Acquired dyslexias and dysgraphias (I)

a cognitive model for the analysis of disturbances of reading and writing in Spanish

André Roch-Lecours*, Faustino Diéguez-Vide, Peter Böhm, Marie Josèphe Tainturier, David Gold, Jordi Peña-Casanova

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This paper, following the standards of cognitive neurosciences, presents a functional architecture (a model). The aim of this functional architecture is to try to explain, in the most explicit way possible, the underlying cognitive structure of reading aloud and writing of single words to dictation. The model, developed to describe the mentioned behavior in normal subjects, will serve as a basis for the description of the various pathologies described in the specialized aphasiologic literature on acquired dyslexias and dysgraphias. Following this line of thought, a protocol for the exploration of these behaviors has been developed for the Spanish language, based on the the model outlined in this paper, cf. 'Acquired dyslexias and dysgraphias (II)'. This protocol is intended to serve as a basis for the assessment of brain-damaged patients with reading and/or writing disturbances.

Original languageEnglish
Pages (from-to)95-114
Number of pages20
JournalJournal of Neurolinguistics
Volume12
Issue number2
Publication statusPublished - Apr 1999
Externally publishedYes

Keywords

  • Acquired dyslexias and dysgraphias
  • Cognitive model

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    Roch-Lecours, A., Diéguez-Vide, F., Böhm, P., Tainturier, M. J., Gold, D., & Peña-Casanova, J. (1999). Acquired dyslexias and dysgraphias (I): a cognitive model for the analysis of disturbances of reading and writing in Spanish. Journal of Neurolinguistics, 12(2), 95-114.