911
Views
10
CrossRef citations to date
0
Altmetric
Articles

Vowel letter dyslexia

&
Pages 223-270 | Received 18 Sep 2016, Accepted 20 Mar 2018, Published online: 09 Jun 2018

References

  • Baddeley, A. (1997). Human memory: Theory and practice. Hove, east Sussex: Psychology Press.
  • Baddeley, A. D., Lewis, V., & Vallar, G. (1984). Exploring the articulatory loop. The Quarterly Journal of Experimental Psychology: Section A, 36, 233–252. doi: 10.1080/14640748408402157
  • Berent, I., & Perfetti, C. A. (1995). A rose is a REEZ: The two-cycles model of phonology assembly in reading English. Psychological Review, 102, 146–184. doi: 10.1037/0033-295X.102.1.146
  • Broom, Y. M., & Doctor, E. A. (1995a). Developmental surface dyslexia: A case study of the efficacy of a remediation programme. Cognitive Neuropsychology, 12, 69–110. doi: 10.1080/02643299508251992
  • Broom, Y. M., & Doctor, E. A. (1995b). Developmental phonological dyslexia: A case study of the efficacy of a remediation programme. Cognitive Neuropsychology, 12, 725–766. doi: 10.1080/02643299508251400
  • Brunsdon, R., Coltheart, M., & Nickels, L. (2006). Severe developmental letter processing impairment: A treatment case study. Cognitive Neuropsychology, 23, 795–821. doi: 10.1080/02643290500310863
  • Buchwald, A., & Rapp, B. (2006). Consonants and vowels in orthographic representations. Cognitive Neuropsychology, 23(2), 308–337. doi: 10.1080/02643290442000527
  • Caramazza, A., Chialant, D., Capasso, R., & Miceli, G. (2000). Separable processing of consonants and vowels. Nature, 403, 428–430. doi: 10.1038/35000206
  • Caramazza, A., & Miceli, G. (1990). The structure of the graphemic representations. Cognition, 37, 243–297. doi: 10.1016/0010-0277(90)90047-N
  • Carreiras, M., Duñabeitia, J. A., & Molinaro, N. (2009). Consonants and vowels contribute differently to visual word recognition: ERPs of relative position priming. Cerebral Cortex, 19(11), 2659–2670. doi: 10.1093/cercor/bhp019
  • Carreiras, M., Gillon-Dowens, M., Vergara, M., & Perea, M. (2009). Are vowels and consonants processed differently? ERP evidence with a delayed letter paradigm. Journal of Cognitive Neuroscience, 21, 275–288. doi: 10.1162/jocn.2008.21023
  • Carreiras, M., & Price, C. J. (2008). Brain activation for consonants and vowels. Cerebral Cortex, 18(7), 1727–1735. doi: 10.1093/cercor/bhm202
  • Carreiras, M., Vergara, M., & Perea, M. (2007). ERP correlates of transposed-letter similarity effects: Are consonants processed differently from vowels? Neuroscience Letters, 419, 219–224. doi: 10.1016/j.neulet.2007.04.053
  • Carreiras, M., Vergara, M., & Perea, M. (2009). ERP correlates of transposed-letter priming effects: The role of vowels versus consonants. Psychophysiology, 46, 34–42. doi: 10.1111/j.1469-8986.2008.00725.x
  • Castles, A., Bates, T. C., & Coltheart, M. (2006). John Marshall and the developmental dyslexias. Aphasiology, 20, 871–892. doi: 10.1080/02687030600738952
  • Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–180. doi: 10.1016/0010-0277(93)90003-E
  • Castles, A., & Coltheart, M. (1996). Cognitive correlates of developmental surface dyslexia: A single case study. Cognitive Neuropsychology, 13, 25–50. doi: 10.1080/026432996382051
  • Coltheart, M. (1981). Disorders of reading and their implications for models of normal reading. Visible Language, 15, 245–286.
  • Coltheart, M. (1985). Cognitive neuropsychology and the study of reading. In M. I. Posner & O. S. M. Martin (Eds.), Attention and performance XI (pp. 3–37). Hillsdale, NJ: Erlbaum.
  • Coltheart, M. (1987). Functional architecture of the language-processing system. In M. Coltheart, G. Sartori, & R. Job (Eds.), The cognitive neuropsychology of language (pp. 1–25). Hove: Erlbaum.
