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1.
The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading
and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically
found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school students (mean age = 17;
8, SD = 4 months) attending schools in Iran were tested on reading and spelling of words and nonwords. The word stimuli differed
in terms of reading transparency (transparent when all phonemes have corresponding letters vs. opaque when short vowels were
not marked with a letter) and spelling polygraphy (nonpolygraphic phonemes vs. polygraphic phonemes). The nonwords were transparent
and nonpolygraphic. The reading results showed that both transparent and opaque words were read faster than nonwords, and
that transparent words were read faster than opaque words. Moreover, both transparent and opaque words were affected by word
frequency. These findings suggest that skilled readers of Persian relied on lexical processes to read words. In contrast,
the spelling results failed to show a word-advantage effect suggesting that skilled spellers of Persian rely on nonlexical
processes to spell words. Moreover, orthographic complexity also affected spelling. Specifically, nonpolygraphic words were
spelled faster than polygraphic words for both transparent and opaque words. Taken together, the findings showed that skilled
reading and spelling in Persian rely on different underlying processes. 相似文献
2.
Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic
representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based
training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in
Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills
were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the
correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training
conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination
of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation
and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective
of age or spelling ability. 相似文献
3.
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
4.
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
5.
In a brief, exploratoryspelling intervention, second through fourthgrade students, divided in two groups of 70students, learned to spell Latin loan wordsthat ended in -ion with either alinguistically explicit or implicit method. The -ion words were chosen because theypossess similar orthographic structure inaddition to uniform pronunciation. In theexplicit instruction, linguistic andorthographic properties of the words weresimultaneously considered and non-overlappingdistributive patterns between sound andspelling were discussed, whereas in theimplicit instruction discussion was limited tothe orthographic pattern. The explicitinstruction was based on the Orton–Gillinghammethod. Linguistically explicit instructionimproved discrimination of /zh/ and /sh/sounds, spelling of word endings tion andsion and, most importantly, spellinggeneralization to novel words over implicitinstruction. These results were consistent pergrade. The children in each instructionimproved equally on spelling of the stressedvowel, which did not receive explicit attentionin the intervention, as well as on reading ofboth the stressed vowel and the word endings. Thus, the effectiveness of drawing explicitversus implicit attention was shown across andwithin type of instruction. The results appearto support sound-based spelling instruction. 相似文献
6.
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
7.
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
8.
Mercedes I. Rueda 《Infancia y Aprendizaje》2013,36(4):702-732
AbstractThis paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties. 相似文献
9.
Irit Bar-Kochva 《Scientific Studies of Reading》2016,20(2):163-172
Morphological analysis of words has been shown to characterize skilled reading. A manipulation on the presentation of words, designed to encourage this process, was examined in dyslexic readers. Fifty-eight Hebrew-speaking university students with dyslexia were divided into three groups. One underwent a very short-term morpheme-based training, consisting of a time-restricted exposure to the root morphemes of words presented in a lexical decision task. The rest of the words’ letters remained on screen until a response. Another group received a control training consisting of the same procedure, except that the presentation of a nonmorphological orthographic unit was manipulated. Two untrained control groups, of dyslexic readers and of typical readers (n = 20), received pre- and posttest measures without training. The results suggest modest but positive effects on reading and spelling following the morpheme-based training, thereby suggesting that the morphological manipulation examined should be integrated in more intensive trainings. 相似文献
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 paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners
to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made
up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy
and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have
more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with
two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing
real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic
radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency
of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions
for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals
to promote efficient reading and spelling in Chinese. 相似文献
12.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
13.
This study was aimed at investigating the development of reading and spelling skills in French. First graders were tested twice (in February and in June). Phonological mediation was expected to play a major role at the beginning of reading and spelling acquisition, and thus a regularity effect was predicted. Under the assumption that alphabetical processing is primarily sequential, i.e. letter by letter, a complexity effect was predicted as well. In other words, subjects would read and spell words containing one-letter graphemes more accurately than words containing multi-letter graphemes. Further, processing was assumed to be strictly alphabetical at the beginning of acquisition, no frequency effect was expected. Overall, the role of phonological mediation is confirmed. A complexity effect testifying to sequential alphabetic processing was observed for spelling but not for reading. The hypothesis of a strict reliance on alphabetical processing is not confirmed since a frequency effect was observed in both reading and spelling. These findings are discussed in the light of the Frith, Morton, and Seymour models. 相似文献
14.
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
15.
Mather DS 《Journal of learning disabilities》2003,36(4):307-317
A dual-task paradigm involving concurrent finger tapping and line orientation judgment was used to investigate brain processing differences in early adolescent good readers/poor spellers (dysgraphia), poor readers/poor spellers (dyslexia) and good readers/good spellers. Whereas all groups were similarly affected during the left-hand tapping condition, in the right-hand tapping condition the good spelling group displayed significantly less tapping disruption than both poor spelling groups, who did not differ significantly from each other. From these results, it can be inferred that individuals with dyslexia and dysgraphia share a left-hemisphere processing limitation that is not confined to written language. In light of other relevant research findings, I suggest that this limitation is due to the absence of a disembedding scanning mechanism for converting spatial arrays (e.g., spelling patterns) to temporal form-an impairment putatively caused by attempting to teach written language to children who are late in establishing left-hemisphere motor dominance. 相似文献
16.
大学英语词汇教学不应局限于词的音、形、义三个方面，它的内容应该要更加丰富，教师不仅要教授学生词汇本身，更重要的是要教给学生学习、记忆、使用词汇的方法，包括学习词汇的文化内涵、了解词典使用方法、通过大量阅读丰富词汇；运用联想记忆法、掌握词根及前缀、后缀的知识并注意对词汇进行深加工以及词语的搭配知识。 相似文献
17.
L S Siegel 《Journal of learning disabilities》1992,25(10):618-629
The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness. 相似文献
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The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with
vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted
(opaque). Three groups of Persian readers, namely developmental dyslexics (n=29, mean age=9.4, SD=1.4), unimpaired readers matched on age (n=49, mean age=9, SD=1.3), and reading age (n=23, mean age=7.2, SD=0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque
and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in
each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately
than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to
the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications
of these results are discussed. 相似文献