Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?

By Franck Ramus. Current Opinion in Neurobiology, 2003

844 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/da4a8187fa3728ab25ff1b4e87d6688d5ee8a9fe

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

From single to multiple deficit models of developmental disorders. (2006, neutral): “For instance, Ramus (2003) reviews evidence for co-occurring sensory and motor deWcits in dyslexia, but argues they play a limited role in causing the disorder.”
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. (2010, background): “A similar form of ''spiral causality " exists in the domain of dyslexia, where lack of phonological awareness is seen both as a putative cause of the reading impairment (e.g., Ramus, 2003), but also as a consequence of learning to read in an alphabetical script (e.g., Castles & Coltheart, 2004).”
Auditory Processing of Amplitude Envelope Rise Time in Adults Diagnosed With Developmental Dyslexia (2007, background): “Others have proposed a general sensory processing deficit (Ramus, 2003), a deficit in the cerebellum (Nicolson, Fawcett, & Dean, 1995), or a deficit in discriminating signals from noise (Sperling, Lu, Manis, & Seidenberg, 2005).”
Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia (2010, background): “The issue of whether visual and auditory deficits are causally linked to reading disorders in dyslexic children has been hotly disputed (e.g., Ramus, 2003).”
Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia (2005, background): “Attempts to document the causal role of the visual differences in the reading impaired brain have failed to be convincing (Ramus, 2003).”
Auditory processing in dyslexia and specific language impairment: is there a deficit? What is its nature? Does it explain anything? (2003, background): “Difficulties in visual processing have often been implicated, but only with reference to dyslexia (see Ramus, 2003, for a more complete review of the evidence of various sensori-motor deficits in dyslexia).”
Double Dissociation of Functions in Developmental Dyslexia and Dyscalculia (2006, background): “Hence, these theories argue that the phonological deficit is just one feature of dyslexia and that the disorder extends to general sensory, motor, or learning processes (e.g., Facoetti et al., 2003; Ramus, 2001, 2003).”
Developmental dyslexia and specific language impairment: same or different? (2004, background): “Only a minority of people with dyslexia have problems in rapid auditory processing (Bailey & Snowling, 2002; Ramus, 2003; S. Rosen, 2003), suggesting that participants in this study may have been atypical.”
The Construct of the Multisensory Temporal Binding Window and its Dysregulation in Developmental Disabilities (2014, background): “…on changes in brain structures responsible for the processing of phonology and phonological relations (e.g., see Peterson and Pennington (2012), Ramus (2003), Ramus et al. (2003), Shaywitz and Shaywitz (2005, 2008), others have suggested that these phonological deficits may be a result of…”
What Phonological Deficit? (2008, background): “Does this imply that individuals with dyslexia in fact suffer from a general deficit in the capacity to access sensory representations? The critique of sensory theories of dyslexia retains its force (Ramus, 2003); simply, for those who, on top of their phonological deficit, do show auditory and/or v”
Target article with commentaries and response: The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children (2006, neutral): “If one accepts our estimate that auditory, visual and motor impairments each affect between 30 and 50% of dyslexics ( Ramus, 2003 ), it is likely indeed that some studies are bound to find significant group differences and correlations while others not.”