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1.
Representing written vowels in university students with dyslexia compared with normal hebrew readers
The study investigates dyslexic and normal Hebrew readers’ perception of words containing a vowel letter in different orthographic
and morphological contexts. In the first experiment, 72 undergraduate education students (half diagnosed with reading disabilities
and half normal readers) were asked to judge pointed words with different morphological structures with and without the grapheme
W. Half of the words had consistent (obligatory) W and half had inconsistent (optional) W. In the second experiment, the same
procedure was repeated using the same words without pointing marks. Response latencies and accuracy were measured. In both
experiments, dyslexic readers did less well than normal readers. They had lower scores on accurate lexical decisions and they
took more time over these decisions. They also exhibited some deviant patterns, indicating that they cannot make use of orthographic
and morphological cues that are available to normal readers, especially in the pointed experiment. Processing pointed words
placed a heavier cognitive burden on the dyslexic readers. These findings are in line with other studies of adult dyslexic
reader/writers, and support a reading / spelling processing model, which claims that internal orthographic representations
of words are increasingly strengthened with each exposure during reading, but not all graphemes are strengthened equally.
The general implication is that the ambiguities that exist in the relationships between orthography, phonology, and morphology
underlie spelling knowledge, and are particularly difficult for dyslexic readers. 相似文献
2.
Virginia W. Berninger Yen-Ling Lee Robert D. Abbott Zvia Breznitz 《Annals of dyslexia》2013,63(1):1-24
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n?=?12) or B (n?=?12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme–phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading–writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with “working memory in mind” to phonics helps students with dyslexia spell and read English words. 相似文献
3.
The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper. 相似文献
4.
This paper examines the relationship between orthographic depth and reliance upon context for oral reading in English and Hebrew. Research on context effects in English has indicated that the decoding ability of adequate readers is only minimally affected by context. The effect of context may be greater in Hebrew because of its deeper orthography – context may help readers phonologically and semantically disambiguate words whose letters do not provide enough information for grapheme‐to‐phoneme conversion. It is hypothesised that bilingual English‐Hebrew participants would rely more upon context for oral reading of Hebrew than English and that in Hebrew, reading words which are more phonologically ambiguous (high degree of freedom words) would be more affected by context than reading of words which are less phonologically ambiguous (low degree of freedom words). Results support both hypotheses. The findings are consistent with the Orthographic Depth Hypothesis. 相似文献
5.
Four experiments explored the composition and stability of internalorthographic representations of printed words. In three experiments,subjects were presented on successive occasions with words that wereconsistently spelled correctly or were consistently misspelled. On thesecond presentation, subjects were more likely to judge both kinds ofwords as correctly spelled than on the first presentation, suggesting thattheir preexperimental orthographic representations had been altered tomatch what they had seen on the first presentation. However, onlymisspellings that were consistent with the correct phonology wereaccepted; spellings that altered the phonology were rarely accepted,suggesting that some parts of the orthographic representation are lessstable than others. Also, subjects' reliance on orthographic vs.phonological memory when judging a word's spelling was affected by thekinds of other misspellings in the list. Lists that contained somephonologically implausible spellings for real words (e.g., *assostance)induced subjects to rely more on phonological plausibility when judgingthe correctness of other words in the list and less on orthographic memory.An individual grapheme in an internal orthographic representation wasunstable when there were many phonologically acceptable alternatives forit. The results are contrary to the view that the strength of an internalrepresentation is uniform across all its graphemes and is a function only ofvisual experience with the printed form. Results were interpreted in thecontext of a theory that considers spelling knowledge to be a by-productof the reading process, a process that involves phonological analysis. 相似文献
6.
7.
ABSTRACTVariations in the accuracy and stability of a word’s spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case, deviations in spelling accuracy and stability should be reflected in differences in reading times. Here, 90 teenage participants read 30 words; reading times were recorded. After a 2-week delay, the students spelled these same words 3 times each to gain a measure of orthographic quality. In line with the LQH, faster reading speeds were observed for words with higher spelling accuracy and stability, even for words that were not always spelled perfectly. To our knowledge, our findings provide the first empirical support for the notion that orthographic quality exists along a continuum, both within and across individuals. 相似文献
8.
Zarić Jelena Hasselhorn Marcus Nagler Telse 《European Journal of Psychology of Education - EJPE》2021,36(1):21-43
It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.
相似文献9.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing. 相似文献
10.
ABSTRACTSpelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning. 相似文献
11.
The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. 相似文献
12.
Irit Bar-Kochva 《Scientific Studies of Reading》2016,20(2):163-172
Morphological analysis of words has been shown to characterize skilled reading. A manipulation on the presentation of words, designed to encourage this process, was examined in dyslexic readers. Fifty-eight Hebrew-speaking university students with dyslexia were divided into three groups. One underwent a very short-term morpheme-based training, consisting of a time-restricted exposure to the root morphemes of words presented in a lexical decision task. The rest of the words’ letters remained on screen until a response. Another group received a control training consisting of the same procedure, except that the presentation of a nonmorphological orthographic unit was manipulated. Two untrained control groups, of dyslexic readers and of typical readers (n = 20), received pre- and posttest measures without training. The results suggest modest but positive effects on reading and spelling following the morpheme-based training, thereby suggesting that the morphological manipulation examined should be integrated in more intensive trainings. 相似文献
13.