  • Coltheart, M. (1996). Phonological dyslexia: Past and future issues. Cognitive Neuropsychology, 13, 749–762. doi: 10.1080/026432996381791
  • Coltheart, M., & Byng, S. (1989). A treatment for surface dyslexia. In X. Seron (Ed.), Cognitive approaches in neuropsychological rehabilitation (pp. 159–174). London: Erlbaum.
  • Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589–608. doi: 10.1037/0033-295X.100.4.589
  • Coltheart, M., & Funnell, E. (1987). Reading and writing: One lexicon or two? In A. Allport, D. Mackay, W. Prinz, & E. Sheerer (Eds.), Language perception and production (pp. 313–339). London: Academic Press.
  • 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. doi: 10.1002/9781118432501.ch43
  • Coltheart, M., Masterson, J., Byng, S., Prior, M., & Riddoch, J. (1983). Surface dyslexia. The Quarterly Journal of Experimental Psychology Section A, 35, 469–495. doi: 10.1080/14640748308402483
  • Coltheart, M., Patterson, K., & Marshall, J. (1987). Deep dyslexia since 1980. In M. Coltheart, K. Patterson, & J. Marshall (Eds.), Deep dyslexia (pp. 407–451). London: Routledge & Kegan Paul. Original work published 1980.
  • Cotelli, M., Abutalebi, J., Zorzi, M., & Cappa, S. (2003). Vowels in the buffer: A case study of acquired dysgraphia with selective vowel substitutions. Cognitive Neuropsychology, 20, 99–114. doi: 10.1080/02643290244000158
  • Crawford, J. R., & Howell, D. C. (1998). Comparing an individual’s test score against norms derived from small samples. The Clinical Neuropsychologist (Neuropsychology, Development and Cognition: Section D), 12, 482–486. doi: 10.1076/clin.12.4.482.7241
  • Cubelli, R. (1991). A selective deficit for writing vowels in acquired dysgraphia. Nature, 353, 258–260. doi: 10.1038/353258a0
  • Davis, C. J., & Coltheart, M. (2002). Paying attention to reading errors in acquired dyslexia. Trends in Cognitive Sciences, 6, 359–361. doi: 10.1016/S1364-6613(02)01950-2
  • Dotan, D., & Friedmann, N. (2015). Steps towards understanding the phonological output buffer and its role in the production of numbers, morphemes, and function words. Cortex, 63, 317–351. doi: 10.1016/j.cortex.2014.08.014
  • Dotan, D., & Friedmann, N. (in press). Separate mechanisms for number reading and word reading: Evidence from selective impairments. Cortex. doi: 10.1016/j.cortex.2018.05.010
  • Duñabeitia, J. A., & Carrerias, M. (2011). The relative position priming effect depends on whether letters are vowels or consonants. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1143–1163.
  • Ellis, A. W. (1982). Spelling and writing (and reading and speaking). In A. Ellis (Ed.), Normality and pathology in cognitive functions (pp. 113–146). London: Academic Press.
  • Ellis, A. W. (1993). Reading, writing and dyslexia: A cognitive analysis (2nd ed.). Hove: Psychology Press.
  • Ellis, A. W., Flude, B., & Young, A. W. (1987). Neglect dyslexia and the early visual processing of letters in words and nonwords. Cognitive Neuropsychology, 4, 439–464. doi: 10.1080/02643298708252047
  • Ellis, A. W., & Young, A. W. (1988). Human cognitive neuropsychology. Hove: Erlbaum.
  • Farah, M. (2004). Visual agnosia. Cambridge, MA: MIT press.
  • Faran, M., Gvion, A., & Friedmann, N. (2013, August). The genetics of dyslexia and dysgraphia: Evidence from phenotypes of families. Presented at the 12th IMAM annual Language and Brain conference, Tel Aviv University, Israel.
