Training of Perceptual Unit Processing in Children With A Reading Disability

Response to fluency-oriented intervention of Dutch poor readers

“…This result was achieved when exposure times were gradually reduced to about 200 ms, being too short to allow for an elaborate grapheme-by-grapheme strategy. Using a closed set of sublexical units (mostly CV-or VC-syllables) to be detected in large series of different flashed words, the study of Das-Smaal, Klapwijk and van der Leij (1996) suggests that, in order to facilitate transfer, repeated practice of sublexical entities is effective, both with regard to new words with the trained units and to words with untrained units. It is important to note that these studies suggest that, although the focus is on phonological recoding, the strategy of elaborate grapheme-bygrapheme processing should be discouraged, e.g.…”

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction

“…Since the seminal work of Frederiksen (Frederiksen, Warren, & Rosebery, 1985), the beneficial effects of flashed presentations on phonological decoding and word identification were demonstrated by several studies (e.g., Das-Smaal, Klapwijk, & Van der Leij, 1996;Kappers, 1997;Van den Bosch et al, 1995). According to Snellings, van der leij, de Jong, and Blok (2009) it is important to note that these studies focused on the sublexical level to generate transfer effects and not on the repeated-word level, which affects only word-specific knowledge (i.e., the overlearning of trained words, not affecting new words; Van Daal & Van der Leij, 1992).…”

Dutch dyslexic adolescents: phonological-core variable-orthographic differences

“…Speeded word and pseudoword processing may not only be a useful way to differentiate individual reading profiles within the dyslexic population from a diagnostic point of view but also as a way to stimulate orthographic processing at the (sub) lexical level in instruction and remediation (see for example, Das-Smaal, Klapwijk, & van der Leij, 1996;van den Bosch, van Bon, & Schreuder, 1995). Therefore it seems of importance to include silent reading measures and tasks that rely on higher-order word-recognition skills in instruction and remediation in classrooms and future studies.…”