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1.
The Boder Test may represent a viable screening instrument for the identification of dyslexia and dyslexic subtypes. Proportions of the 30 LD children studied identified by Boder's classification system as dysphonetic (63.3%), dyseidetic (6.7%), and mixed dysphonetic-dyseidetic (13.3%) were similar to those reported in earlier studies. Neuropsychological characteristics associated with the Boder categories were consistent with the literature: Significantly fewer dysphonetic readers were represented in the V > and Spatial<Sequential IQ groups, and left-handedness and left-hand tapping preference were overrepresented in the mixed dyslexic category. Black children who had been identified as learning disabled on the basis of other tests were categorized as normal readers by the Boder, suggesting its possible use as a nonbiased measure of reading.  相似文献   

2.
This study tested the hypothesis that when a stringent criterion of normal IQ is applied in the selection of dyslexic readers, and when dyslexics, nondyslexic poor readers, and normal readers are matched on reading comprehension — rather than word reading — significant differences among these groups can be demonstrated. Two groups of poor readers from primary grades, one with normal IQ (dyslexics) and the other with below-average IQ (nonspecific reading disabled, NSRD) were matched for reading comprehension with a group of younger normal readers. The dyslexic group was found to be inferior to the other two groups in tests of decoding and spelling. The dyslexic readers were more context-dependent for word recognition than the other two groups. The NSRD group did not differ from the normal readers in these aspects but had the worst performance on a test of inferential comprehension. It was concluded that dyslexics differ from normal readers and low-IQ poor readers in word and nonword reading skills and context-dependency for reading. A group of six adult dyslexics were also found to be deficient in decoding skills. A lack of unanimity in the use of certain terminology, a substantial age difference between low-IQ poor readers and normals, and the difference in the criteria used for matching the different groups could be factors that can explain the disagreements seen between the findings of the present study and those reported by some other studies. Potential problems associated with reading-age matched experimental design are discussed.  相似文献   

3.
Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not resemble beginning readers. Thomson's study and his use of miscue analysis is re‐evaluated, both in relation to the educational and political climate of the time – which was hostile to the concept of dyslexia – and in the light of research and social developments since then. The study of oral reading still has value today, both for the teacher and the researcher, provided its limitations as a technique are fully appreciated.  相似文献   

4.
Recent studies have suggested that an increase of inter-letter spacing may improve reading performance of dyslexic readers by reducing visual crowding. However, these results have been difficult to replicate.This study directly compares reading accuracy and comprehension, as well as reading speed, and number and duration of fixations of 38 dyslexic and 32 typically reading children (10–14 years old) in regular, spaced (+2,5 pt), and condensed (−1,5 pt) conditions using a natural sentence-reading paradigm.Inter-letter spacing did not affect reading accuracy, comprehension, or speed. The lack of effects of inter-letter spacing was observed in both dyslexic and typical readers. Inter-letter spacing did not impact the number of fixations, but increased inter-letter spacing led to shorter fixations in dyslexic children. Decreased inter-letter spacing resulted in longer fixations in both groups.These results do not support the claim that dyslexics are more influenced by crowding than age-matched controls.  相似文献   

5.
By using latent profile analysis eight stable and interpretable subgroups of readers were identified. The basis for subgrouping was different performance measures with four aspects of reading in focus: reading of continuous texts, reading of document texts, word reading and reading speed. Participants were 9-year-old Swedish students included in the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in 1991 (n = 4,184) and in 2001 (n = 5,099). The eight subgroups were compared on different background variables, such as gender, language at home, and cultural and socioeconomic factors. It was concluded that latent profile analysis proved to be a feasible methodology. The even performance profiles of good and average readers imply that reading is a skill with a high degree of transfer and generality. Several subgroups of poor readers with more heterogeneous performance patterns could be identified. The three most stable subgroups proved to be comprised of high performers, poor comprehenders and dyslexic students.  相似文献   

