Giseli Donadon Germano|Caroline Reilhac|Simone Aparecida Capellini|Sylviane Valdois
The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children
Universidade Estadual Paulista (Unesp)|Johns Hopkins University|Universidade Estadual Paulista (Unesp)|Laboratoire de Psychologie et NeuroCognition|Université Grenoble Alpes|French National Centre for Scientific Research
evidence opaque languages suggests visual attention processing abilities addition phonological skills may act cognitive underpinnings developmental dyslexia explored role two cognitive abilities reading fluency brazilian portuguese transparent orthography french english sixtysix dyslexic normal brazilian portuguese children participated administered three tasks phonological skills phoneme identification phoneme syllable blending three visual tasks letter global report task two nonverbal tasks visual closure visual constancy results show brazilian portuguese dyslexic children impaired phonological processing visual processing phonological visual processing abilities significantly independently contribute reading fluency whole population last different cognitively homogeneous subtypes identified brazilian portuguese dyslexic population two subsets dyslexic children identified single cognitive disorder phonological visual another group exhibited double deficit children showed visual phonological disorder thus current findings extend previous data opaque orthographies french english showing importance investigating visual processing skills addition phonological skills dyslexic children whatever language orthography transparency