Developmental surface dysgraphia without surface dyslexia

The case is reported of an individual (NK) with a developmental spelling impairment (dysgraphia) who has no apparent problems in reading. His performance is therefore similar to a case of dysgraphia without dyslexia (PJT) reported by Hepner, McCloskey & Rapp (2017), and provides further evidence of a classical dissociation between impaired spelling and preserved reading in individuals with developmental literacy problems. The dissociation is observed when NK is asked to read and spell in either his first (Greek) or his second language (English). An investigation of his spelling performance revealed that his impairment was more selective than that of PJT. Although his spelling of regular words and nonwords was normal, NK had a problem in spelling words with atypical sound-letter associations despite having no problems in reading aloud or understanding the meaning of words of this kind. It is argued that NK’s pattern of performance can be best explained in terms of normal development of an orthographic system that allows access to the meaning and pronunciation of written words during reading. In terms of a dual route model of spelling, his poor spelling appears to be the result of a developmental impairment that impedes access to the orthographic system from phonology and semantics. In terms of the triangle model, his poor spelling appears to be the result of a developmental impairment that affects activation of orthography from semantics

Lexical decision performance in developmental surface dysgraphia: Evidence for a unitary orthographic system that is used in both reading and spelling.

The relationship between spelling, written word recognition and picture naming is investigated in a study of seven bilingual adults who have developmental surface dysgraphia in both Greek (their first language) and English (their second language). Four of the cases also performed poorly at orthographic lexical decision in both languages. This finding is consistent with similar results in Italian that have been taken as evidence of a developmental impairment to a single orthographic system that is used for both reading and spelling (e.g. Angelelli, Marinelli, & Zoccolotti, 2010). The remaining three participants performed well at orthographic lexical decision. At first sight, preserved lexical decision in surface dysgraphia is less easy to explain in terms of a shared orthographic system. However, the results of subsequent experiments showed clear parallels between the nature of the reading and spelling difficulties that these three individuals experienced, consistent with the existence of a single orthographic system. The different patterns that were observed were consistent with the claims of Friedmann and Lukov (2008) and Gvion and Friedmann (2016) that several distinct sub-types of developmental surface dyslexia exist. We show that individual differences in spelling in surface dysgraphia are also consistent with these sub-types; there are different developmental deficits that can give rise, in an individual, to a combination of surface dyslexia and dysgraphia. Finally, we compare the theoretical framework used by Friedmann and her colleagues that is based upon the architecture of the DRC model (Coltheart, Rastle, Perry, Langdon, & Zeigler, 2001) with an account that relies instead upon the Triangle model of reading (Plaut, McClelland, Seidenberg & Patterson, 1996)

Suicidality among adolescents engaging in nonsuicidal self-injury (NSSI) and firesetting: The role of psychosocial characteristics and reasons for living

Background: Co-occurrence of problem behaviors, particularly across internalizing and externalizing spectra, increases the risk of suicidality (i.e., suicidal ideation and attempt) among youth. Methods: We examined differences in psychosocial risk factors across levels of suicidality in a sample of 77 school-based adolescents engaging in both nonsuicidal self-injury (NSSI) and repeated firesetting. Participants completed questionnaires assessing engagement in problem behaviors, mental health difficulties, negative life events, poor coping, impulsivity, and suicidality. Results: Adolescents endorsing suicidal ideation reported greater psychological distress, physical and sexual abuse, and less problem solving/goal pursuit than those with no history of suicidality; adolescents who had attempted suicide reported more severe NSSI, higher rates of victimization and exposure to suicide, relative to those with suicidal ideation but no history of attempt. Additional analyses suggested the importance of coping beliefs in protecting against suicidality. Conclusions: Clinical implications and suggestions for future research relating to suicide prevention are discussed

Is there just one dyslexic reader? Evidence for the existence of distinct dyslexic sub-groups.

Purpose of Review. It is generally agreed that there are individual differences in the severity of the reading deficit in dyslexia. The purpose of this review is to discuss whether recent research strengthens claims that there are also qualitative differences in the type of reading impairment that individual dyslexic children experience. Recent Findings. Recent research suggests that surface dyslexia exists in larger numbers than has previously been assumed and that different subtypes of surface dyslexia exist in English as well as in Hebrew. Bilinguals with surface dyslexia in English also show the hallmarks of surface dyslexia when reading a more transparent orthography. The developmental reading impairments that have been observed in children with phonological dyslexia and in children with letter position dyslexia can also be found in several different orthographies and are quite distinct from those seen in surface dyslexia. Summary. Surface dyslexia, phonological dyslexia and letter position dyslexia represent qualitatively different types of developmental reading impairments and can all be seen in both opaque and more transparent alphabetic orthographies

Digital Food and foodways. How online food practices and narratives shape the Italian diaspora

The article discusses the role of online food practices and narratives in the formation of transnational identities and communities. Data has been collected in the framework of a doctoral research project undertaken by the author between 2009 and 2012 with a follow-up in 2014. The working hypothesis of this article is that the way Italians talk about food online and offline, the importance they give to ‘authentic’ food, and the way they share their love for Italian food with other members of the same diaspora reveal original insights into migrants’ personal and collective identities, their sense of belonging to the transnational community and processes of adjustment to a new place. Findings suggest that online culinary narratives and practices shape the Italian diaspora in unique ways, through the development of forms of virtual commensality and online mealtime socialization on Skype and by affecting intra and out-group relationships, thus working as elements of cultural identification and differentiation

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