6.
This paper reports a research which examined the relationship between dyslexia and eye movement control in Spanish speaking children. The study compared the eye movements recordings of 30 dyslexic, 30 retarded and 30 normal readers, aged between 7 and 14, in one ocular tracking task and two reading tasks which differed in their degree of reading difficulty. Within each group the subjects were divided into 3 subgroups of 10 in accordance with the following chronological ages: 7–9, 10–11 and 12 years and above. Dependent variables were saccadics (number, size and fixation pause), regressives (number, size and fixation pause), total number of movements and percentage of regressives over the total number of movements. The following results were obtained: (1) In the two reading tasks significant differences were found between dyslexic and normal readers and between retarded and normal readers in most of the parameters, no differences being found between dyslexic and retarded readers except in a few parameters; (2) in the ocular tracking task significant differences both between dyslexic and normal readers and between dyslexic and retarded readers were found in all dependent variables, no differences being found between retarded and normal readers at all, and (3) the age factor produced a significant main effect in the two reading tasks indicating a general improvement of eye movements as age increases but an interaction effect with reading disability in the ocular tracking task-indicating a deterioration in eye movements in the dyslexic group as a function of age-was also found. The results are discussed in the context of alternative theoretical explanations of developmental dyslexia.This research was supported by grant PR82-1933 from the Spanish Consulting Committee for Scientific and Technological Research (CAYCIT). Requests for reprint should be sent to F. J. Martos, Departamento de Psicologia Experimental y Fisiologia del Comportamiento. Campus de Cartuja, Universidad de Granada. 18071 Granada, Spain.  相似文献   

7.
The research study examined the gains in single word recognition and oral reading fluency made by a group of low-progress readers following an intensive, systematic skills based reading programme (MULTILIT). Performance on the Phonological Assessment Battery (PhAB) was used to identify 'dyslexic' students (with poor phonological awareness) from 'garden-variety' low-progress readers. It was hypothesised that the identified group of 'dyslexic' students ( N = 16) would make smaller gains in reading outcomes compared to the group of 'garden-variety' low-progress readers ( N = 6). The results did not support the hypothesis since both groups of low-progress readers made substantial gains on both reading measures. Moreover, PhAB sub test scores did not predict size of gains. The results provide evidence for the usefulness of intensive literacy remediation to increase the reading gains of disabled readers despite their status (dyslexic or garden-variety) as a low-progress reader and lend support to those researchers who advocate a non-categorical approach to addressing reading disability. There is tentative evidence to suggest that the inclusion of a short phonological awareness training component for nine students may have impacted favourably on the reading outcomes of the 'dyslexic' group of low-progress readers.  相似文献   

8.
This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.  相似文献   

9.
This study investigated Chinese dyslexic children’s efficiency in employing phonological strategies (i.e. the use of orthography-phonology correspondence rules) in reading and the effectiveness of training phonological strategies in improving Chinese dyslexic children’s reading performance. An Experimental Group of 15 Chinese dyslexic children received a five-day intensive training in phonological strategies while a comparable Control Group did not. The results showed that Chinese dyslexic children did not use the phonological strategies as efficiently as Chinese average readers, and the training programme was effective in significantly improving the Experimental Group’s reading performance. This suggests that Chinese dyslexic children can benefit from training in phonological strategies.  相似文献   

10.
Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3‐ to 6‐year‐old children (N = 149) were exposed to the idea of “being a helper” (noun condition) or “helping” (verb condition). Noun wording fosters the perception that a behavior reflects an identity—the kind of person one is. Both when children interacted with an adult who referenced “being a helper” or “helping” ( 2 ) and with a new adult ( 3 ), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior.  相似文献   

11.
The syntactic development of preschoolers who later became disabled readers was compared to that of children who were similar to the dyslexics in sex, socioeconomic status, and IQ, but who became normal readers. Expressive and receptive syntactic abilities were examined longitudinally from age 30 to 60 months. The dyslexic group was poorer than the control group on all measures until the age of five, at which time both groups exhibited similar syntactic proficiency. The etiological relation of language development to reading disabilities is discussed. This research was supported by grants from the National Institute of Child Health and Human Development and the March of Dimes Birth Defects Foundation.  相似文献   

12.
This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles and Coltheart (1993) provided evidence for the existence of these two mechanisms in English reading. They suggested that deficits in one and/or the other mechanism would lead to different patterns of reading disability. Surface dyslexia results from an impairment of the lexical procedure with an intact phonological route to reading. Phonological dyslexia results from a deficit in the grapheme-phoneme transformation mechanism. A higher percentage of surface dyslexia was identified in the present study. The aim of the second study was to analyze reading errors to support the existence of surface and phonological dyslexic patterns in Chinese reading. The results showed that students with surface dyslexic pattern made more phonological errors, whereas students with phonological dyslexic pattern made more semantic errors. These two studies indicate that students with learning disabilities could have different strengths and weaknesses and could have different preferences for recognizing Chinese characters and different responses to instructional methods. The third study was designed to test the effects of different teaching methods and different kinds of Chinese characters on students with learning disabilities. In general, the analytic method was found more effective for students with surface dyslexic pattern and the whole-word method for those with the phonological dyslexic pattern. The findings of this study showed the importance of identifying the strengths of the different sub-types of readers and the need to choose appropriate instructional methods accordingly.  相似文献   

