Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-23T00:06:22.608Z Has data issue: false hasContentIssue false
  • English
  • Français

Lexical reading in Spanish: Two cases of phonological dyslexia

Published online by Cambridge University Press:  01 September 1999

I. Carolina Iribarren ,
Gonia Jarema  and
Andre Roch Lecours
I. Carolina Iribarren*
Affiliation:
Universidad Simón Bolívar
Gonia Jarema
Affiliation:
Université de Montréal
Andre Roch Lecours
Affiliation:
Université de Montréal
*
I. Carolina Iribarren, Departamento de Idiomas, Universidad Simón Bolívar, Apartado 89.000, Caracas, Venezuela. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The way spoken language is represented by orthographic structure is thought to influence the cognitive reading mechanism for a language, and therefore language breakdown patterns should reflect this. The present article focuses on two patients, both monolingual native Spanish speakers, who were able to read words but showed great difficulty in reading nonwords. This finding could be attributed to the fact that these patients were reading globally using a lexical route. This pattern of reading behavior is known as phonological dyslexia. It has been argued that lexical reading is not an option for Spanish readers since its orthography is highly regular. Our findings contradict this hypothesis and support the view that cognitive reading mechanisms are universal.

Type
Research Article
Information
Applied Psycholinguistics , Volume 20 , Issue 3 , September 1999 , pp. 407 - 428
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ardila, A. (1991). Errors resembling semantic paralexias in Spanish-speaking aphasics. Brain and Language, 41, 437-445.CrossRefGoogle ScholarPubMed
Ardila, A., Rosselli, M., & Pinzón, O. (1989). Alexia and agraphia in Spanish speakers: CAT correlations and interlinguistic analysis. In Ardila, A. & Ostrosky-Solis, F. (Eds.), Brain organization of language and cognitive processes. New York: Plenum.CrossRefGoogle Scholar
Ardila, A., Rosselli, M., & Puente, A. E. (1994). Neuropsychological evaluation of the Spanish speaker. New York: Plenum.CrossRefGoogle Scholar
Beauvois, M. F., & Dérouesné, J. (1979). Phonological alexia: Three dissociations. Journal of Neurology, Neurosurgery, and Psychiatry, 42, 1115-1124.CrossRefGoogle ScholarPubMed
Beauvois, M. F., Dérouesné, J., & Saillant, B. (1980). Syndromes neuropsychologiques et psychologie cognitive. Trois exemples: Aphasie tactile, alexie phonologique et agraphie lexicale. Cahiers de Psychologie, 23, 211-245.Google Scholar
Bridgeman, B. (1987). Is the dual-route theory possible in phonetically regular languages? Behavioral and Brain Sciences, 10, 331-332.CrossRefGoogle Scholar
Coltheart, M. (1981). Disorders of reading and their implications for models of normal reading. Visible Language, 15, 245-286.Google Scholar
Coltheart, M. (1983). The right hemisphere and disorders of reading. In Young, A. W. (Ed.), Functions of the right cerebral hemisphere. London: Academic.Google Scholar
Cuetos, F. (1993). Writing processes in a shallow orthography. Reading and Writing: An Interdisciplinary Journal, 5, 17-28.CrossRefGoogle Scholar
Cuetos, F., Valle-Arroyo, F., & Suárez, M. P. (1996). A case of phonological dyslexia in Spanish. Cognitive Neuropsychology, 13, 1-24.CrossRefGoogle Scholar
Dérouesné, J., & Beauvois, M. F. (1979). Phonological processing in reading: Data from alexia. Journal of Neurology, Neurosurgery, and Psychiatry, 42, 1125-1132.CrossRefGoogle ScholarPubMed
Doezis, M. (1986). Gran diccionario de sinónimos, antónimos y paronimios. Santiago de Chile: Occidente Libros.Google Scholar
Faitelson-Weiser, S. (1987). DIASLE: Dictionnaire inverse et analyse statistique de la langue espagnole. Québec: Les Presses de l’Université Laval.Google Scholar
Ferreres, A. R., & Miravalles, G. (1995). The production of semantic paralexias in Spanish speaking aphasics. Brain and Language, 49, 153-172.CrossRefGoogle Scholar
Friedman, R., Beeman, M., Lott, S., Link, K., Grafman, J., & Robinson, S. (1993). Modality-specific phonological alexia. Cognitive Neuropsychology, 10, 549-568.CrossRefGoogle Scholar
Funnell, E. (1983). Phonological processes in reading: New evidence from acquired dyslexia. British Journal of Psychology, 74, 159-180.CrossRefGoogle ScholarPubMed
García-Albea, J. E., & Sanchez-Bernardos, M. L. (1986). Adaptation into Spanish of Goodglass, H. & Kaplan, E., Evaluación de la afasia y transtornos relacionados. Madrid: Editorial Médica Panamericana.Google Scholar
Glosser, G., & Friedman, R. (1990). The continuum of deep/phonological alexia. Cortex, 26, 343-359.CrossRefGoogle ScholarPubMed
Goodall, W. C., & Phillips, W. A. (1995). Three routes from print to sound: Evidence from a case of acquired dyslexia. Cognitive Neuropsychology, 12, 113-147.CrossRefGoogle Scholar
Harris, J. W. (1983). Syllable structure and stress in Spanish: A nonlinear analysis (Linguistic Inquiry Monograph 8). Cambridge, MA: MIT Press.Google Scholar
Henderson, L. (1982). Orthography and word recognition in reading. London: Academic.Google Scholar
Huertas-García, A. (1974). Ortografía metódica de la lengua española (14th ed.). Mexico: Editorial Porrua.Google Scholar
Hung, D., & Tzeng, O. (1981). Orthographic variations and visual information processing. Psychological Bulletin, 90, 377-414.CrossRefGoogle ScholarPubMed
