Fast and Slow Namers: Benefits of Segmentation and Whole Word Training

Levy, Betty Ann; Bourassa, Derrick C.; Horn, Christopher

doi:10.1006/jecp.1999.2497

Cited by 50 publications

(61 citation statements)

References 30 publications

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“…Further research in this area is clearly needed to advance the double-deficit hypothesis. Levy, Bourassa, and Horn (1999) investigated the benefits of onset-rime training, phonemic segmentation training, and whole-word recognition training in 128 second-grade children with dyslexia divided into fast and slow namers. The children in the study were selected from a larger sample of 488 children if they met all of the following criteria: word reading standard score below 90; one half grade below grade level on an additional test of word reading; and no more than 15 of 48 words to be used in the training study known at the time of pretest.…”

Section: Intervention Studiesmentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodologyhow dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.

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Section: Intervention Studiesmentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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“…It has been suggested that a subgroup of reading disabled children suffer from a rapid naming deficit which might be the cause of their inability to create multiletter orthographic patterns (Bowers & Wolf, 1993;Wolf et al, 2002). Thus, children with slow naming speed would benefit less from repeated reading training than children without a RAN deficit (Bowers, 1993;Levy, Bourassa, & Horn, 1999). The present study aims to re-examine the influence of RAN skill on increases in reading fluency resulting from reading practice.…”

Section: Introductionmentioning

confidence: 96%

Remediation of Fluency: Word Specific or Generalised Training Effects?

Berends

Reitsma

2006

Read Writ

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Abstract. The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects.

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“…The use of rimes as units for teaching decoding has been found to be effective in younger children (e.g. Levy, Bourassa & Horn, 1999;Levy & Lysynchuk, 1997;Peterson & Haines, 1992), but has not previously been tested with adolescents.…”

Section: Discussionmentioning

confidence: 99%

“…Children trained on words sharing the rime with the clue words learned the target words faster than if the target and clue words shared the initial consonant and vowel or only the vowel. Levy, Bourassa, and Horn (1999) and Levy and Lysynchuk (1997) taught word identification to kindergarten children and second-grade children reading below grade level and compared conditions involving segmenting words into phonemes or into onsets and rimes with a whole-word method involving no segmentation. The children learned fastest with the onset-rime segmentation training, and least quickly with the whole-word method.…”

Section: Rationale For Using the Glass Analysismentioning

confidence: 99%

Teaching Decoding Skills to Poor Readers in High School

Penney

2002

Journal of Literacy Research

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Many children and adults are poor readers and have difficulty decoding words from print. To achieve fast and effortless word identification a reader must understand how letter patterns map onto pronunciation and, for printed words that have not been previously encountered, must be able to produce an approximate pronunciation. If the approximate pronunciation can be mapped onto a known word, lexical and semantic information can then be retrieved. For many children the first step of learning associations between letter patterns and pronunciation is difficult and these children often do not develop adequate decoding skills. This article reports an experimental investigation of a technique designed to teach decoding skills to a group of high school students with reading difficulties.The technique investigated was based on the Glass

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Fast and Slow Namers: Benefits of Segmentation and Whole Word Training

Cited by 50 publications

References 30 publications

The Double-Deficit Hypothesis

The Double-Deficit Hypothesis

Remediation of Fluency: Word Specific or Generalised Training Effects?

Teaching Decoding Skills to Poor Readers in High School

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