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1.
Ute Dürrwächter Alexander N. Sokolov Jens Reinhard Gunther Klosinski Susanne Trauzettel-Klosinski 《Annals of dyslexia》2010,60(1):86-101
We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion. 相似文献
2.
Sietske van Viersen Elise H. de Bree Peter F. de Jong 《Scientific Studies of Reading》2013,17(6):461-477
ABSTRACTTwo explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on dyslexia- and intelligence-related cognitive risk and protective factors. Findings for the risk factors showed support for both the resolving-deficit and compensatory-mechanism theories: Resolving and persistent groups were comparable on phoneme deletion and nonalphanumeric rapid automatized naming, but resolvers outperformed students with persistent dyslexia on spoonerisms and alphanumeric rapid automatized naming. For the protective factors, resolvers consistently showed more pronounced cognitive strengths in verbal areas relevant for literacy development, which is in line with the compensatory-mechanism theory. We conclude that, besides underlying deficits resolving to some extent, compensation is a plausible explanation for resolving literacy difficulties in gifted students. 相似文献
3.
Marie Lallier Guillaume Thierry Polly Barr Manuel Carreiras Marie-Josephe Tainturier 《Scientific Studies of Reading》2018,22(4):335-349
According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits of English monolingual and early Welsh–English bilingual dyslexic adults on reading and spelling irregular English words and English-like pseudowords. As predicted, monolinguals were relatively more impaired in reading pseudowords than irregular words, whereas the opposite was true for bilinguals. Moreover, monolinguals showed stronger sublexical processing deficits than bilinguals and were poorer spellers overall. This study shows that early bilingual reading experience has long-lasting effects on the manifestations of dyslexia in adulthood. It demonstrates that learning to read in a consistent language like Welsh in addition to English gives bilingual dyslexic adults an advantage in English literacy tasks strongly relying on phonological processing. 相似文献
4.
Native language predictors of foreign language proficiency and foreign language aptitude 总被引：1，自引：0，他引：1
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors
of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French,
or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure
of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade.
Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal)
intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are
related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between
L1 and L2 skills, and for speculation that “lower level” skills in phonological processing are important for written language
development and oral proficiency in a FL. 相似文献
5.
To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES). Reading and vocabulary were measured twice within an interval of 1 year in Grade 2 and 3. The bilingual group performed better on most English and some of the Dutch tests. Controlling for general variables and related skills, instruction in English contributed significantly to the prediction of L2 vocabulary and orthographic awareness at the second measurement. As expected, word reading fluency was easier to acquire in Dutch with its relatively transparent orthography in comparison to English with its deep orthography, but the skills intercorrelated highly. With regard to cross-linguistic transfer, orthographic knowledge and reading comprehension in Dutch were positively influenced by bilingual instruction, but there was no indication of generalization to orthographic awareness or knowledge of a language in which no instruction had been given (German). The results of the present study support the assumption that concurrent instruction in Dutch and English has positive effects on the acquisition of L2 English and L1 Dutch. 相似文献
6.
Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only
affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling
inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior
of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision
task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were
spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia,
age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall
reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that
of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling
inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion
was that the findings were best interpreted in terms of a recurrent-feedback model. 相似文献
7.
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
8.
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
9.
The present study was designed to examine the question of whether developmental dyslexia in 12-year-old students at the beginning
of secondary education in the Netherlands is confined to problems in the domain of reading and spelling or also is related
to difficulties in other areas. In particular, hypotheses derived from theories on phonological processing, rapid automatized
naming, working memory, and automatization of skills were tested. To overcome the definition and selection problems of many
previous studies, we included in our study all students in the first year of secondary special education in a Dutch school
district. Participants were classified as either dyslexic, garden-variety, or hyperlexic poor readers, according to the degree
of discrepancy between their word recognition and listening comprehension scores. In addition, groups of normal readers were
formed, matching the poor readers in either reading age or chronological age. A large test battery was administered to each
student, including phonological, naming, working memory, speed of processing, and motor tests. The findings indicate that
dyslexia is associated with deficits in (1) phonological recoding, word recognition (both in their native Dutch and in English
as a second language), and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with
deficits in other areas. The results suggest that developmental dyslexia, at the age of 12, might be (or might have become)
a difficulty rather isolated from deficiencies in other cognitive and motor skills. 相似文献
10.
