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1.
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related
subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and
controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent
contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding
explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were
divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading
and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there
were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There
were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words
or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading.
This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups
in reading experience. Our data, therefore, support the PCVOD model.
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| Judith BekebredeEmail: |
2.
Jurgen Tijms 《教育心理学》2004,24(6):767-791
A sample of 131 10–14‐year‐old Dutch children with reading and spelling difficulties received a treatment for dyslexia. The treatment was computer‐based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The treatment consisted of several modules, each addressing specific links between phonological concepts and the writing system. A process‐oriented evaluation of this treatment showed a time course of effects that was specifically related to the timing of treatment components. The children showed a cascade of improvements that corresponded to the presentation order of the treatment modules. These findings indicate that the computerised treatment based on inferential algorithms provides an effective tool in the remediation of dyslexia. 相似文献
3.
Louisa C. Moats 《Reading and writing》1996,8(1):105-119
Spelling researchers in the past have disagreed about the meaning of spelling errors for the diagnosis of dyslexia. Many studies have reported that spelling errors of individuals with dyslexia are similar to those of younger children but that they are not deviant or unusual. In this study, spelling errors from the spontaneous writing of 19 adolescents with a history of reading problems and persistent spelling difficulties were analyzed. The poorer spellers in this group made more errors than the better spellers on certain phonological and morphophonological constructions. Specifically, the poorer spellers made a disproportionately large number of errors in their representation of liquid and nasal consonants, especially after vowels, and their spellings of inflections -ed and -s. Even though poor spellers might eventually learn to spell with reasonable phonetic accuracy, their spelling appears to be marked by persistent, intractable difficulties representing specific phonological and morphophonological features of words. 相似文献
4.
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
5.
Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent manifestation of this inconsistency is the presence of silent letters at the end of words. Many of these silent letters perform a morphological function. The current study examined whether students with dyslexia (aged between 10 and 15 years) benefit from the morphological status of silent final letters when spelling. We compared, their ability to spell words with silent final letters that are either morphologically justified (e.g., tricot, “knit,” where the final “t” is pronounced in morphologically related words such as tricoter, “to knit” and tricoteur “knitter”) or not morphologically justified (e.g., effort, “effort”) to that of a group of younger children matched for reading and spelling level. Results indicated that the dyslexic students’ spelling of silent final letters was impaired in comparison to the control group. Interestingly, morphological status helped the dyslexics improve the accuracy of their choice of final letters, contrary to the control group. This finding provides new evidence of morphological processing in dyslexia during spelling. 相似文献
6.
This paper explores the relationship between speech and spelling in a single-case study of developmental dyslexia. JM, a developmental dyslexic with a well-documented history of speech, reading and spelling difficulties, was examined when he was 13–14 years old. He still had subtle articulation difficulties causing some disfluency and his use of phonetic voicing was atypical. We argue that these difficulties were recapitulated in his spelling where he was more sensitive to the prosodic aspects of words than normal spellers, exhibiting a strong tendency to spell accurately words which are stressed on the first, rather than the second syllable. He also had more difficulty with phonetic voicing and spelling errors reflected this uncertainty. Thus, when word-specific (orthographic) spelling information is unavailable, JM, like all spellers, must make use of phonological spelling strategies. In his case, these are compromised because of underlying phonological speech problems. It is argued that, while young children make use of a phonological frame on which to organize orthographic information, dyslexics, like JM, who have inadequate phonological representations, are unable to do so. This has a detrimental effect on their acquisition of spelling. 相似文献
7.
8.
In addition to an intrinsic difficulty in reading and spelling, one of the defining characteristics of dyslexia is an enduring and pervasive difficulty in phonological coding, such that dyslexic readers find it particularly challenging to process and manipulate the constituent sounds of a language. Coexistent with this finding is the evidence that some dyslexic readers also demonstrate subtle sensory coding problems in the visual and auditory domains. Few theories have been proposed to unite these different findings within a coherent model of reading. Here the evidence for visual, auditory and phonological coding problems in dyslexia is briefly reviewed, and a hypothesis is proposed for how adequate early sensory coding may be intrinsic to phonological awareness and subsequent reading ability. In this hypothesis, a cortical network is assumed that incorporates the visual, auditory and phonological skills of reading. The visual sub‐component of the network is mediated by the dorsal visual pathway, which is responsible for the accurate spatial encoding of letters, words and text. The auditory component of the network in pre‐readers is intrinsic to the development of phonological sensitivity, and then grapheme‐phoneme assimilation as reading skills develop. In this hypothesis, some of the symptoms of dyslexia may result from subtle problems in the encoding of both visual and auditory information and their role in maintaining the synchronicity of the reading network. 相似文献
9.
The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia
use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants
had to identify serially presented written (target) words from within larger word pools according to their presentation order,
with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused
on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention
of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers
used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly
relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished
ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation
to theories predicting the acquisition and mastery of reading.
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| Paul MillerEmail: |
10.
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
11.
This study aimed to investigate to what extent reading and spelling share cognitive processes at different phases of literacy acquisition. The contributions of phonological awareness, letter-sound matching skills, and rapid naming (RAN) to spelling and reading were measured in a large sample with Dutch children (N?=?1,284) covering all primary school grades. The results indicated a different developmental pattern for spelling than for reading. At initial phases of literacy acquisition, phonological awareness and letter-sound matching skills contributed to both reading and spelling performance. However, in contrast to the declining influence of phonological awareness and letter-sound matching skills on fluent word reading (see also Vaessen & Blomert, 2010), the contributions of these skills to spelling performance were stable over the years, suggesting an ongoing reliance on orthography/phonology mappings during spelling. RAN did not contribute to spelling performance in any of the grades, in contrast to its strong contribution to reading performance, suggesting that RAN captures a cognitive skill that is unique for reading acquisition. 相似文献
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13.
