A group of 24 children aged 7% to 8'12 years with specific reading disability was compared with a group of 24 chronological age controls. The children with a specific reading disability were worse than the average reading controls of the same age in their knowledge of letter-sound correspondences, the reading of phonically simple words and trigrams, and their graphophonic similarity miscue scores. However, on the rest of the miscue analysis, there was no difference in syntactic similarity scores and the disabled readers' semantic similarity scores were higher than the average readers. Although the findings are not commensurate with Goodman's hypothesis for less proficient readers, they are consistent with other work, which emphasizes that less proficient readers do not use graphophonic cues more than proficient readers. The data were interpreted as indicating a compensation for inability in graphophonic skills by adopting a reading-for-meaning approach by the children with specific reading disability. K. Goodman (1969K. Goodman ( ,1973 implique que des lecteurs moins competents different des plus competents en ce qui concerne les erreurs qu'ils commettent en lisant. I1 est soutenu que des lecteurs moins cornpitents appuyent plutdt sur les aspects graphophoniques du texte, tandis que des lecteurs plus competents se servent, dans une large mesure, des indices ('cues') contextuels.
RESUMEDes enfants avec un handicap spkcifique en lecture constituent un groupe de lecteurs moins competents. I1 a Cte suppose qu'ils different des lecteurs moyens quant B leurs types d'erreurs de lecture et de style de lecture, dans la direction suggeree par Goodman. L'Ctude, faite en Irlande du Nord, a compare le type 0141-0423/84/0702-103 0 1984JournalofReseurch in Reading (UKRA) 103 104 L.M. HARDING d'erreurs de lecture fait par 23 enfants de sept am et demi B huit ails et demi avec un handicap specifique en lecture (au moins 15 mois attarde en lecture) avec celui d'un groupe de contrble de lecteurs moyens du meme age et Q.I. (WISC TQ moyen 103,4). En plus de I'analyse des erreurs de lecture d'autres mesures etaient prises pour s'assurer des problemes que des enfants ont en lisant et comme rkflection supplementaire sur leur style de lecture.L'analyse des 25 premieres mauvaises reponses ('miscues') de substitution dans la Neale Analysis of Reading (1966) montre que des enfants avec un handicap specifique en lecture obtenaient une marque moyenne de similarite graphophonique qui etait de manikre significative plus basse que celle des lecteurs moyens. Un resultat semblable fut obtenu pour les marques de similarit6 graphophonique dans le test Schonell. Les problkmes des enfants handicap& en lecture en ce qui concerne les correspondances grapheme-phonkme furent egalement indiquks par la connaissance mediocre du son des lettres et I'inabilitC de lire des mots phoniques simples. 11s pouvaient lire la plupart des mots a trois lettres, mais quand ces mots etaient transformes en trigrammes, leur abilite de decodage devenait pire. 11s accomplissai...
Reading errors were examined in 140 children ranging from 5 to 11 years in reading age. Intelligence, sex and social class were controlled within each reading age. Interjudge reliability on the ratings was quite high at 0.90, 0.95, 0.67 and 0.83 on graphophonic proximity, syntactic, semantic and phonemic similarity, respectively. The build-up in sight vocabulary resulted in increases in graphophonic and phonemic similarity up to 8 years of reading age. There was also a change in reading style from a phonics to a more whole-word style of reading. The more proficient readers appeared to process larger units of information which could account for systematic reductions in syntactic similarity. The reader at this level appears to be more eclectic and is capable of utilising all dimensions whenever necessary.
45Requests for reprints should be sent to Dr. John Beech, Psychology Department, The University of Leicester, Leicester LEI 7RH.
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