Independence of syntactic and phonological deficits in dyslexia: A study using the attraction error paradigm

• Published in: Dyslexia (Chichester, England) Vol. 25; no. 1; pp. 38 - 56
• Main Authors: Antón‐Méndez, Inés, Cuetos, Fernando, Suárez‐Coalla, Paz
• Format: Journal Article
• Language: English
• Published: England Wiley Subscription Services, Inc 01.02.2019
• Subjects: Adolescent; agreement errors; Attraction; attraction errors; Child; Children; Dyslexia; Dyslexia - psychology; Error analysis; Female; Grammatical agreement; Grammatical number; Grammatical subject; Humans; Information processing; Language; Linguistics; Male; Markers; Memory, Short-Term; Morphophonemics; Phonetics; phonological deficit; Phonological memory; Phonological processing; Phonology; Short term memory; Stimuli; syntactic deficit; Syntactic processing; Syntax phonology relationship; verbal working memory; phonological deficit; verbal working memory; attraction errors; agreement errors; syntactic deficit
• ISSN: 1076-9242; 1099-0909; 1099-0909
• DOI: 10.1002/dys.1601

This paper addresses the question of whether dyslexic children suffer from syntactic deficits that are independent of limitations with phonological processing. We looked at subject‐verb agreement errors after sentence subjects containing a second noun (the attractor) known to be able to attract incorrect agreement (e.g., “the owner(s) of the house(s) is/are away”). In the general population, attraction errors are not straightforwardly dependent on the presence or absence of morphophonological plural markers but on their syntactic configuration. The same would be expected for dyslexic children if their syntactic problems are not phonological in nature. We also looked at the possible effect of system overload on syntactic processing by comparing auditory and written presentation of stimuli and stimuli with high and low frequency attractors. Dyslexic children produced more agreement errors than age‐matched controls, but their errors were distributed in the expected manner and did not align with the presence of morphophonological number markers in the subject overall. Furthermore, there was no effect of either presentation mode or attractor frequency on the number of agreement errors. Our results confirm the existence of syntactic difficulties in dyslexia and suggest that they are not due to a phonological deficit or to verbal working memory limitations.