic patient. Cognitive Neuropsychology, 23(2), 278–307.
  • Miceli, G., Capasso, R., Benvegnù, B., & Caramazza, A. (2004). The categorical distinction of vowel and consonant representations: Evidence from dysgraphia. Neurocase, 10(2), 109–121.
  • Miceli, G., & Capasso, R. (2006). Spelling and dysgraphia. Cognitive Neuropsychology, 23(1), 110–134.
  • Neale, M. D. (1999). Neale analysis of reading ability (3rd ed.). Melbourne: ACER Press.
  • Olson, A., Romani, C., & Caramazza, A. (2010). Analysis and interpretation of serial position data. Cognitive Neuropsychology, 27(2), 134–151.
  • Perry, C., Ziegler, J. C., & Coltheart, M. (2002). How predictable is spelling? Developing and testing metrics of phoneme-grapheme contingency. The Quarterly Journal of Experimental Psychology Section A, 55(3), 897–915.
  • Pritchard, S. C., Coltheart, M., Marinus, E., & Castles, A. (2016). Modelling the acquisition of grapheme–phoneme correspondences within the dual-route cascaded model of reading aloud. Scientific Studies of Reading, 20(1), 49–63.
  • Rapp, B., & Kong, D. L. (2002, October). Revealing the component functions of the graphemic buffer. Brain and Language, 83(1), 112–114.
  • Roncoli, S., & Masterson, J. (2016). “Unexpected” spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166.
  • Sage, K., & Ellis, A. W. (2004). Lexical influences in graphemic buffer disorder. Cognitive Neuropsychology, 21(2-4), 381–400.
  • Snowling, M., Stackhouse, J., & Rack, J. (1986). Phonological dyslexia and dysgraphia—A developmental analysis. Cognitive Neuropsychology, 3(3), 309–339.
  • Tainturier, M. J., & Caramazza, A. (1996). The status of double letters in graphemic representations. Journal of Memory and Language, 35(1), 53–73.
  • Tainturier, M. J., & Rapp, B. (2003). Is a single graphemic buffer used in reading and spelling? Aphasiology, 17(6-7), 537–562.
  • Temple, C. M. (1985). Developmental surface dysgraphia: A case report. Applied Psycholinguistics, 6, 391–405.
  • Temple, C. M. (2006). Developmental and acquired dyslexias. Cortex, 42(6), 898–910.
  • Varnhagen, C. K, McCallum, M, & Burstow, M. (1997). Is children's spelling naturally stage-like. Reading and Writing, 9, 451–481
  • Wagner, R. K, Torgesen, J. K, & Rashotte, C. A. (2013). Comprehensive Test of Phonological Processing - SecondEdition: CTOPP-2. Pearson, Melbourne.
  • Ward, J., & Romani, C. (1998). Serial position effects and lexical activation in spelling: Evidence from a single case study. Neurocase, 4(3), 189–206.
  • Westwood, P. (2005). Spelling: Approaches to teaching and assessment. Melbourne, Australia: ACER.
  • Wing, A. M., & Baddeley, A. D. (1980). Spelling errors in handwriting: A corpus and a distributional analysis. In U. Frith (Ed.), Cognitive Processes in Spelling. London: Academic Press.
  • Woodcock, R. W., McGrew, K. S., & Mather, N. (2008). Woodcock-Johnson III Tests of Achievement - Australian Adaptation. Jannali, NSW: Psychological Assessments Australia.
  • Yachini, M., & Friedmann, N. (2010). Developmental graphemic buffer dysgraphia. Procedia-Social and Behavioral Sciences, 6, 148–149.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.