Manifestations of phonological deficits in dyslexia: Evidence from Dutch Children

Messbauer, V.C.S.; Jong, Peter F. de; Leij, D.A.V. van der

doi:10.1075/swll.11.07mes

Cited by 8 publications

(11 citation statements)

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“…We also found, as reported before in several other studies (Messbauer et al, 2002;Messbauer & de Jong, 2003;Vellutino et al, 1978Vellutino et al, , 1983, that dyslexic readers had more difficulty with visual-verbal PAL than their normal reading peers. Note, however, that the present study concerned the association of known names to pictures.…”

Section: Discussionsupporting

confidence: 81%

“…Unexpectedly, we found that the verbal learning performance of the dyslexic children was similar to the performance of the normal readers. This result is not in accordance with our first study and earlier studies on verbal learning in which dyslexic readers were found to perform worse than normal readers on verbal paired associate learning tasks (Messbauer et al, 2002;Messbauer & de Jong, 2003;Vellutino et al, 1978;Vellutino et al, 1983;compare Vellutino & Scanlon, 1989;Vellutino et al, 1995).…”

Section: Discussioncontrasting

confidence: 72%

“…For nonword learning, dyslexic children have been consistently found to be slower in the acquisition of novel phonological representations than normal readers (Aguiar & Brady, 1991;Messbauer & de Jong, 2003;Vellutino & Scanlon, 1989;Vellutino, Scanlon, & Spearing, 1995). The results of several studies also suggest that dyslexic children have problems in word learning, although the evidence on word learning is less consistent (Messbauer, de Jong, & van der Leij, 2002;Messbauer & de Jong, 2003;Vellutino, Bentley, & Phillips, 1978;Vellutino, Scanlon, & Bentley, 1983). As the present study was concerned with the effects of the quality of phonological representations of spoken words on visual-verbal PAL, it seemed logical to confine the study to word learning.…”

Section: Introductionmentioning

confidence: 89%

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Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers

Messbauer

Jong

2006

Read Writ

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In three studies, the effects of visual and phonological distinctness on the visual-verbal paired associate learning of dyslexic and normal readers at the age of 10-12 were examined. We hypothesized that both groups would be equally affected by the visual distinctness of the pictures, whereas the learning performance of the dyslexic children would be more susceptible to the phonological distinctness of the verbal stimuli (words). As expected, in Study 1 we found that the visual distinctness of pictures had a similar effect on both groups. However, the results of Studies 2 and 3 on the effect of phonological distinctness did not support the hypothesis. Both reader groups were equally affected by the phonological distinctness of the words. In addition, we found that, although not consistently, dyslexic children tended to be worse in verbal learning, which could to a large extent be explained by their problems with phonological processing.

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Section: Discussionsupporting

confidence: 81%

Section: Discussioncontrasting

confidence: 72%

Section: Introductionmentioning

confidence: 89%

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Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers

Messbauer

Jong

2006

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“…Other research findings also show that both alphabetic readers (e.g., Messbauer & de Jong, 2003;Messbauer, de Jong, & van der Leij, 2002;Vellutino, Scanlon, & Spearing, 1995) and Chinese dyslexic readers (Ho, Chan, Tsang, & Lee, 2000) tend to have word learning problems, a specific instance of visual-verbal paired-associate learning. Ho and her colleagues (2006) reported that Chinese dyslexic children performed significantly less well than reading-level controls in learning exception words but not regular words.…”

Section: Paired-associate and Word Learning Problemsmentioning

confidence: 93%

In search of subtypes of Chinese developmental dyslexia

Chan

Chung

et al. 2007

Journal of Experimental Child Psychology

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“…Vellutino, Scanlon & Bentley, 1983 ;Messbauer et al, 2002). Vellutino, Scanlon & Bentley, 1983 ;Messbauer et al, 2002).…”

Section: Introductionunclassified

Word learning deficit among Chinese dyslexic children

Chan

Tsang

et al. 2006

J. Child Lang.

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A B S T R A C TThe present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups : Dyslexic (mean age 8; 8), CA control (mean age 8;9), and RL control (mean age 6; 11). They were given a word learning task and a familiar word writing task. It was found that the Dyslexic group performed less well than the RL group in learning irregular words over trials but not the regular ones. Error analyses showed that the Dyslexic group made more orthographic and word association errors but less intra-wordlist interference errors than the RL control group. The Dyslexic group also performed significantly less well than both control groups in writing familiar words (e.g. their own name). These findings suggest that Chinese dyslexic children have difficulty learning new words, especially irregular ones, and retaining overlearned words in [*]

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Manifestations of phonological deficits in dyslexia: Evidence from Dutch Children

Cited by 8 publications

References 0 publications

Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers

Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers

In search of subtypes of Chinese developmental dyslexia

Word learning deficit among Chinese dyslexic children

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