Visual-motor integration is an ability to coordinate the visual information and limb movement, wh... more Visual-motor integration is an ability to coordinate the visual information and limb movement, which has direct relevance to Chinese handwriting ability. Interestingly handwriting practice can also improve Chinese reading. However, the relationship between visual-motor integration and reading ability in Chinese is unclear. The present study investigated the role of visual-motor integration skills in reading Chinese among children with and without developmental dyslexia. In the study Chinese children with developmental dyslexia (DD-Group), chronological-age-matched children (CA-Group), and reading-level-matched children (RL-Group) were asked to participate in reading and reading related tasks as well as word-copying and picture-copying (visual-motor integration) tasks. The results revealed that the DD-Group performed significantly worse than the CA-Group on the word copying task, and that the DD-Group performed similarly to the RL-Group on the reading and reading related tasks and the word-copying task. However, the DD-Group performed significantly worse than the CA-and RL-Groups on the visual-motor integration task. Further, when age and intelligence were controlled visual-motor integration and word-copying skills could explain 14% and 16% of the variance in reading skills respectively. When reading-related cognitive skills were controlled, visual-motor integration skills could still explain 8% of variance in reading skills, but word-copying skills did not. The results of the current study indicated for the first time that visual-motor integration skills play an essential role in reading Chinese independent of word copying ability. Visual-motor integration and reading Chinese in children with/without dyslexia
An analysis of the representation and attainment of students with a hearing loss was carried out,... more An analysis of the representation and attainment of students with a hearing loss was carried out, based upon students who were registered on undergraduate courses at the Open University during 1996. Students with a hearing loss were older, were more likely to be female and had begun their studies with a lower level of prior education than students with no reported disability. They also differed in the number, workload, level and subject of the courses that they were taking, and they passed fewer courses and gained fewer credit points than students with no reported disability. There were, however, no differences between these two groups of students on any measure of academic outcome when differences in demographic features or academic level were taken into account. Students with a hearing loss who reported some other disability were similar on both demographic and course-related variables to students with a hearing loss alone, but they tended to show poorer attainment on a variety of outcome measures.
6th International Conference on Spoken Language Processing (ICSLP 2000)
We report contrasting oral reading impairments for Kanji (Japanese logographic or morphograpnic) ... more We report contrasting oral reading impairments for Kanji (Japanese logographic or morphograpnic) words in two Japanese neurological patients with CVA. Through neurological battery tests one was identified as a surface dyslexic, while the other was identified as a phonological dyslexic. A Kanji-word oral reading test revealed that the Legitimate Alternative Reading Component (LARC) errors, analogous to regularisation errors in English, with the inconsistent and exception words, were observed only with the surface dyslexic patient. In contrast, the phonological dyslexic patient made fewer errors, which were mainly word substitution errors. It was concluded that the different types of acquired dyslexia identified in English appear to have universal application. Of particular interest was that surface dyslexia during oral reading of Kanji words was observed in a Japanese CVA patient. Hitherto surface dyslexia in Japanese has been described by the dissociation between a better oral reading performance for Kanji and a poor performance for Kana.
Two patients who met Hodges' clinical criteria for transient global amnes... more Two patients who met Hodges' clinical criteria for transient global amnesia (TGA) were given anterograde and retrograde memory tests during and after the attack. A SPECT scan was performed during TGA in one case, showing a reduced blood flow confined to the bilateral medial temporal lobes, which resolved on the next day. In both cases, the initial period of retrograde
Patients with schizophrenia often experience severe reading deficits such as oral reading and rea... more Patients with schizophrenia often experience severe reading deficits such as oral reading and reading comprehension deficits. However, it is not known whether different types of lexical or sub-lexical components in reading are also impaired. In order to address this issue, the present study had 22 young Chinese patients with schizophrenia and 22 young Chinese normal controls undergo a battery of reading tests, which specifically measures lexical and sub-lexical components of reading in Chinese. The schizophrenic group further underwent Brief Psychiatric Rating Scale (BPRS) in order to ascertain the severity of patients' clinical symptoms. The results showed that compared to the controls, (1) the schizophrenic patients performed significantly poorly in orthographic processing, orthography-phonology mapping, and orthography-semantic mapping tests and further that (2) their performances in orthographic processing, and orthography-semantic mapping skill tests negatively correlated w...
# The Author(s) 2015. This article is published with open access at Springerlink.com Abstract Beh... more # The Author(s) 2015. This article is published with open access at Springerlink.com Abstract Behavioral studies showed that AS, an English-Japanese bilingual, was a skilled reader in Japanese but was a phonological dyslexic in English. This behavioral dissociation was accounted for by the Hypothesis of Transparency and Granularity postulated by Wydell and Butterworth. However, a neuroimaging study using magnetoencephalography (MEG) revealed that AS has the same functional deficit in the left superior temporal gyrus (STG). This paper therefore offers an answer to this intriguing discrepancy between the behavioral dissociation and the neural unity in AS by reviewing existing behav-ioral and neuroimaging studies in alphabetic languages such as English, Finnish, French, and Italian, and nonal-phabetic languages such as Japanese and Chinese.