Margaret L. Stanback 《Annals of dyslexia》1992,42(1):196-221
A frequency-based vocabulary of 17,602 words was compiled and analyzed in order to group words with recurring syllable and
rime patterns for teaching reading. The role of the rime unit (e.g.,ite inkite andinvite) in determining vowel pronunciation was central to the analysis because of the difficulty that the ambiguity of English vowel
spelling presents to children who do not learn to read words easily. Vowel pronunciation in each orthographic rime was examined,
both for its consistency in all words in which the rime occurs and for regularity, defined as conformity to the most frequent
pronunciation for each vowel spelling in each of six orthographic syllable types.
Of the 824 different orthographic rimes, 616 occur in rime families as the building blocks of almost all the 43,041 syllables
of the words. These rimes account for a striking amount of patterning in the orthography: 436 are both regular and consistent
in pronunciation (except where a single exception word occurs); another 55 are consistent but not regular. Of the remaining
125, only 86 have less than a 90 percent level of consistency. The high order of congruence of orthographic and phonological
rimes suggests their usefulness as units for teaching reading. 相似文献
14.
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
15.
The present study tested the hypothesis that underlying orthographic representations vary in completeness within the individual, which is manifested in both spelling accuracy and reading speed. Undergraduate students were trained to improve their spelling of difficult words. Word reading speed was then measured for these same words, allowing for a direct evaluation of whether improvements in spelling would bring about faster reading speeds. Results were clear: Spelling accuracy and reading speed were strongly related across and within participants. Most important, words that improved in spelling accuracy were read more rapidly at posttest than words that did not show improvement in spelling. These results provide direct evidence showing that the quality of orthographic representations, as indexed by spelling accuracy, directly relates to reading speed. This is consistent with the lexical quality hypothesis and highlights the relevance of spelling in literacy acquisition. 相似文献
16.
Monique Sanchez Annie Magnan Jean Ecalle 《European Journal of Psychology of Education - EJPE》2012,27(3):299-317
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children’s early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A short longitudinal study was conducted with French-speaking children. Beyond phonological and morphological knowledge, identified here as in many other studies, the results provided evidence of a level of orthographic knowledge in the Kg children who exhibited an ability to process graphotactic constraints (i.e., legal combinations of letters). Moreover, whatever the type of items (affixed, pseudo-affixed, regular, or irregular words) being processed, either in reading or in spelling, letter naming was seen to be the strongest predictor of reading and spelling performance. The second important predictor related to phonological knowledge and more particularly phoneme extraction as a proximal predictor. Morphological knowledge appeared to be less important, and finally, the smallest contribution was made by orthographic knowledge. 相似文献
17.
The present study examined the possibility that spelling fulfils a self‐teaching function in the acquisition of orthographic knowledge because, like decoding, it requires close attention to letter order and identity as well as to word‐specific spelling–sound mapping. We hypothesised that: (i) spelling would lead to significant (i.e. above‐chance) levels of orthographic learning; (ii) spelling would actually result in superior learning relative to reading owing to the additional processing demands invoked when spelling; (iii) there would be stronger outcomes for post‐test spelling production compared with spelling recognition; and (iv) relative to reading, spelling would produce superior orthographic learning in the case of later‐occurring orthographic detail compared with information appearing earlier in the letter string. In a fully within‐subjects design, third grade Hebrew readers were exposed to novel letter strings presented in three conditions: spelling, reading and an unseen control condition. With the exception of the position by condition interaction (our fourth hypothesis), which, although in the expected direction, failed to attain significance, all hypotheses were supported. These data highlight yet another dimension of reading–writing reciprocity by suggesting that spelling offers a powerful self‐teaching tool in the compilation of word‐specific orthographic representations. 相似文献
18.
《Scientific Studies of Reading》2013,17(4):309-333
We examined the oral and written spelling performance on the Treiman-Bourassa Early Spelling Test (Treiman & Bourassa, 2000a) of 30 children with serious reading and spelling problems and 30 spelling-level-matched younger children who were progressing normally in learning to read and spell. The 2 groups' spellings were equivalent on a composite measure of phonological and orthographic sophistication, representation of the phonological skeleton of the items, and orthographic legality. The groups showed a similar advantage for words over nonwords on the phonological skeleton and orthographic legality measures. The children with dyslexia and the comparison children also showed an equivalent advantage for written over oral spelling on the composite and phonological skeleton measures. Further analyses revealed that children with dyslexia made many of the same linguistically based errors as typically developing children but also pointed to some subtle differences between the groups. Overall, the spelling performance of children with dyslexia appears to be quite similar to that of normally progressing younger children. 相似文献
19.
In a brief, exploratoryspelling intervention, second through fourthgrade students, divided in two groups of 70students, learned to spell Latin loan wordsthat ended in -ion with either alinguistically explicit or implicit method. The -ion words were chosen because theypossess similar orthographic structure inaddition to uniform pronunciation. In theexplicit instruction, linguistic andorthographic properties of the words weresimultaneously considered and non-overlappingdistributive patterns between sound andspelling were discussed, whereas in theimplicit instruction discussion was limited tothe orthographic pattern. The explicitinstruction was based on the Orton–Gillinghammethod. Linguistically explicit instructionimproved discrimination of /zh/ and /sh/sounds, spelling of word endings tion andsion and, most importantly, spellinggeneralization to novel words over implicitinstruction. These results were consistent pergrade. The children in each instructionimproved equally on spelling of the stressedvowel, which did not receive explicit attentionin the intervention, as well as on reading ofboth the stressed vowel and the word endings. Thus, the effectiveness of drawing explicitversus implicit attention was shown across andwithin type of instruction. The results appearto support sound-based spelling instruction. 相似文献
20.
Rebecca Treiman Brett Kessler Tatiana Cury Pollo Brian Byrne Richard K. Olson 《Scientific Studies of Reading》2016,20(5):349-362
Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age = 6 years 2 months) and a standardized spelling test approximately 2 years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten. 相似文献