Task-related factors in reading efficiency of dyslexic children

Leij, D.A.V. van der; Daal, Victor H. P. van; Jong, Peter F. de

doi:10.1075/swll.11.16lei

Cited by 6 publications

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“…The results showed that children with dyslexia were slower and less precise than the control group, something expected, taking into consideration the characteristics of the groups,. Moreover, children with dyslexia, as well as children without dyslexia, read words more accurately and faster than pseudowords, something demonstrated repeatedly in the research literature, since reading of unknown words and pseudowords involves analytical reading, which implicates slower reading and more errors (Sprenger-Charolles, Cole, Lacert, & Serniclaes, 2000; Suárez-Coalla & Cuetos, 2012; van der Leij, van Daal, & De Jong, 2002).…”

Section: Discussionmentioning

confidence: 90%

The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia

Suárez‐Coalla

Cuetos

2013

Span. J. Psychol.

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Morphemes facilitate visual word recognition, leading to greater accuracy and fluency in reading morphologically complex words. In children with dyslexia, the morphological structure might be useful to reduce difficulties caused by phonological deficits. The aim of this study was to determine whether Spanish-speaking children with dyslexia benefit from morphemes when reading. A group of children with dyslexia of different ages (7 to 10 years) and a group of children without reading disabilities, matched on chronological age and gender, participated in a task of reading isolated words and pseudowords in which morphological complexity was manipulated. Half of the stimuli were morphologically simple and half morphologically complex. Children with dyslexia benefit from morphology since they have better performance with the morphologically complex stimuli. These results indicate that they are able to develop representations of units larger than the grapheme, what suggests that Spanish-speaking children with dyslexia use the morphological structure to overcome their difficulties in phonological recoding. These results have important implications for the rehabilitation of children with dyslexia.

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Section: Discussionmentioning

confidence: 90%

The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia

Suárez‐Coalla

Cuetos

2013

Span. J. Psychol.

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“…On an interesting note, Korean children with dyslexia showed the strongest impairment for nonwords that required phoneme-size processing (51% correct). Dutch fourth graders with dyslexia showed marked nonword reading deficits in comparison to both CA and RL controls (Van der Leij, Van Daal, & De Jong, 2002). For Hebrew (Breznitz, 1997), third graders with dyslexia were inferior on nonword reading compared with first graders (RL controls) matched for word-recognition accuracy and reading comprehension.…”

Section: Part III Developmental Dyslexia Across Different Languagesmentioning

confidence: 99%

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.

Ziegler

Goswami

2005

Psychological Bulletin

2,295

134

2,066

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The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental "footprints" in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.

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“…Our interest in an analysis of the factors determining a nonword-reading deficit was further stimulated by some demonstrations of nonword-reading deficit in consistent orthographies like German, Dutch, and Spanish (Jiménez & Hernandez, 2000; Landerl, Wimmer, & Frith, 1997; van der Leij & van Daal, 1999; van der Leij, van Daal, & De Jong, 2002; Wimmer, 1996). These studies have shown that the nonword-reading deficit is not less prevalent in orthographies with rather consistent relationships between spelling and phonology.…”

Section: Variable Findings Of a Nonword-reading Deficitmentioning

confidence: 99%

The nonword-reading deficit of disabled readers: A developmental interpretation.

Broeck¹,

Geudens²,

Bos³

2010

Developmental Psychology

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This article presents empirical evidence challenging the received wisdom that a nonword-reading deficit is a characteristic trait of disabled readers. On the basis of 2 large-scale empirical studies using the reading-level match design, we argue that a nonword-reading deficit is the consequence of normal developmental differences in word-specific knowledge between disabled readers and younger normal readers (both groups being matched on real-word reading). The first study shows that the nonword-reading deficit varies as a function of age and reading level and that this deficit is not typical for disabled readers. The second study demonstrates that a nonword-reading deficit crucially depends on the sensitivity of the matching word reading task to detect age-related differences in word-specific knowledge between disabled and normal readers. We clarify how these findings can be interpreted within the current framework of the phonological deficit hypothesis and discuss implications for theories of reading development.

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Task-related factors in reading efficiency of dyslexic children

Cited by 6 publications

References 0 publications

The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia

The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.

The nonword-reading deficit of disabled readers: A developmental interpretation.

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