  • Ferreres, A. R., Cuitino, M. M., & Olmedo, A. (2005). Acquired surface alexia in Spanish: A case report. Behavioral Neurology, 16, 71–84. doi: 10.1155/2005/473407
  • Ferreres, A. R., Lopez, C. V., & China, N. N. (2003). Phonological alexia with vowel-consonant dissociation in non-word reading. Brain and Language, 84, 399–413. doi: 10.1016/S0093-934X(02)00559-X
  • Forde, E. M. E., & Humphreys, G. W. (2005). Is oral spelling recognition dependent on reading or spelling systems? Dissociatve evidence from two single case studies. Cognitive Neuropsychology, 22, 169–181. doi: 10.1080/02643290442000040
  • Friedman, R. B. (1996). Recovery from deep alexia to phonological alexia: Points on a continuum. Brain and Language, 52, 114–128. doi: 10.1006/brln.1996.0006
  • Friedmann, N. (2003). BLIP: Battery for assessment of phonological abilities. Tel Aviv: Tel Aviv University.
  • Friedmann, N., Biran, M., & Gvion, A. (2012). Patterns of visual dyslexia. Journal of Neuropsychology, 6(1), 1–30. doi: 10.1111/j.1748-6653.2011.02000.x
  • Friedmann, N., & Coltheart, M. (2018). Types of developmental dyslexia. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 706–721). Berlin, Boston: De Gruyter Mouton.
  • Friedmann, N., Dotan, D., & Rahamim, E. (2010). Is the visual analyzer orthographic-specific? Reading words and numbers in letter position dyslexia. Cortex, 46, 982–1004. doi: 10.1016/j.cortex.2009.08.007
  • Friedmann, N., & Gvion, A. (2001). Letter position dyslexia. Cognitive Neuropsychology, 18, 673–696. doi: 10.1080/02643290143000051
  • Friedmann, N., & Gvion, A. (2003). TILTAN: Battery for the diagnosis of dyslexias in Hebrew. Tel Aviv: Tel Aviv University.
  • Friedmann, N., & Gvion, A. (2005). Letter form as a constraint for errors in neglect dyslexia and letter position dyslexia. Behavioural Neurology, 16, 145–158. doi: 10.1155/2005/635634
  • Friedmann, N., & Gvion, A. (2012, August). Morphological decomposition and letter position. Presented at the LPD Day, McMahons Point, NSW, Australia.
  • Friedmann, N., Gvion, A., & Nisim, R. (2015). Insights from developmental and acquired letter position dyslexia on morphological decomposition in reading. Frontiers in Human Neuroscience, 9(143), 1–24. doi: 10.3389/fnhum.2015.00143
  • Friedmann, N., Gvion, A., & Yachini, M. (2007). TILTAN KTIVA: Battery for the diagnosis of dysgraphias. Tel Aviv: Tel Aviv University.
  • Friedmann, N., & Haddad-Hanna, M. (2009). Arabic Tiltan: Battery for the diagnosis of dyslexias in Arabic. Tel Aviv: Tel Aviv University.
  • Friedmann, N., & Haddad-Hanna, M. (2012). Letter position dyslexia in Arabic: From form to position. Behavioural Neurology, 25(3), 193–203. doi:10.3233/BEN-2012-119004 doi: 10.1155/2012/296974
  • Friedmann, N., & Haddad-Hanna, M. (2014). Types of developmental dyslexia in Arabic. In E. Saiegh-Haddad & M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives. Language and literacy series (pp. 119–152). Dordrecht: Springer.
  • Friedmann, N., Kerbel, N., & Shvimer, L. (2010). Developmental attentional dyslexia. Cortex, 46, 1216–1237. doi: 10.1016/j.cortex.2010.06.012
  • Friedmann, N., & Lukov, L. (2008). Developmental surface dyslexias. Cortex, 44, 1146–1160. doi: 10.1016/j.cortex.2007.09.005
  • Friedmann, N., & Lukov, L. (2011). Subtypes of developmental surface dyslexia and its manifestations in Hebrew. In O. Korat & D. Aram (Eds.), Literacy and language: Interactions, bilingualism, and difficulties (pp. 414–442). Jerusalem: Magnes.
  • Friedmann, N., & Rahamim, E. (2007). Developmental letter position dyslexia. Journal of Neuropsychology, 1, 201–236. doi: 10.1348/174866407X204227
  • Friedmann, N., & Rahamim, E. (2014). What can reduce letter migrations in letter position dyslexia? Journal of Research in Reading, 37(3), 297–315. doi: 10.1111/j.1467-9817.2011.01525.x
  • Funnell, E. (1996). Response biases in oral reading: An account of the co-occurrence of surface dyslexia and semantic dementia. The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 49(2), 417–446. doi: 10.1080/713755626
  • Glosser, G., & Friedman, R. B. (1990). The continuum of deep/phonological alexia. Cortex, 26, 343–359. doi: 10.1016/S0010-9452(13)80085-8
  • Guggenheim, R., & Friedmann, N. (2015, February). Phonological output buffer and its specific role in reading. Presented at the second Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.
