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Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective
Recent evidence underlines the importance of seeing learning disorders in terms of their partial association (comorbidity). The present concept paper presents a model of reading that aims to account for performance on a naturalistic reading task within a comorbidity perspective. The model capitalize...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8699141/ https://www.ncbi.nlm.nih.gov/pubmed/34942870 http://dx.doi.org/10.3390/brainsci11121568 |
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author | Zoccolotti, Pierluigi De Luca, Maria Marinelli, Chiara Valeria |
author_facet | Zoccolotti, Pierluigi De Luca, Maria Marinelli, Chiara Valeria |
author_sort | Zoccolotti, Pierluigi |
collection | PubMed |
description | Recent evidence underlines the importance of seeing learning disorders in terms of their partial association (comorbidity). The present concept paper presents a model of reading that aims to account for performance on a naturalistic reading task within a comorbidity perspective. The model capitalizes on the distinction between three independent levels of analysis: competence, performance, and acquisition: Competence denotes the ability to master orthographic–phonological binding skills; performance refers to the ability to read following specific task requirements, such as scanning the text from left to right. Both competence and performance are acquired through practice. Practice is also essential for the consolidation of item-specific memory traces (or instances), a process which favors automatic processing. It is proposed that this perspective might help in understanding surface dyslexia, a reading profile that has provoked a prolonged debate among advocates of traditional models of reading. The proposed reading model proposes that surface dyslexia is due to a defective ability to consolidate specific traces or instances. In this vein, it is a “real” deficit, in the sense that it is not due to an artifact (such as limited exposure to print); however, as it is a cross-domain defect extending to other learning behaviors, such as spelling and math, it does not represent a difficulty specific to reading. Recent evidence providing initial support for this hypothesis is provided. Overall, it is proposed that viewing reading in a comorbidity perspective might help better understand surface dyslexia and might encourage research on the association between surface dyslexia and other learning disorders. |
format | Online Article Text |
id | pubmed-8699141 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-86991412021-12-24 Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective Zoccolotti, Pierluigi De Luca, Maria Marinelli, Chiara Valeria Brain Sci Concept Paper Recent evidence underlines the importance of seeing learning disorders in terms of their partial association (comorbidity). The present concept paper presents a model of reading that aims to account for performance on a naturalistic reading task within a comorbidity perspective. The model capitalizes on the distinction between three independent levels of analysis: competence, performance, and acquisition: Competence denotes the ability to master orthographic–phonological binding skills; performance refers to the ability to read following specific task requirements, such as scanning the text from left to right. Both competence and performance are acquired through practice. Practice is also essential for the consolidation of item-specific memory traces (or instances), a process which favors automatic processing. It is proposed that this perspective might help in understanding surface dyslexia, a reading profile that has provoked a prolonged debate among advocates of traditional models of reading. The proposed reading model proposes that surface dyslexia is due to a defective ability to consolidate specific traces or instances. In this vein, it is a “real” deficit, in the sense that it is not due to an artifact (such as limited exposure to print); however, as it is a cross-domain defect extending to other learning behaviors, such as spelling and math, it does not represent a difficulty specific to reading. Recent evidence providing initial support for this hypothesis is provided. Overall, it is proposed that viewing reading in a comorbidity perspective might help better understand surface dyslexia and might encourage research on the association between surface dyslexia and other learning disorders. MDPI 2021-11-27 /pmc/articles/PMC8699141/ /pubmed/34942870 http://dx.doi.org/10.3390/brainsci11121568 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Concept Paper Zoccolotti, Pierluigi De Luca, Maria Marinelli, Chiara Valeria Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective |
title | Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective |
title_full | Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective |
title_fullStr | Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective |
title_full_unstemmed | Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective |
title_short | Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective |
title_sort | interpreting developmental surface dyslexia within a comorbidity perspective |
topic | Concept Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8699141/ https://www.ncbi.nlm.nih.gov/pubmed/34942870 http://dx.doi.org/10.3390/brainsci11121568 |
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