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Threat-Triggering Instructions Modulate the Expression and Amplitude of the Phonological Deficit in Reading of Children With Developmental Dyslexia.

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Title: Threat-Triggering Instructions Modulate the Expression and Amplitude of the Phonological Deficit in Reading of Children With Developmental Dyslexia.
Authors: Maïonchi-Pino, Norbert (AUTHOR), Runge, Élise (AUTHOR), Perichon, Jérémy (AUTHOR), Piollet, Anne (AUTHOR), Chabanal, Damien (AUTHOR)
Source: Learning Disabilities Research & Practice (Sage Publications Inc.). Feb2026, Vol. 41 Issue 1, p6-33. 28p.
Subjects: Dyslexia, Social pressure, Psychological factors, Syllable (Grammar), Performance anxiety, Auditory processing disorder, School children, Reading
Abstract: Developmental dyslexia (DYS) is a neurobehavioral disorder frequently linked to a pervasive phonological deficit. However, the influence of socioevaluative pressure such as expectations regarding their reading abilities remains underexplored. We investigated the impact of such pressure on phonological processing in French-speaking DYS children compared to peers matched on reading level and chronological age. Using a two-step protocol with simple visual syllable-based detection tasks, we modulated socioevaluative pressure through instructions. Under stress-reducing instructions, DYS children showed near-normal syllable effects despite slower processing. By contrast, threat-triggering instructions elicited significant declines in reading speed (14.4–16.4% slower) and accuracy (10.8–11.4% less accurate) and syllable effects disappeared, indicating choking under pressure. These findings underscore the role of socioevaluative factors and highlight degraded access to syllable representations. Our results prompt a discussion on the impact of socioevaluative pressure on the expression and amplitude of reading (dis)abilities, complicating characterization and remediation in DYS children. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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DbLabel: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Threat-Triggering Instructions Modulate the Expression and Amplitude of the Phonological Deficit in Reading of Children With Developmental Dyslexia.
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Social+pressure%22">Social pressure</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink><br /><searchLink fieldCode="DE" term="%22Syllable+%28Grammar%29%22">Syllable (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+anxiety%22">Performance anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+processing+disorder%22">Auditory processing disorder</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink>
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  Label: Abstract
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  Data: Developmental dyslexia (DYS) is a neurobehavioral disorder frequently linked to a pervasive phonological deficit. However, the influence of socioevaluative pressure such as expectations regarding their reading abilities remains underexplored. We investigated the impact of such pressure on phonological processing in French-speaking DYS children compared to peers matched on reading level and chronological age. Using a two-step protocol with simple visual syllable-based detection tasks, we modulated socioevaluative pressure through instructions. Under stress-reducing instructions, DYS children showed near-normal syllable effects despite slower processing. By contrast, threat-triggering instructions elicited significant declines in reading speed (14.4–16.4% slower) and accuracy (10.8–11.4% less accurate) and syllable effects disappeared, indicating choking under pressure. These findings underscore the role of socioevaluative factors and highlight degraded access to syllable representations. Our results prompt a discussion on the impact of socioevaluative pressure on the expression and amplitude of reading (dis)abilities, complicating characterization and remediation in DYS children. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191348583
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      – TitleFull: Threat-Triggering Instructions Modulate the Expression and Amplitude of the Phonological Deficit in Reading of Children With Developmental Dyslexia.
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              Text: Feb2026
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