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Difficulties in forming letter-speech sound associations may constitute a challenge for individuals with dyslexia. However, the learning trajectories of these associations remain poorly understood. This EEG study examined behavioral and neural changes while 31 typical and 31 dyslexic adult readers learned to map six novel symbols to Dutch spoken syllables with either high or low phonological similarity. Both groups demonstrated successful learning with learning-related ERP changes over frontotemporal, temporoparietal, and occipitoparietal regions. Phonologically similar vs. dissimilar pairs showed lower accuracy, slower reaction times, and reduced ERP responses, with earlier frontotemporal effects in dyslexic vs. typical readers (block 2 vs. blocks 3–4). As for learning outcomes, both groups showed temporoparietal (mis)matching responses in the last block. Dyslexic readers had lower post-training symbol reading scores, which correlated with their reading and phonological skills. Our findings indicate comparable learning during initial symbol-sound association in dyslexic readers, but difficulties applying novel associations during reading.
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Rotem Yinon, Ph.D., from the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the University of Haifa in Israel, and colleagues examined whether and to what extent deficits in four cognitive-linguistic domains in kindergarten estimate the risk for early- and late-emerging dyslexia (grades 1 and 4, respectively) in a prospective longitudinal cohort study. Measures, assessed in kindergarten, included phonological awareness, rapid automatized naming, letter knowledge, and morphological awareness.
The study included 515 Hebrew-speaking children (mean age, 5.9 years). The researchers found that kindergarten deficits in letter knowledge and phonological awareness were associated with increased risk for dyslexia in grade 1 (odds ratios, 4.75 and 4.17, respectively). Deficits in letter knowledge, morphological awareness, and rapid automatized naming were associated with an increased risk for dyslexia in grade 4 (odds ratios, 3.57, 2.56, and 2.39, respectively), independent of risk in grade 1 (odds ratio, 4.98).
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We are delighted to be working with M·E·L Research again, this time on a new study exploring the experiences of adults with dyslexia in the workplace. This research will build a deeper understanding of how dyslexia impacts working lives, with a particular focus on employment, inclusion and participation. The study will generate robust evidence to help inform future policy and practice, and will ensure that the voices of those living with dyslexia are at the heart of the work.
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Key findings include:
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