Reading and spelling difficulties in high school students: Causes and consequences

Shankweiler, Donald; Lundquist, Eric; Dreyer, Lois G.; Dickinson, Cheryl C.

doi:10.1007/bf00420279

Cited by 88 publications

(65 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, some shortcomings are identified. Previous studies on the literacy skills of college students have revealed extensive variability in a variety of basic reading-related skills, such as accuracy and fluency of word recognition and non-word reading (Cunningham, Stanovich, & Wilson, 1990;Shankweiler, Lundquist, Dreyer, & Dickinson, 1996). In the present study, we did not observe reliable differences in the mean fixation duration, number of forward fixations, number of regressive fixations, and reading rate between the two groups of participants with different literacy skills.…”

Section: Discussioncontrasting

confidence: 76%

Using support vector machines to identify literacy skills: Evidence from eye movements

et al. 2016

View full text Add to dashboard Cite

Is inferring readers' literacy skills possible by analyzing their eye movements during text reading? This study used Support Vector Machines (SVM) to analyze eye movement data from 61 undergraduate students who read a multiple-paragraph, multiple-topic expository text. Forward fixation time, first-pass rereading time, second-pass fixation time, and regression path reading time on different regions of the text were provided as features. The SVM classification algorithm assisted in distinguishing high-literacy-skilled readers from low-literacy-skilled readers with 80.3 % accuracy. Results demonstrate the effectiveness of combining eye tracking and machine learning techniques to detect readers with low literacy skills, and suggest that such approaches can be potentially used in predicting other cognitive abilities.

show abstract

Section: Discussioncontrasting

confidence: 76%

Using support vector machines to identify literacy skills: Evidence from eye movements

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Given the relatively small size of the dyslexic group, the study can be considered as exploratory rather than as definitive, although the patterns of results are clear and consistent and meet appropriate statistical tests of significance. Study 1 confirmed that the spelling achievement of the dyslexic group was very severely impaired relative to the performance of their normal age peers (see also Bryant et al, 1997a;Carlisle, 1987;Fisher, Shankweiler, & Liberman, 1985;Shankweiler, Lundquist, Dreyer, & Dickinson, 1996). A striking feature was that dyslexic performance was also substantially below the results for the younger RL-control group.…”

Section: Discussionmentioning

confidence: 61%

Derivational morphology and spelling in dyslexia

Tsesmeli

Seymour

2006

Read Writ

View full text Add to dashboard Cite

This exploratory study aimed to evaluate the spelling of derived words by dyslexic adolescents and to verify whether this is associated with lack of vocabulary and/ or morphological knowledge. A cross-sectional reading level-design was employed in order to determine differences in spelling, derivational morphology and vocabulary tasks between dyslexic students aged 13+ and age-matched and reading level matched control groups. The study confirmed a profound spelling impairment of dyslexic students in comparison with two control groups but this was not associated with poor vocabulary in relation with their age-peers. In contrast, they exhibited lower levels of morphological knowledge than age-matched controls but equivalent with the reading level controls. These results are interpreted in the light of current developmental models of spelling that support a reciprocal interaction between spelling and metamorphology.

show abstract

“…Among literate adults, who are the focus of interest in the present studies, excellence in spelling is associated with superiority in phonological skills (Allyn & Burt, 1998;Burt & Butterworth, 1996;Pennington, Lefly, Van Orden, Bookman, & Smith, 1987;Stanovich & West, 1989) and knowledge of orthographic conventions and derivational and inflectional lexical morphology (Allyn & Burt, 1998;Fischer, Shankweiler, & Liberman, 1985;Shankweiler, Lundquist, Dreyer, & Dickinson, 1996). Typically, superior spellers also are highly expert at visual word identification (Burt & Fury, 2000;Holmes & Ng, 1993).…”

mentioning

confidence: 85%