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1.
Fifteen Portuguese children with dyslexia, aged 9–11 years, were compared with reading and chronological age controls with
respect to five indicators related to the phonological deficit hypothesis: the effects of lexicality, regularity, and length,
implicit and explicit phonological awareness, and rapid naming. The comparison between groups indicates that Portuguese children
with dyslexia have a phonological impairment which is revealed by a developmental deficit in implicit phonological awareness
and irregular word reading (where younger reading level controls performed better than dyslexics) and by a developmental delay
in decoding ability and explicit phonological awareness (where dyslexics matched reading level controls). These results are
discussed in relation to the idea that European Portuguese is written in an orthography of intermediate depth. 相似文献
2.
Minna Torppa Rauno Parrila Pekka Niemi Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Jari-Erik Nurmi 《Reading and writing》2013,26(8):1353-1380
We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits. 相似文献
3.
Bjarte Furnes Åsa Elwér Stefan Samuelsson Richard K. Olson Brian Byrne 《Scientific Studies of Reading》2013,17(6):478-493
ABSTRACTWe investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and 2. In most analyses, the double deficit subtype scored significantly lower in reading and spelling than the single deficits, a pattern of findings that was identical across samples. Moreover, across countries, RAN deficits showed a stronger effect on reading whereas PA deficits showed stronger effects on spelling. Overall, the results supported the basic premises of the DDH suggesting that the double deficit subtype represents the most impaired readers, and that RAN and PA are separable deficits with different effects on reading and spelling. The results also supported a universal view of literacy development, with similar predictive patterns of DDH subtypes across orthographies. 相似文献
4.
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
5.
We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor of orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of orthographic processing skills and support the idea that RSN taps into automaticity/efficiency of processing print-sound mappings. 相似文献
6.
Minna Torppa George K. Georgiou Pekka Niemi Marja-Kristiina Lerkkanen Anna-Maija Poikkeus 《Annals of dyslexia》2017,67(1):42-62
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n?=?1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers’ shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments. 相似文献
7.
The spelling errors of third graders who fit phonological andsurface profiles of developmental dyslexia were analyzed, alongwith the errors of younger (reading level matched) andchronologically age matched non-dyslexic comparison groups. InStudy 1, errors were analyzed as phonologically constrained,unconstrained, or inaccurate and as either orthographicallyacceptable or unacceptable. Study 2 extended the errorclassification system to nonword spellings. The main finding wasthat different types of dyslexics produced different types oferrors. Both studies found that children produced spelling errorsconsistent with their type of dyslexia. The phonological groupshowed poor knowledge of phoneme-grapheme correspondences,consistent with the existence of a phonological deficit. Thesurface group's spelling error profile differed from thephonological group and closely resembled the younger normalcomparison group. This pattern is consistent with other evidencethat surface dyslexia represents a general delay in acquiringliteracy skills. The studies provide converging evidence, from aspelling task, that developmental dyslexia is a non-homogeneouscategory consisting of at least two major subtypes with distinctetiologies and behavioral sequelae. 相似文献
8.
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
9.
In this paper, I present a theoretical overview at the cognitive level of the role of phonological awareness in reading development
and developmental dyslexia across languages. My assumption is that the primary deficit in developmental dyslexia in all languages
lies in representing speech sounds: a deficit in “phonological representation.” I will argue that this deficit manifests in
somewhat different ways, depending on orthography. I will also argue that the phonological deficit in dyslexia is initially
at the syllable and onset-rime levels of phonological awareness, with the development of “phonemic” awareness being a consequence
rather than a precursor of reading. Finally, I will suggest that some of the processes underpinning language acquisition are
disrupted in dyslexia, in particular, the detection of rhythm in speech. 相似文献
10.
Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of
remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of
this study is orthographic processing in developmental dyslexia, and how it may contribute to reading fluency. We investigated
orthographic processing speed and accuracy by children identified with dyslexia that were enrolled in an intensive, fluency-based
intervention using a timed visual search task as a tool to measure orthographic recognition. Results indicate both age and
treatment effects, and delineate a link between rapid letter naming and efficient orthographic recognition. Orthographic efficiency
was related to reading speed for passages, but not spelling performance. The role of orthographic learning in reading fluency
and remediation is discussed. 相似文献
11.
Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association’s definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian. 相似文献
12.
Puolakanaho A Ahonen T Aro M Eklund K Leppänen PH Poikkeus AM Tolvanen A Torppa M Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370
The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills. 相似文献
13.
发展性阅读障碍一直是心理学家关注的重要领域。国外研究者基于认知和生物因素提出了关于发展性阅读障碍的语音缺陷、小脑缺陷、一般性大细胞功能障碍等理论,并考察了患者的眼动特征,提出了有效的诊治方法。汉语发展性阅读障碍研究主要局限在语音和正字法领域,也涉及局部脑区的功能缺陷,但还未从多角度测查其成因,如眼动。该文在理论梳理的基础上,系统探讨了发展性阅读障碍患者的眼动特征及机制。 相似文献
14.
15.
相比于阅读正确性,透明文字阅读障碍儿童的阅读流畅性问题更突出。本文用多基线干预性混合实验设计,考察形-音联结和重复阅读两种训练对3~5年级不同水平维吾尔文阅读障碍儿童阅读流畅性的单独和综合干预效果。结果发现:(1)基线时,不同水平阅读障碍儿童的单词阅读正确性和阅读理解成绩不存在显著差异,但在阅读流畅性测验得分上严重阅读障碍儿童显著落后于一般阅读障碍儿童;(2)形-音联结和重复阅读两种训练分别提高了阅读障碍儿童的假词和真词阅读速度,两种训练结合使用时提高了阅读理解成绩,其中严重阅读障碍儿童的阅读理解成绩提高的更明显。 相似文献
16.
Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological
awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise
time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness.
Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological
awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing
of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling.
The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity
to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic
sensitivity made largely independent contributions to reading. 相似文献
17.
Ellie R. H. van Setten Britt E. Hakvoort Aryan van der Leij Natasha M. Maurits Ben A. M. Maassen 《Annals of dyslexia》2018,68(3):181-202
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria. 相似文献
18.
语言认知缺陷是影响阅读困难儿童阅读能力发展的重要因素,以训练阅读困难儿童的语言认知技能为主要目标的干预研究也备受研究者们的关注,其中,语音意识缺陷干预、阅读流畅性缺陷干预和基于语音意识缺陷和快速命名缺陷的综合干预是当前具有代表性的干预研究.分析、梳理以上干预研究及成效,并展望其发展趋势对阅读困难儿童的干预研究具有非常重要的价值. 相似文献
19.
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability-achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity. 相似文献