13.
This article details a study which predicted that across a wide range of print sizes dyslexic reading would follow the same curve shape as skilled reading, with constant reading rates across large print sizes and a sharp decline in reading rates below a critical print size. It also predicted that dyslexic readers would require larger critical print sizes to attain their maximum reading speeds, following the letter position coding deficit hypothesis. Reading speed was measured across twelve print sizes ranging from Snellen equivalents of 20/12 to 20/200 letter sizes for a group of dyslexic readers in Grades 2 to 4 (aged 7 to 10 years), and for non-dyslexic readers in Grades 1 to 3 (aged 6 to 8 years). The groups were equated for word reading ability. Results confirmed that reading rate-by-print size curves followed the same two-limbed shape for dyslexic and non-dyslexic readers. Dyslexic reading curves showed higher critical print sizes and shallower reading rate-by-print size slopes below the critical print size, consistent with the hypothesis of a letter-position coding deficit. Non-dyslexic reading curves also showed a decrease of critical print size with age. A developmental lag model of dyslexic reading does not account for the results, since the regression of critical print size on maximum reading rate differed between groups.  相似文献   

14.
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   

15.
The rationale for the study was that if dyslexic and garden-variety poor readers differ in reading-related cognitive skills, there is justification for believing dyslexia to be a distinct entity. Subjects were 110 children aged 6 to 10 years, divided into groups of dyslexic poor readers varying in verbal IQ, garden-variety poor readers, and good readers. Findings suggest that there are valid grounds for believing that dyslexia is a separate entity from garden-variety poor reading, and that it is found among children at all verbal IQ levels. Poor phonological awareness and nonword reading, in relation to normal readers, were shared by dyslexic and garden-variety poor readers. Deficits unique to dyslexic poor readers were problems in both automatic visual recognition and phonological recoding of graphic stimuli. The study supports the phonological-core variable-difference model of Stanovich (1988) in that both dyslexic and garden-variety poor readers showed phonological processing deficits, but they were more extensive in dyslexics.  相似文献   

16.
Adults implicitly judge people from certain social backgrounds as more “American” than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5‐ to 6‐year‐old children (N = 100) categorized English speakers as “American” and Korean speakers as “Korean” regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine‐ and 10‐year‐olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context.  相似文献   

17.
It has been suggested that the differences observed for dyslexic readers compared to normal readers on tasks measuring visual sensitivity may simply be the result of differences between the two groups in general cognitive ability and/or attentional engagement. One common way to accommodate this proposal is to match normal and dyslexic readers on IQ. However, an explicit test of this suggestion is to take normal and dyslexic readers who differ on IQ—where IQ would be expected to explain reading ability—and determine if visual sensitivity can still account for reading skill, even when IQ is taken into account. In this study we explored the relative contributions of nonverbal IQ, visual sensitivity as measured by sensitivity to the frequency doubling illusion, and phonological and irregular word reading to reading ability. Visual sensitivity explained a significant amount of variance in reading ability, over and above nonverbal IQ, accounting for 6% of the unique variance in reading ability. Moreover, visual sensitivity was related primarily to irregular word reading rather than to nonsense word decoding. This study demonstrates that low-level visual sensitivity plays an intrinsic role in reading aptitude, even when IQ differences between normal and dyslexic readers are contrived to maximize the contribution of IQ to reading skill. These results challenge the suggestion that impaired visual sensitivity may be epiphenomenal to poor reading skills.  相似文献   

18.
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   

19.
Long before the establishment of a general school system in Sweden (1842), a vast majority of the adult population had reached some reasonable level of reading literacy. The level of reading skill among the members of a household was assessed by the parish priest at annual catechetical examinations, and the results of these examinations were recorded in church registers. Eventually (in the 18th century) a 5-point grading scale was developed. In the present investigation, these unique records were used to study the transmission of low reading marks over successive generations in 17 families. For comparison, a set of 17 family trees originating from good readers was traced. The average scores of the descendants of poor readers were significantly lower than corresponding scores for descendants of good readers. However, the transmission patterns in the family trees of poor readers did not indicate any simple genetic mechanism. In another study, two dyslexic cases living today were traced backward to ancestors born around 1750. In one of the cases, a massive familial pattern of reading disability down to the eighth generation was observed, while most ancestors of the other case had average or above average reading skill as judged by the priests. The reasons for the absence of a simple hereditary pattern were critically discussed. This research was supported by a grant from the Swedish Council for Research in the Humanities and the Social Sciences. Birgitta Esberg served as research assistant.  相似文献   

20.
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   

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