  • Güven, S., & Friedmann, N. (2016, February). Types of dyslexia in Turkish. Presented at the 3rd Conference on Cognition Research of the Israeli Society for Cognitive Psychology. Akko, Israel.
  • Gvion, A., & Friedmann, N. (2010). Dyscravia: Voicing substitution dysgraphia. Neuropsychologia, 48, 1935–1947. doi: 10.1016/j.neuropsychologia.2010.03.014
  • Gvion, A., & Friedmann, N. (2012, February). Nasalexia: When bat xen becomes man xed, and marak taim becomes barak naim. Presented at the 48th annual conference of the Israeli Speech Hearing and Language Association, Tel Aviv.
  • Gvion, A., & Friedmann, N. (2016). A principled relation between reading and naming in acquired and developmental anomia: Surface dyslexia following impairment in the phonological output lexicon. Frontiers in Psychology – Language Sciences, 7(340), 1–16. doi: 10.3389/fpsyg.2016.00340
  • Hall, D. A., Humphreys, G. W., & Cooper, A. C. G. (2001). Neuropsychological evidence for case-specific reading: Multi-letter units in visual word recognition. The Quarterly Journal of Experimental Psychology Section A, 54, 439–467. doi: 10.1080/713755978
  • Hanley, J. R., Hastie, K., & Kay, J. (1992). Developmental surface dyslexia and dysgraphia: An orthographic processing impairment. The Quarterly Journal of Experimental Psychology Section A, 44(2), 285–319. doi: 10.1080/02724989243000046
  • Howard, D., & Franklin, S. (1987). Three ways for understanding written words, and their use in two contrasting cases of surface dyslexia. In A. Allport, D. MacKay, W. Prinz, & E. Scheerer (Eds.), Language perception and production: Relationships between listening, speaking, reading and writing (pp. 340–366). London: Academic Press.
  • Humphreys, G. W., Evett, L. J., & Quinlan, P. T. (1990). Orthographic processing in visual word identification. Cognitive Psychology, 22, 517–560. doi: 10.1016/0010-0285(90)90012-S
  • Humphreys, G. W., & Mayall, K. (2001). A peripheral reading deficit under conditions of diffuse visual attention. Cognitive Neuropsychology, 18, 551–576. doi: 10.1080/02643290042000242
  • Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure. Hove: Psychology Press.
  • Judica, A., De Luca, M., Spinelli, D., & Zoccolotti, P. (2002). Training of developmental surface dyslexia improves reading performance and shortens eye fixation duration in reading. Neuropsychological Rehabilitation, 12, 177–197. doi: 10.1080/09602010244000002
  • Katz, R. B. (1989). Recognizing orally spelled words: An analysis of procedures shared with reading and spelling. Brain and Language, 37, 201–219. doi: 10.1016/0093-934X(89)90015-1
  • Keidar, R., & Friedmann, N. (2011). Does Methylphenidate help readers with letter position dyslexia and attentional dyslexia? Language and Brain, 10, 195–214.
  • Khentov-Kraus, L., & Friedmann, N. (2016). The distribution of developmental dyslexias in Hebrew. Presented at the 3rd Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.
  • Kinoshita, S., & Norris, D. (2009). Transposed-letter priming of pre-lexical orthographic representations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1–18.
  • Kinoshita, S., & Norris, D. (2011). Consonants and vowels in early visual word recognition. Unpublished Manuscript.
  • 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. doi: 10.1016/j.neuropsychologia.2012.07.016
  • Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151–160. doi: 10.1007/BF02288391
  • Lambon Ralph, M. A., & Ellis, A. (1997). “Patterns of paralexia” revisited: Report of a case of visual dyslexia. Cognitive Neuropsychology, 14, 953–974. doi: 10.1080/026432997381312
  • Lee, H., Rayner, K., & Pollatsek, A. (2001). The relative contribution of consonants and vowels to word identification during reading. Journal of Memory and Language, 44(2), 189–205. doi: 10.1006/jmla.2000.2725
  • Lee, H., Rayner, K., & Pollatsek, A. (2002). The processing of consonants and vowels in reading: Evidence from the fast priming paradigm. Psychonomic Bulletin and Review, 9(4), 766–772. doi: 10.3758/BF03196333
  • Linzen, T. (2009). Corpus of blog postings collected from the israblog website. Tel Aviv: Tel Aviv University.
