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1.
Paz Suárez-Coalla Sara Ramos Marta Álvarez-Cañizo Fernando Cuetos 《Annals of dyslexia》2014,64(2):166-181
Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla 2009; Spinelli, De Luca, Di Filippo, Mancini, Martelli, & Zoccolotti, 2005; Wimmer, 1993). Therefore, the main problem for these children could be the difficulty in developing orthographic representations of the words they read. The aim of this study was to test the ability of dyslexic Spanish-speaking children (whose native language is Spanish) to develop orthographic representations and determine if the context helps them. For this, two experiments were conducted with a group of 100 children, 7–12 years of age. The groups were comprised of 20 dyslexics, 40 chronological age-matched controls and 40 reading level-matched controls. In the first experiment, eight unfamiliar words (four short and four long) were presented six times within the context of a story. In the second experiment, eight pseudowords were presented on a computer and the children had to read them aloud. In both experiments, the reading and articulation times of experimental and control stimuli were compared, before and after the training. Children without dyslexia showed a decrease of the influence of length of word on reading speed, indicating a lexical reading, while for dyslexic children, the influence of length remained unchanged. These results appeared when the stimuli were presented in the context of a story as well as when presented in isolation. In short, our results describe that dyslexic children of transparent orthographic systems have problems in developing orthographic representations of words. 相似文献
2.
Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages. 相似文献
3.
Ute Dürrwächter Alexander N. Sokolov Jens Reinhard Gunther Klosinski Susanne Trauzettel-Klosinski 《Annals of dyslexia》2010,60(1):86-101
We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion. 相似文献
4.
In this study the effect of repeated reading on the acquisition of orthographic knowledge was examined. Acquisition of orthographic knowledge was assessed by the effect of word length on reading speed. We predicted that the effect of length in a set of words and pseudowords would decrease after the repeated reading of these (pseudo)words. The study involved fourth and fifth grade dyslexic children, in addition to normal readers in second and fourth grade. Words and pseudowords ranged from four to six letters and were read 16 times. A length effect was found in the dyslexic and younger normal readers, but not in the older normal readers. The length effect did not change from pre‐test to post‐test, although a large overall improvement in reading speed was found in all groups. These results suggest that repeated reading did not alter the predominantly sub‐lexical reading procedure of the dyslexic and younger normal readers. Implications for the interpretation of the length effect and the notion of word‐specific orthographic knowledge are discussed. 相似文献
5.
Margherita Orsolini Rachele Fanari Sara Cerracchio Luisa Famiglietti 《Reading and writing》2009,22(8):933-954
In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14
Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with
a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child
we also selected a participant who was attending the same grade, was close in age, and showed typical reading development
when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are “same grade controls.” We used a reading task consisting of
40 three syllables words. A qualitative and quantitative method of coding children’s naming allowed us to distinguish several
components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the
aloud orthography–phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group
with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering
dyslexic children’s chronological age, lexical reading is greatly delayed. Considering dyslexic children’s reading age, the
type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e.,
a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting
that some factors undermine the possibility of internalizing the orthography–phonology conversion and the blending processes. 相似文献
6.
Stress assignment to Italian polysyllabic words is unpredictable, because stress is neither marked nor predicted by rule.
Stress assignment, especially to low frequency words, has been reported to be a function of stress dominance and stress neighbourhood.
Two experiments investigate stress assignment in sixth-grade, skilled and dyslexic, readers. In Experiment 1, skilled readers
were not affected by stress dominance. Dyslexic children, although affected by word frequency, made more stress regularisation
errors on low frequency words. In Experiment 2, stress neighbourhood affected low frequency word reading irrespective of stress
dominance for both skilled and dyslexic readers. Words with many stress friends were read more accurately than words with
many stress enemies. It is concluded that, in assigning stress, typically developing and developmental dyslexic Italian readers
are sensitive to the distributional properties of the language. 相似文献
7.
Robert Davies Javier Rodríguez-Ferreiro Paz Suárez Fernando Cuetos 《Reading and writing》2013,26(5):721-738
In an opaque orthography like English, phonological coding errors are a prominent feature of dyslexia. In a transparent orthography like Spanish, reading difficulties are characterized by slower reading speed rather than reduced accuracy. In previous research, the reading speed deficit was revealed by asking children to read lists of words. However, speed in list reading sums the time required to prepare an utterance, reaction time (RT), with the time required to say it, response duration (RD). Thus, the dyslexic speed deficit in transparent orthographies could be driven by slow RTs, by slow RDs, or both. The distinction is especially important if developmental readers rely on phonological coding to achieve lexical access because the whole word would have to be encoded before it could be identified. However, while the factors that affect reading RT have been extensively investigated, no attention has been paid to RD. We studied the performance of typically developing and dyslexic Spanish children in an oral reading task. We analysed the impact of word frequency and length on reading accuracy, RT, and RD. We found that accuracy, RT, and RD were affected by word frequency and length for both control and dyslexic readers. We also observed interactions between effects of reader group—dyslexic, typically developing (TD) younger or TD older readers—and effects of lexicality, frequency, and word length. Our results show that children are capable of reading aloud using lexical and sub-lexical coding processes in a transparent orthography. 相似文献
8.
Paz Surez‐Coalla Marta lvarez‐Caizo Fernando Cuetos 《Journal of Research in Reading》2016,39(3):292-311
In order to read fluently, children have to form orthographic representations. Despite numerous investigations, there is no clear answer to the question of the number of times they need to read a word to form an orthographic representation. We used length effect on reading times as a measure, because there are large differences between long and short words for unknown words, differences that disappear when reading frequent words. Two lists of new words (half short and half long) were presented to 102 second‐grade to sixth‐grade Spanish children, to be read aloud six times. One of the lists was presented as part of a story and the other in isolation. Comparison of the length effect at the first and sixth exposure showed large differences between short and long words in the first presentation and small differences at the sixth presentation, indicating that Spanish children develop representations of words after just a few repetitions. 相似文献
9.
