Publikation: Dissociation Between Attention and Phonological Processing in Developmental Dyslexia : New Evidence from Italian
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Developmental dyslexia is a neurodevelopmental disorder marked by persistent literacy difficulties. Prevailing accounts attribute dyslexic issues to impaired phonological awareness, temporal processing difficulties, or limited cognitive resources. To examine these accounts in Italian, seventy dyslexic and typically developing adolescents were recruited. The participants completed a phoneme monitoring task, responding to target consonants in strong versus weak syllables of polysyllabic nonsense strings. Rhythm-related acoustic features (duration, rise-time, intensity, F0) were measured, and patterns encoding obstruent, sonorant, and geminate contrasts were assessed. Dyslexic participants showed reduced d′-sensitivity and accuracy for all linguistic contrasts, but no acoustic feature had an effect on their performance. Instead, phoneme monitoring was moderated by attentional resources: while the typically developing group improved with increased attentional resources, the dyslexic group did not. This finding suggests that dyslexia might involve an inefficient use of shifting attention during phonological processing, possibly due to a dissociation between the two domains.
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ROSSI, Marina, Tamara RATHCKE, 2025. Dissociation Between Attention and Phonological Processing in Developmental Dyslexia : New Evidence from Italian. In: Reading Psychology. Taylor & Francis. ISSN 0270-2711. eISSN 1521-0685. Verfügbar unter: doi: 10.1080/02702711.2025.2551563BibTex
@article{Rossi2025-09-17Disso-74556,
title={Dissociation Between Attention and Phonological Processing in Developmental Dyslexia : New Evidence from Italian},
year={2025},
doi={10.1080/02702711.2025.2551563},
issn={0270-2711},
journal={Reading Psychology},
author={Rossi, Marina and Rathcke, Tamara}
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<dcterms:abstract>Developmental dyslexia is a neurodevelopmental disorder marked by persistent literacy difficulties. Prevailing accounts attribute dyslexic issues to impaired phonological awareness, temporal processing difficulties, or limited cognitive resources. To examine these accounts in Italian, seventy dyslexic and typically developing adolescents were recruited. The participants completed a phoneme monitoring task, responding to target consonants in strong versus weak syllables of polysyllabic nonsense strings. Rhythm-related acoustic features (duration, rise-time, intensity, F0) were measured, and patterns encoding obstruent, sonorant, and geminate contrasts were assessed. Dyslexic participants showed reduced d′-sensitivity and accuracy for all linguistic contrasts, but no acoustic feature had an effect on their performance. Instead, phoneme monitoring was moderated by attentional resources: while the typically developing group improved with increased attentional resources, the dyslexic group did not. This finding suggests that dyslexia might involve an inefficient use of shifting attention during phonological processing, possibly due to a dissociation between the two domains.</dcterms:abstract>
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