  • Lukov, L., Friedmann, N., Shalev, L., Khentov-Kraus, L., Shalev, N., Lorber, R., & Guggenheim, R. (2015). Dissociations between developmental dyslexias and attention deficits. Frontiers in Human Neuroscience, 8(882), doi: 10.3389/fnhum.2014.00882
  • Lupker, S. J., Perea, M., & Davis, C. J. (2008). Transposed letter priming effects: Consonants, vowels and letter frequency. Language and Cognitive Processes, 23(1), 93–116. doi: 10.1080/01690960701579714
  • Marshall, J. C., & Newcombe, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2, 175–199. doi: 10.1007/BF01067101
  • Masterson, J. (2000). Developmental surface dyslexia. In E. Funnell (Ed.), Neuropsychology of reading (pp. 123–148). Hove, East Sussex: Psychology Press.
  • 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. doi: 10.1080/02643299408251979
  • 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. doi: 10.1080/13554790409609942
  • Miceli, G., Silveri, M. C., & Caramazza, A. (1985). Cognitive analysis of a case of pure dysgraphia. Brain and Language, 25, 187–212. doi: 10.1016/0093-934X(85)90080-X
  • Morton, J., & Patterson, K. E. (1980). A new attempt at an interpretation or, an attempt at a new interpretation. In M. Coltheart, K. E. Patterson, & J. C. Marshall (Eds.), Deep dyslexia (pp. 22–47). London: Routledge & Kegan Paul.
  • New, B., Araùjo, V., & Nazzi, T. (2008). Differential processing of consonants and vowels in lexical access through reading. Psychological Science, 19, 1223–1227. doi: 10.1111/j.1467-9280.2008.02228.x
  • Newcombe, F., & Marshall, J. C. (1981). On psycholinguistic classifications of the acquired dyslexias. Bulletin of the Orton Society, 31, 29–46. doi: 10.1007/BF02658599
  • Newcombe, F., & Marshall, J. C. (1984). Varieties of acquired dyslexia: A linguistic approach. Seminars in Neurology, 4, 181–195. doi: 10.1055/s-2008-1041548
  • Newcombe, F., & Marshall, J. C. (1985). Reading and writing by letter sounds. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Cognitive and neuropsychological studies of phonological reading (pp. 15–34). London: Erlbaum.
  • Nielsen, J. M. (1937). Unilateral cerebral dominance as related to mind blindness: Minimal lesion capable of causing visual agnosia for objects. Archives of Neurology and Psychiatry, 38, 108–135. doi: 10.1001/archneurpsyc.1937.02260190118009
  • Patterson, K. E., Marshall, J. C., & Coltheart, M. (1985). Surface dyslexia. London: Erlbaum.
  • Perea, M., & Acha, J. (2009). Does letter position coding depend on consonant/vowel status? Evidence with the masked priming technique. Acta Psychologica, 130, 127–137. doi: 10.1016/j.actpsy.2008.11.001
  • Perea, M., & Lupker, S. J. (2004). Can CANISO activate CASINO? Transposed-letter similarity effects with nonadjacent letter positions. Journal of Memory and Language, 51, 231–246. doi: 10.1016/j.jml.2004.05.005
  • Peressotti, F., & Grainger, J. (1995). Letter position coding in random consonant arrays. Perception and Psychophysics, 57, 875–890. doi: 10.3758/BF03206802
  • Price, C. J., & Humphreys, G. W. (1993). Attentional dyslexia: The effect of co-occurring deficits. Cognitive Neuropsychology, 10, 569–592. doi: 10.1080/02643299308253474
  • Rapp, B., & Fischer-Baum, S. (2014). Representation of orthographic knowledge. In M. A. Goldrick, V. S. Ferreira, & M. Miozzo (Eds.), The Oxford handbook of language production (pp. 338–357). Oxford: Oxford University Press.