Iribarren, I. C., Jarema, G., & Lecours, A. R. (1996). The assessment of surface dyslexia in a regular orthography, Spanish: A case study. Brain and Cognition, 32, 196-198.Google Scholar
Job, R., & Sartori, G. (1984). Morphological decomposition: Evidence from cross-phonological dyslexia. The Quarterly Journal of Experimental Psychology, 36A, 435-458.Google Scholar
Juilland, A. & Chang-Rodríguez, E. (1964). Frequency dictionary of Spanish words. London: Mouton.CrossRefGoogle Scholar
Katz, L., & Feldman, L. (1983). Relation between pronunciation and recognition of printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 157-166.Google ScholarPubMed
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In Frost, R. & Katz, L. (Eds.), Orthography, phonology, morphology, and meaning. Amsterdam: North Holland.CrossRefGoogle Scholar
Kremin, H. (1982). Alexia: Theory and research. In Malatesha, R. N. & Aaron, P. G. (Eds.), Reading disorders: Varieties and treatments. New York: Academic.Google Scholar
Kremin, H. (1985). Routes and strategies in surface dyslexia and dysgraphia. In Patterson, K. E., Marshall, J. C., & Coltheart, M. (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. London: Erlbaum.Google Scholar
Kyöstiö, O. K. (1980). Is learning to read easy in a language in which the grapheme-phoneme correspondence is regular? In Kavanagh, J. & Venezky, R. L. (Eds.), Orthography, reading, and dyslexia. Baltimore: University Park Press.Google Scholar
Lecours, A. R. (1996). L’ecriture, histoire, théorie et maladies. Isbergues, France: Ortho.Google Scholar
Liberman, I. Y., Liberman, A. M., Mattingly, I., & Shankweiler, D. L. (1980). Orthography and the beginning reader. In Kavanagh, J. K. & Venezky, R. L. (Eds.), Orthography, reading, and dyslexia. Baltimore: University Park Press.Google Scholar
Marshall, J. (1987). Routes and representations in the processing of written language. In Keller, E. & Gopnik, M. (Eds.), Motor and sensory processes of language. Hillsdale, NJ: Erlbaum.Google Scholar
Marshall, J., & Newcombe, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2, 175-199.CrossRefGoogle ScholarPubMed
Masterson, J., Coltheart, M., & Meara, P. (1985). Surface dyslexia in a language without irregularly spelled words. In Patterson, K. E., Marshall, J. C., & Coltheart, M. (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. London: Erlbaum.Google Scholar
Morton, J., & Patterson, K. (1986). A new attempt at an interpretation, or, an attempt at a new interpretation. In Coltheart, M., Patterson, K., & Marshall, J. (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. London: Erlbaum.Google Scholar
Newcombe, F., & Marshall, J. (1986). Transcoding and lexical stabilization in deep dyslexia. In Coltheart, M., Patterson, K., & Marshall, J. (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. London: Erlbaum.Google Scholar
Paradis, M., Hagiwara, H., & Hildebrandt, N. (1985). Neurolinguistic aspects of the Japanese writing system. Orlando, FL: Academic.CrossRefGoogle Scholar
Patterson, K. E. (1982). The relation between reading and phonological coding: Further neuropsychological observations. In Ellis, A. W. (Ed.), Normality and pathology in cognitive functions. London: Academic.Google Scholar
Patterson, K. E., & Marcel, A. J. (1977). Aphasia, dyslexia and the phonological coding of written words. Quarterly Journal of Experimental Psychology, 27, 187-199.Google Scholar
Patterson, K. E., Marshall, J. C., & Coltheart, M. (Eds.). (1985). Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. London: Erlbaum.Google Scholar
Ruíz, A., Ansaldo, A. I., & Lecours, A. R. (1994). Two cases of deep dyslexia in unilingual hispanophone aphasics. Brain and Language, 46, 245-256.CrossRefGoogle ScholarPubMed
Saffran, E. M., & Marin, O. S. M. (1977). Reading without phonology: Evidence from aphasia. Quarterly Journal of Experimental Psychology, 29, 515-525.CrossRefGoogle ScholarPubMed
Saffran, E. M., Bogyo, L. C., Schwartz, M. F., & Marin, O. S. M. (1986). Does deep dyslexia reflect right-hemisphere reading? In Coltheart, M., Patterson, K., & Marshall, J. (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. London: Erlbaum.Google Scholar
Sartori, G., Barry, C., & Job, R. (1984). Phonological dyslexia: A review. In Malatesha, R. N. & Whitaker, H. A. (Eds.), Dyslexia: A global issue. The Hague: Nishoff.Google Scholar
Sebastián-Gallés, N. (1991). Reading by analogy in a shallow orthography. Journal of Experimental Psychology: Human Perception and Performance, 17, 471-477.Google Scholar
Shallice, T., & Warrington, E. K. (1975). Word recognition in a phonemic dyslexic patient. Quarterly Journal of Experimental Psychology, 29, 307-318.Google Scholar
Turvey, M. T., Feldman, L. B., & Lukatela, G. (1984). The Serbo-Croatian orthography constrains the reader to a phonological analytic strategy. In Henderson, L. (Ed.), Orthography and reading: Perspectives from cognitive psychology, neuropsychology, and linguistics. Hillsdale, NJ: Erlbaum.Google Scholar
Yin, W., & Butterworth, B. (1992). Deep and surface dyslexia in Chinese. In Cheng, H. C. & Tzeng, O. (Eds.), Language processing in Chinese. Amsterdam: North Holland.Google Scholar
Supplementary material: PDF

Download undefined(PDF)
PDF 118.5 KB