Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic

Abstract

The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error types. The dysphonetic errors predominated in readers with severe PP deficit and the morphological errors predominated in those with moderate deficits. Finally, readers with attention difficulties showed a predominance of semiphonetic errors. These findings were discussed in relation to reading disability subtypes and their clinical implications.

Learning disabilities: Current policy and directions for community involvement among the Arab community in Israel

“…This process is considered as a basic process during the earlier stages of the reading acquisition, and might influence reading fluency afterwards (Ehri, 2005). Accordingly, many researches have shown that children with reading disability have a phonological processing deficit that explains their failure in the acquisition of reading skills (Snowling, 2001;Vellutino et al, 2004;Taha et al, 2014). The neurocognitive research reveals that the ineffectiveness of neurological systems that are specialized in the phonological processing of spoken words is one of the etiological reasons of the reading disabilities (see; Finn et al, 2013).…”

“…As mentioned previously, reading disability refers to ineffectiveness in the development of brain systems which are specialized in the recognition of the written words. It also refers to difficulty in the development of the ability of learning letter-sound correspondences (Taha et al, 2014). Such deficits in the development of the brain systems may lead to a difficulty in writing words correctly due to the lack of an efficient storage of orthographic patterns of words in the memory which is known as the lexical route (Coltheart, 2005).…”