Orthographic context and the acquisition of orthographic knowledge in normal and dyslexic readers

Jong, Peter F. de; Messbauer, V.C.S.

doi:10.1002/dys.427

Cited by 20 publications

(15 citation statements)

References 33 publications

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“…The present study confirms, therefore, that the problems with word learning that have been documented in dyslexic children persist into early adulthood, even in high-functioning dyslexics (cf. Reitsma, 1983; Ehri and Saltmarsh, 1995; Mayringer and Wimmer, 2000; Share and Shalev, 2004; Elbro and Jensen, 2005; Thomson and Goswami, 2010; De Jong and Messbauer, 2011). …”

Section: Discussionmentioning

confidence: 99%

“…One aspect of reading skill that has received less attention than most in the literature, however, is how dyslexics learn new written words and how their ability to learn new words compares with that of normal readers (Reitsma, 1983; Ehri and Saltmarsh, 1995; Mayringer and Wimmer, 2000; Share and Shalev, 2004; Thomson and Goswami, 2010; De Jong and Messbauer, 2011). The current paper develops a methodology for studying basic aspects of word learning that we believe has considerable potential and applies it to understanding visual word learning in groups of dyslexic adults and normally-reading controls.…”

Section: Introductionmentioning

confidence: 99%

“…Visual word learning involves creating phonological as well as orthographic representations: difficulties in learning spoken word-forms would be expected to impact on visual word learning. The few published studies of visual (rather than spoken) word learning in dyslexia suggest, however, that dyslexics have problems learning new written word-forms over and above any problems they experience in learning spoken words (Reitsma, 1983; Ehri and Saltmarsh, 1995; Share and Shalev, 2004; De Jong and Messbauer, 2011; O'Brien et al, 2013). Reitsma (1983; Expt.…”

Section: Introductionmentioning

confidence: 99%

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Visual word learning in adults with dyslexia

Kwok

Ellis

2014

Front. Hum. Neurosci.

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We investigated word learning in university and college students with a diagnosis of dyslexia and in typically-reading controls. Participants read aloud short (4-letter) and longer (7-letter) nonwords as quickly as possible. The nonwords were repeated across 10 blocks, using a different random order in each block. Participants returned 7 days later and repeated the experiment. Accuracy was high in both groups. The dyslexics were substantially slower than the controls at reading the nonwords throughout the experiment. They also showed a larger length effect, indicating less effective decoding skills. Learning was demonstrated by faster reading of the nonwords across repeated presentations and by a reduction in the difference in reading speeds between shorter and longer nonwords. The dyslexics required more presentations of the nonwords before the length effect became non-significant, only showing convergence in reaction times between shorter and longer items in the second testing session where controls achieved convergence part-way through the first session. Participants also completed a psychological test battery assessing reading and spelling, vocabulary, phonological awareness, working memory, nonverbal ability and motor speed. The dyslexics performed at a similar level to the controls on nonverbal ability but significantly less well on all the other measures. Regression analyses found that decoding ability, measured as the speed of reading aloud nonwords when they were presented for the first time, was predicted by a composite of word reading and spelling scores (“literacy”). Word learning was assessed in terms of the improvement in naming speeds over 10 blocks of training. Learning was predicted by vocabulary and working memory scores, but not by literacy, phonological awareness, nonverbal ability or motor speed. The results show that young dyslexic adults have problems both in pronouncing novel words and in learning new written words.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Visual word learning in adults with dyslexia

Kwok

Ellis

2014

Front. Hum. Neurosci.

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“…Recently, there has been a growing interest for potential differences in cognitive processes underpinning RAN performance in different populations of subjects. However, up to now this interest has mainly concentrated on identifying possible developmental differences in the pattern of interrelations among different naming paradigms and/or measures and reading in samples of mostly typically developing readers in different school grades (e.g., Georgiou et al, 2006; de Jong and Messbauer, 2011; Protopapas et al, 2013). In the present study we expanded such aim by comparing different subtypes of children with DD, classified according to whether or not they had a history of previous language delay, which represent two partially different neurocognitive phenotypes.…”

Section: Discussionmentioning

confidence: 99%

The contribution of discrete-trial naming and visual recognition to rapid automatized naming deficits of dyslexic children with and without a history of language delay

Gasperini

Brizzolara

Cristofani

et al. 2014

Front. Hum. Neurosci.

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Children with Developmental Dyslexia (DD) are impaired in Rapid Automatized Naming (RAN) tasks, where subjects are asked to name arrays of high frequency items as quickly as possible. However the reasons why RAN speed discriminates DD from typical readers are not yet fully understood. Our study was aimed to identify some of the cognitive mechanisms underlying RAN-reading relationship by comparing one group of 32 children with DD with an age-matched control group of typical readers on a naming and a visual recognition task both using a discrete-trial methodology, in addition to a serial RAN task, all using the same stimuli (digits and colors). Results showed a significant slowness of DD children in both serial and discrete-trial naming (DN) tasks regardless of type of stimulus, but no difference between the two groups on the discrete-trial recognition task. Significant differences between DD and control participants in the RAN task disappeared when performance in the DN task was partialled out by covariance analysis for colors, but not for digits. The same pattern held in a subgroup of DD subjects with a history of early language delay (LD). By contrast, in a subsample of DD children without LD the RAN deficit was specific for digits and disappeared after slowness in DN was partialled out. Slowness in DN was more evident for LD than for noLD DD children. Overall, our results confirm previous evidence indicating a name-retrieval deficit as a cognitive impairment underlying RAN slowness in DD children. This deficit seems to be more marked in DD children with previous LD. Moreover, additional cognitive deficits specifically associated with serial RAN tasks have to be taken into account when explaining deficient RAN speed of these latter children. We suggest that partially different cognitive dysfunctions underpin superficially similar RAN impairments in different subgroups of DD subjects.

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“…Pseudo-word decoding is a widely used measure to assess children's decoding and orthographic learning skills (Ehri, 2005;De Jong & Messbauer, 2011). Pseudo-word decoding requires both phonemic segmentation ability and knowledge of grapheme-phoneme correspondence, not allowing for sight reading as a possible strategy (Castles & Coltheart, 1993).…”

Section: Word and Pseudo-word Reading Tasksmentioning

confidence: 99%

Efficacy of a visuomotor‐based intervention for children with reading and spelling disabilities: a pilot study

Layes¹,

Chouchani²,

Mecheri³

et al. 2019

British J Special Edu

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We predicted that Arabic‐speaking children with specific learning disabilities in reading (dyslexia) and spelling (in writing) benefit from a visuomotor‐based intervention programme for the development of letter knowledge and the improvement of word and pseudo‐word decoding as well as spelling (dictation). It was predicted that the mediation of visuomotor training should be effective since the characteristics of Arabic script require such high‐level functioning for the development of literacy skills. Participants (n = 20) were randomly divided in two groups, an experimental group (n = 10; mean age =125.50 months ± 3.24) and a control group (n = 10; mean age = 124.10 months ± 3.31). Results revealed that the post‐intervention measures were better achieved in the experimental group than pre‐intervention ones, which confirms the efficacy of this visuomotor intervention programme.

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Orthographic context and the acquisition of orthographic knowledge in normal and dyslexic readers

Cited by 20 publications

References 33 publications

Visual word learning in adults with dyslexia

Visual word learning in adults with dyslexia

The contribution of discrete-trial naming and visual recognition to rapid automatized naming deficits of dyslexic children with and without a history of language delay

Efficacy of a visuomotor‐based intervention for children with reading and spelling disabilities: a pilot study

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