For example if dyslexic children is asked to say “rock” without the “r” sound, they have greater difficulty with this phoneme deletion task than non-dyslexics.ĭeficits in phonological processing are seen in the majority of children with dyslexia. Several studies since early 1990s have demonstrated that dyslexic children are deficient in dividing specific words into phonemes. According to the phonological deficit hypothesis, dyslexics have a difficult time with written language because they have an impaired ability to deconstruct written words into phonemes and therefore it prevents word identification ( Baddeley et al., 1998). The child hears the sounds of words and attempts to repeat them as heard. Babies begin to develop phonological awareness as soon as they absorb and acquire the sounds of their native language ( Buckley, 2003). Phonological awareness enables the listener to recognize, identify, and manipulate basic language sounds (phoneme segmentation, blending, and deletion). The bulk of research in the past decade has investigated an approach of the phonological deficit hypothesis in dyslexics. Failure to develop an association between letter and sound is a major cause of reading and spelling impairment in many or most instances of developmental dyslexia ( Ramus, 2004). Research has indicated that the conversion of the written word image into its phonological equivalent in the brain is crucial in the normal process of reading fluently. Dyslexics have problem in extracting phonemes from the text. Its capacity is a good predictor and indicator of the ability of children and adults to learn new language. The segmentation of text into graphemes is considered one of the indicators of acquisition of reading ability. The phonological loop evolved to facilitate the acquisition of language ( Baddeley et al., 1998). One of the potent and plausible hypotheses states that phonological deficit of verbal short term memory is one of the cause of the developmental dyslexia. Despite the great works have been done to understand the causes of dyslexia since the last 100 years, there is still controversy regarding the exact precursor and specific effect of the disorder. It is expected that 5–10% of school going children are afflicted by developmental dyslexia ( Shaywitz, 1998). The findings of the study are discussed in the light of the existing literature.ĭevelopmental Dyslexia is a specific reading and writing disability despite of normal intelligence, educational instruction and socio-cultural opportunity ( Dilling et al., 1991). Dyslexic's performance was deteriorated as compared to normal control group. Similarly, significant differential effects were observed for simple, difficult and mixed attentional condition among between dyslexics and normal control. However, meta-memory affected dyslexics much more than normal control group. Meta-memory influences both dyslexics and normal control on prospective and retrospective memory. Results suggest that dyslexic's performance on memory (prospective and retrospective memory) was worse than normal control. Some interactions were also found to be significant. Analysis of variance was used to analyses the data. Prospective and retrospective memory questionnaire, everyday attention questionnaire and meta-memory were administered on children. One hundred and fifteen children (51 dyslexics and 64 normal controls) participated in the study. The present study explored the role of memory (prospective and retrospective memory), meta-memory and attention among dyslexic's children. Realization of delayed intention requires self initiated process. Prospective memory is realization of delayed intention. However, little is known about role of prospective memory among dyslexics. 2Facultad de Psicología, Psicología Educativa, Universidad de Cuenca, Cuenca, Ecuadorĭevelopmental dyslexia hinders reading and writing acquisition of around 5–10% of the children all over the world.1Psychophysiology Laboratory, Department of Humanities and Social Sciences, Indian Institute of Technology Bombay, Mumbai, India.
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