Visual-motor integration is an ability to coordinate the visual information and limb movement, wh... more Visual-motor integration is an ability to coordinate the visual information and limb movement, which has direct relevance to Chinese handwriting ability. Interestingly handwriting practice can also improve Chinese reading. However, the relationship between visual-motor integration and reading ability in Chinese is unclear. The present study investigated the role of visual-motor integration skills in reading Chinese among children with and without developmental dyslexia. In the study Chinese children with developmental dyslexia (DD-Group), chronological-age-matched children (CA-Group), and reading-level-matched children (RL-Group) were asked to participate in reading and reading related tasks as well as word-copying and picture-copying (visual-motor integration) tasks. The results revealed that the DD-Group performed significantly worse than the CA-Group on the word copying task, and that the DD-Group performed similarly to the RL-Group on the reading and reading related tasks and the word-copying task. However, the DD-Group performed significantly worse than the CA-and RL-Groups on the visual-motor integration task. Further, when age and intelligence were controlled visual-motor integration and word-copying skills could explain 14% and 16% of the variance in reading skills respectively. When reading-related cognitive skills were controlled, visual-motor integration skills could still explain 8% of variance in reading skills, but word-copying skills did not. The results of the current study indicated for the first time that visual-motor integration skills play an essential role in reading Chinese independent of word copying ability. Visual-motor integration and reading Chinese in children with/without dyslexia
An analysis of the representation and attainment of students with a hearing loss was carried out,... more An analysis of the representation and attainment of students with a hearing loss was carried out, based upon students who were registered on undergraduate courses at the Open University during 1996. Students with a hearing loss were older, were more likely to be female and had begun their studies with a lower level of prior education than students with no reported disability. They also differed in the number, workload, level and subject of the courses that they were taking, and they passed fewer courses and gained fewer credit points than students with no reported disability. There were, however, no differences between these two groups of students on any measure of academic outcome when differences in demographic features or academic level were taken into account. Students with a hearing loss who reported some other disability were similar on both demographic and course-related variables to students with a hearing loss alone, but they tended to show poorer attainment on a variety of outcome measures.
6th International Conference on Spoken Language Processing (ICSLP 2000)
We report contrasting oral reading impairments for Kanji (Japanese logographic or morphograpnic) ... more We report contrasting oral reading impairments for Kanji (Japanese logographic or morphograpnic) words in two Japanese neurological patients with CVA. Through neurological battery tests one was identified as a surface dyslexic, while the other was identified as a phonological dyslexic. A Kanji-word oral reading test revealed that the Legitimate Alternative Reading Component (LARC) errors, analogous to regularisation errors in English, with the inconsistent and exception words, were observed only with the surface dyslexic patient. In contrast, the phonological dyslexic patient made fewer errors, which were mainly word substitution errors. It was concluded that the different types of acquired dyslexia identified in English appear to have universal application. Of particular interest was that surface dyslexia during oral reading of Kanji words was observed in a Japanese CVA patient. Hitherto surface dyslexia in Japanese has been described by the dissociation between a better oral reading performance for Kanji and a poor performance for Kana.
Two patients who met Hodges' clinical criteria for transient global amnes... more Two patients who met Hodges' clinical criteria for transient global amnesia (TGA) were given anterograde and retrograde memory tests during and after the attack. A SPECT scan was performed during TGA in one case, showing a reduced blood flow confined to the bilateral medial temporal lobes, which resolved on the next day. In both cases, the initial period of retrograde
Patients with schizophrenia often experience severe reading deficits such as oral reading and rea... more Patients with schizophrenia often experience severe reading deficits such as oral reading and reading comprehension deficits. However, it is not known whether different types of lexical or sub-lexical components in reading are also impaired. In order to address this issue, the present study had 22 young Chinese patients with schizophrenia and 22 young Chinese normal controls undergo a battery of reading tests, which specifically measures lexical and sub-lexical components of reading in Chinese. The schizophrenic group further underwent Brief Psychiatric Rating Scale (BPRS) in order to ascertain the severity of patients' clinical symptoms. The results showed that compared to the controls, (1) the schizophrenic patients performed significantly poorly in orthographic processing, orthography-phonology mapping, and orthography-semantic mapping tests and further that (2) their performances in orthographic processing, and orthography-semantic mapping skill tests negatively correlated w...
# The Author(s) 2015. This article is published with open access at Springerlink.com Abstract Beh... more # The Author(s) 2015. This article is published with open access at Springerlink.com Abstract Behavioral studies showed that AS, an English-Japanese bilingual, was a skilled reader in Japanese but was a phonological dyslexic in English. This behavioral dissociation was accounted for by the Hypothesis of Transparency and Granularity postulated by Wydell and Butterworth. However, a neuroimaging study using magnetoencephalography (MEG) revealed that AS has the same functional deficit in the left superior temporal gyrus (STG). This paper therefore offers an answer to this intriguing discrepancy between the behavioral dissociation and the neural unity in AS by reviewing existing behav-ioral and neuroimaging studies in alphabetic languages such as English, Finnish, French, and Italian, and nonal-phabetic languages such as Japanese and Chinese.
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Papers by Taeko Wydell