The visual deficit hypothesis of development dyslexia has largely been abandoned because many of the phenomena that initially motivated it could not be replicated under controlled experimental conditions, while phonological processing deficits were found to provide a better explanation for the replicable phenomena. Nevertheless, many teachers and special educators continue to subscribe to the hypothesis that deficits of visual perception are a major cause of reading failure in dyslexia. As part of a larger family study, we reexamined the questions (1) whether probands and affected relatives in dyslexia families reverse easily confused letters more frequently under experimental conditions than normal readers from the same families, and (2) whether they show unusual facility in reading geometrically transformed text. The findings indicated that young dyslexia students reverse easily confused letters more often than normal readers. Reading group differences of letter reversal were significant in children from 7–10 years but not thereafter; and virtually no subject reversed letters when spelling whole words. Furthermore, dyslexic persons in every age group from 7–60 years actually took longer than normal readers to decode geometrically transformed text; and the time to decode transformed texts increased progressively with age after adolescence in both dyslexic persons and normal readers. Thus, reading group differences in decoding easily confused letters and reading geometrically transformed text do not support the visual deficit hypothesis and probably do not help to clarify the etiology of developmental dyslexia. 相似文献
14.
The effects of age and sublexical automaticity on reading outcomes for students with reading disabilities 
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下载免费PDF全文 For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age‐related effects on measures of word and text‐reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded‐reading of sublexical sound–spelling patterns to fluency outcomes was also examined. The youngest group of participants showed better outcomes on measures of word and pseudoword reading. All age groups made significant and meaningful improvements on measures of reading fluency and reading comprehension. Participants' mastery of speeded, sublexical sound–spelling reading contributed variance to fluency outcomes beyond pre‐intervention fluency scores. Practice with sublexical spelling patterns may be one important component of programs directed at remediating accuracy and fluency deficits for students with reading disabilities. What is already known about this topic
- Reading fluency has proven difficult to remediate for students with reading disabilities.
- Training with sublexical sound–spelling patterns has increased recognition of the trained patterns, but transfer has been limited.
- Young children with reading difficulties appear to have an advantage at closing the reading achievement gap; however, there are some inconsistencies in the literature.
- Automaticity with sublexical patterns made a unique contribution to fluency outcomes in this sample of students with reading disabilities.
- In the context of the reading program examined, all age groups made significant and meaningful standard score gains on reading fluency.
- Young children did not score higher than the two older groups on measures of oral reading fluency or reading comprehension; bringing into question conclusions drawn from prevention versus intervention studies.
- Findings lend support to models of reading acquisition that emphasize multilayered, sublexical spelling–sound knowledge as important to reading fluency, beyond that of sight‐word reading efficiency.
- Including speeded practice of a broad range of sublexical sound–spelling patterns and training these to mastery deserves further study as one potential approach to improving fluency interventions for students with reading disabilities.
- We suggest that this sublexical training may mimic reading practice in terms of building orthographic representations that support fluent reading.
15.
In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999) dyslexia theory. 相似文献
16.
Jurgen Tijms 《Journal of Research in Reading》2004,27(3):300-310
This study examines whether two frequently reported causes of dyslexia, phonological processing problems and verbal memory impairments, represent a double‐deficit or whether they are two expressions of the same deficit. Two‐hundred‐and‐sixty‐seven Dutch children aged 10–14 with dyslexia completed a list‐learning task and several phonological tasks, together with a number of reading and spelling tests. The results indicate that phonological deficits and verbal memory impairments in dyslexia stem from the same root, which seemingly reflects an inaccurate encoding of the phonological characteristics of verbal information. This phonological encoding deficit is a negative predictor for both the reading and spelling skills of dyslexic children. 相似文献
17.
Christine M. Temple 《Reading and writing》1990,2(3):209-221
A six year follow-up of a previously documented case of developmental phonological dyslexia, is reported. Overal reading and spelling levels have risen significantly, but the qualitative nature of the performance has remained unchanged: impaired non-word reading; morphological and visuo-semantic paralexias; and function word substitutions in text. Rhyming skills also remain impaired. A higher proportion of errors are paralexias and within these a higher proportion are visuo-semantic or morphological. The error pattern of phonological dylexia is thus more pronounced than before. In spelling, only a minority of errors are phonologically plausible. There is no evidence of the mastery of the alphabetic stage of reading or the alphabetic stage of spelling. It is argued that A.H. is reading orthographically not logographically and that current reading models, which require passage through an alphabetic stage before attaining an orthographic stage, do not adequately account for individual variation in the acquisition of literacy skills.This work was supported by a research award from the Wolfson Foundation. Requests for reprints should be addressed to Dr. Christine Temple, The Neuropsychology Unit, Radcliffe Infirmary, Woodstock Road, Oxford OX2 6HE, United Kingdom. 相似文献
18.
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
19.
In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n?=?14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η p 2 ?=?.49). In experiments 2 (second graders, n?=?16) and 3 (first graders, n?=?12), students completed 2 days of spelling practice followed by a spelling test 1 day later. Results replicated experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η p 2 ?=?.42 and .64, respectively). Furthermore, students endorsed both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers. 相似文献
20.
《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