Brunswick, Nicola (1995) Early cognitive neuropsychological profiles and development of reading skills. PhD thesis, University of Warwick.

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Abstract

The present thesis sought to investigate the precise relationship between the cognitive and
psychophysiological profiles of developing readers, of established readers and of failed
readers. Phonological processing tasks and visuospatial tasks were used to assess
relevant auditory and visual cognitive skills; handedness and EEG measures were used to
provide indices of cortical organisation and activation.
A 21/2 year longitudinal investigation of some 150 pre-readers provided evidence of
mutually facilitative relationships between and within specific types of phonological skill
and phonological memory. Early significance of visual skills was subsequently
superseded by the importance of these phonological skills. The acquisition of early
reading skills was associated with a shift towards increased dextrality as measured by
hand skill and hand preference; this relationship was not evident in subsequent stages.
Cross-sectional studies comparing dyslexic children with chronological- and reading-age
matched controls extended these findings. The dyslexic readers displayed impaired
phonological processing and phonological memory skills relative to chronological-age
matched competent readers; similarities were observed between dyslexics and reading-age
matched controls. Visual perceptual skills failed to differentiate between the
chronological-age matched competent and impaired readers, although both out-performed
younger control readers. ERP measures consistently demonstrated diffuse patterns of
bilateral activation in dyslexic readers as opposed to asymmetric activity lateralised to the
left hemisphere in control readers. Between group comparisons of inter-hemispheric
activity revealed greater levels of right-hemisphere involvement in the dyslexic samples;
between group comparisons of intra-hemispheric activity revealed evidence of greater
involvement of fronto-central regions in the dyslexic samples.
It is proposed that these data provide supportive evidence for the central involvement of
phonological processing skills in the development of reading, underpinned by the normal
development of asymmetric patterns of cortical lateralisation. Children where this
development is delayed or deficient will display the reading difficulties characteristic of
developmental dyslexia.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
Library of Congress Subject Headings (LCSH):	Cognition in children , Neuropsychology -- Research , Child development -- Research , Reading -- Ability testing , Dyslexic children
Official Date:	October 1995
Institution:	University of Warwick
Theses Department:	Department of Psychology
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Rippon, Gina
Sponsors:	Economic and Social Research Council (Great Britain)
Extent:	xviii, 352 leaves
Language:	eng

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