  • Saffran, E. M., & Coslett, H. B. (1996). “Attentional dyslexia” in Alzheimer’s disease: A case study. Cognitive Neuropsychology, 13, 205–228. doi: 10.1080/026432996382006
  • Salner, N., Friedmann, N., & Chajut, E. (2013, August). The effect of attention allocation on letter transpositions in reading. To be presented at the 18th Conference of the European Society for Cognitive Psychology (ESCOP), Budapest, Hungary.
  • Schubert, T., & McCloskey, M. (2015). Recognition of oral spelling is diagnostic of the central reading processes. Cognitive Neuropsychology, 32(2), 80–88. doi: 10.1080/02643294.2015.1031738
  • Schubert, T., Rapp, B., & McCloskey, M. (2013). Recognition of oral spelling is diagnostic of the integrity of the central reading processes. Procedia-Social and Behavioral Sciences, 94, 159–161. doi: 10.1016/j.sbspro.2013.09.078
  • Seroussi, B. (2011). The morphology-semantics interface in the mental lexicon: The case of Hebrew (Unpublished doctoral dissertation). Tel Aviv University, Tel Aviv, Israel.
  • Shallice, T., & McCarthy, R. (1985). Phonological reading: From patterns of impairment to possible procedures. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia (pp. 361–398). London: Routledge and Kegan Paul.
  • Shallice, T., & Warrington, E. K. (1977). The possible role of selective attention in acquired dyslexia. Neuropsychologia, 15, 31–41. doi: 10.1016/0028-3932(77)90112-9
  • Shallice, T., & Warrington, E. K. (1980). Single and multiple component central dyslexic syndromes. In M. Coltheart, K. E. Patterson, & J. C. Marshall (Eds.), Deep dyslexia (pp. 119–145). London: Routledge and Kegan Paul.
  • Shimron, J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Psychological Bulletin, 114(1), 52–67. doi: 10.1037/0033-2909.114.1.52
  • Southwood, M. H., & Chatterjee, A. (1999). Simultaneous activation of reading mechanisms: Evidence from a case of deep dyslexia. Brain and Language, 67, 1–29. doi: 10.1006/brln.1998.2046
  • Southwood, M. H., & Chatterjee, A. (2001). The simultaneous activation hypothesis: Explaining recovery from deep to phonological dyslexia. Brain and Language, 76, 18–34. doi: 10.1006/brln.2000.2384
  • Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87, 245–251. doi: 10.1037/0033-2909.87.2.245
  • Sternberg, T., & Friedmann, N. (2007). Developmental graphemic buffer dyslexia. Language and Brain, 6, 91–96. in Hebrew.
  • Sternberg, T., & Friedmann, N. (2009). Are there separate graphemic buffers for reading and writing? Language and Brain, 9, 105–117. (In Hebrew).
  • Temple, C. M. (1997). Developmental cognitive neuropsychology. Hove, UK: Psychology Press.
  • Temple, C. M., & Marshall, J. C. (1983). A case study of developmental phonological dyslexia. British Journal of Psychology, 74, 517–533. doi: 10.1111/j.2044-8295.1983.tb01883.x
  • Traficante, D., Friedmann, N., & Luzzatti, C. (2015, October). La rilevazione di indici di rischio nella lettura di parole e non-parole: Proposta di un nuovo strumento di screening. Presented in the XXIV Congresso Nazionale AIRIPA, Pesaro, Italy.
  • Vergara-Martínez, M., Perea, M., Marín, A., & Carreiras, M. (2011). The processing of consonants and vowels during letter identity and letter position assignment in visual-word recognition: An ERP study. Brain and Language, 118, 105–117. doi: 10.1016/j.bandl.2010.09.006
  • Weekes, B., & Coltheart, M. (1996). Surface dyslexia and surface dysgraphia: Treatment studies and their theoretical implications. Cognitive Neuropsychology, 13, 277–315. doi: 10.1080/026432996382033
  • Winskel, H. (2011). Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai. Applied Psycholinguistics, 32, 739–759. doi: 10.1017/S014271641100004X
  • Yachini, M., & Friedmann, N. (2009). Developmental graphemic buffer dysgraphia in Hebrew. Language and Brain, 8, 119–147. (In Hebrew).
  • Yachini, M., Kesselman, A., & Friedmann, N. (2015, February). Dyslexia and SLI are two separate deficits: Evidence from double dissociations between reading, syntax, and lexical retrieval. Presented at the second Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Akko, Israel.

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.