The aim of this experiment was to investigate the use of orthographic analogies in conditions that involved making sense of print (picture‐word matching) and pronouncing print (reading aloud) for readers with dyslexia. An adapted version of the classic clue‐word paradigm developed by Goswami was used. Participants were 40 readers with dyslexia and 40 reading‐age‐matched comparison readers. Based on previous theory and research in this area, we predicted that readers with dyslexia would read significantly fewer analogous words than their reading‐age‐matched counterparts. In light of the supposition that word‐picture matching does not require the synthesised pronunciation of a word, we also predicted that readers with dyslexia might be less impaired at analogy use in the picture‐word matching than in the reading aloud condition. However, we found that the dyslexic group read significantly fewer analogous words at post‐test than their reading‐age‐matched peers in both conditions. Also, performance in overall word reading was better for both groups in the word‐picture matching condition. The implications of these results for theory and practice in reading development are discussed, and methodological limitations are noted. 相似文献
10.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
11.
The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed. 相似文献
12.
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
13.
Maggie Snowling Bente van Wagtendonk Carolyn Stafford 《Journal of Research in Reading》1988,11(2):67-85
This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten-year-old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8-year-old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine-year-old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical-phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems. 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.
Chiara Valeria Marinelli Paola Angelelli Alessandra Notarnicola Claudio Luzzatti 《Reading and writing》2009,22(3):333-351
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children.
It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However,
it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words),
so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may
also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and
syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli
with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared
with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible
errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid
of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance.
Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical
processing.
相似文献
| Paola AngelelliEmail: |
16.
Paz Suárez-Coalla Nerea Villanueva Soledad González-Pumariega María González-Nosti 《Infancia y Aprendizaje》2016,39(2):275-311
In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations. 相似文献
17.
Nadège Doignon-Camus Alix Seigneuric Emeline Perrier Aurélie Sisti Daniel Zagar 《Annals of dyslexia》2013,63(2):117-132
To evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in dyslexics, we utilized the illusory conjunction paradigm to investigate the nature of reading units in French dyslexic and control children matched in reading age. In control children, reading units were defined by both orthographic redundancy and phonological syllable information. In dyslexics, however, reading units were defined only by orthographic redundancy. Therefore, despite their impairment in reading acquisition, developmental dyslexics have the ability to encode and exploit letter frequency co-occurrences. In contrast, their access to phonological syllables from letters was impaired, suggesting that their phonological deficit extends to large grain-size phonological units. 相似文献
18.
Little is known about implicit morphological processing in typical and atypical readers. These studies investigate this using a probe detection task with lures sharing morphological, orthographic, or semantic overlap with the probe. Intermediate and advanced readers (reading ages = 9;1–12;9) perform more poorly when there is more linguistic overlap. Novice readers (reading ages = 5;7–8;0) were influenced only by orthographic overlap and not by semantics, indicating that use of orthographic processes typically precedes integration of semantic and morphological skills. Children with otitis media (repeated ear infections) had phonological awareness difficulties but performed age appropriately on the probe detection task, indicating that morphological processing is not constrained by phonology. In contrast, dyslexic children’s performance reflected a failure to remember distinctions between words sharing root morphemes. Dyslexic children are sensitive to morphology but may over-rely on root morphemes. This pattern differed from reading-ability-matched children and children with circumscribed phonological difficulties. 相似文献
19.
Marie Lallier Guillaume Thierry Polly Barr Manuel Carreiras Marie-Josephe Tainturier 《Scientific Studies of Reading》2018,22(4):335-349
According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits of English monolingual and early Welsh–English bilingual dyslexic adults on reading and spelling irregular English words and English-like pseudowords. As predicted, monolinguals were relatively more impaired in reading pseudowords than irregular words, whereas the opposite was true for bilinguals. Moreover, monolinguals showed stronger sublexical processing deficits than bilinguals and were poorer spellers overall. This study shows that early bilingual reading experience has long-lasting effects on the manifestations of dyslexia in adulthood. It demonstrates that learning to read in a consistent language like Welsh in addition to English gives bilingual dyslexic adults an advantage in English literacy tasks strongly relying on phonological processing. 相似文献
20.
Heinz Wimmer 《Reading and writing》1996,8(2):171-188
The present study retrospectively examined early difficulties with phonological coding and phonemic segmentation of German children who after four years in school were diagnosed as dyslexic. German, in comparison to English, exhibits rather simple and straight-forward grapheme-phoneme correspondences, and the initial teaching approach was phonics oriented. Despite these favorable circumstances for the acquisition of phonological coding, the majority of the later dyslexic children had particular difficulties with the accurate reading of nonwords and of unfamiliar words after about seven months of reading instruction. However, there were enormous differences between the dyslexic children. Two of them were completely unable to blend phonemes into pronunciations, another seven were slow and error prone decoders, and three children had slow and laborious pronunciation assembly as the core problem. The majority of the later dyslexic children also exhibited phonemic segmentation deficits as tested with a nonword spelling task and a phoneme reversal task. In correspondence with findings from older German dyslexic children, the early difficulties with accurate phonological coding and phonemic segmentation were no longer found at the end of grade four. Children then suffered from very slow reading and poor spelling. In general, the difficulties of German dyslexic children emphasize the phonological impairment account of dyslexia. More specifically, these findings suggest that the assembly of letter sounds into pronunciations is particularly affected in the early phase of learning to read a consistent orthography. 相似文献