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.
相似文献
| Judith BekebredeEmail: |
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12.
To examine phonological core deficits and variable orthographic competence, Dutch poor readers were investigated as they began instruction in reading in English (at about 14 years of age). A subgroup of poor readers with good orthographic competence in English (Poor/Good) and a subgroup with poor orthographic competence in English (Poor/Poor) were identified. Verbal and reading tasks in Dutch and English were assessed twice within a 10-month interval, and the scores of the two measurements were combined to gain stability. For both subgroups, we found indications that phonological core deficits and variable differences in orthographic competence transferred across the two languages. However, the Poor/Good subgroup did not show the weaknesses in serial rapid naming and semantic fluency of the Poor/Poor subgroup in both languages. Moreover, the Poor/Good readers were relatively good in reading skills and verbal learning in English. They had a specific reading disability at the phonemic level but also had compensatory skills at the level of syllables and words that help them to acquire English as second language. In contrast, the Poor/Poor subgroup had a more general reading disability, most prominently present in L2. The results are discussed in terms of orthographic differences between Dutch and English, the phonological-core variable-differences model, and "subtypes" of dyslexia. 相似文献
13.
Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 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.
Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading ability among children with dyslexia predicts StA reading fluency in the two orthographies: voweled and unvoweled. A comparison was made to three age groups of typically developing children: a group matched by chronological age, a group of children who are two years younger, and a group of children who are 4 years younger. Findings show that diglossia has a strong impact on reading ability in dyslexic children. Moreover, vowelization plays a pivotal role in the reading ability of Arabic-speaking children with dyslexia in both SpA and StA. This role is evident in the different performance patterns of dyslexic participants as compared with controls on word-reading accuracy and fluency for SpA versus StA. Finally, StA word-reading fluency appears to depend on and to be reliably and powerfully predicted by SpA word-level reading ability. These results underscore the role of diglossia and vowelization in the manifestation of dyslexia in Arabic-speaking children. 相似文献
16.
An unexpected and remarkable preference for second language reading among some dyslexics has been noted, presenting a challenge to accepted theory on dyslexia and the capacity for second language learning. The current study was designed to examine this phenomenon by systematically looking at the differential reading scores in the first and second languages of reading-disabled young Swedish adults who claimed to prefer reading in their second language (English). Three groups were selected for study: a group of 10 reading-disabled young adults who prefer to read English; a second group of 10 reading-disabled with no special preference for second language reading, matched on word recognition efficiency, age group, gender and educational level and a group of 10 normal readers matched on age group and educational level. The test battery was designed to compare overall reading efficiency in English and Swedish and therefore encompassed both speed and accuracy measures. The battery covered seven phonological measures, four orthographic measures,three isolated word reading measures, two continuous text reading measures, a comprehension task and an author recognition task. All tasks were carried out in both English and Swedish. The results showed that two dyslexic groups differed significantly in the degree to which task performance, including reading efficiency, was impeded by the English format. A tentative hypothesis was forwarded as to how the exceptional and unexpected facility with English might be explained. 相似文献
17.
A follow‐up study was conducted on AS, previously reported as an English‐Japanese bilingual with monolingual phonological dyslexia in English ( Wydell and Butterworth, 1999 ). It was hypothesised that AS's fundamental deficit which lead to his dyslexia in English would still persist despite him successfully taking a BSc course in an English‐speaking country. AS and his Japanese and English control participants were asked to read aloud a target stimulus first, and then to decide whether the target was a word or nonword. Unlike the control participants, AS showed a marked dissociation between his performance in the lexical (orthographic and phonological) decision and the word naming tasks. Often those words and pseudo‐homophones (e.g. neym), which AS read erroneously, were correct in the decision tasks – the target pseudo‐homophone or word was substituted by another orthographically similar word. The results thus demonstrated that his reading of unfamiliar words or nonwords is essentially based on orthographic approximation using the visual similarities between words. The results confirmed the earlier finding that AS has a core phonological deficit which led to his dyslexia but never affected his reading in Japanese. The results also confirmed that this deficit persists when reading in English. This implies that whatever the neurological abnormality that AS may have, this only affects certain languages, and this abnormality persists with time. 相似文献
18.
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
19.
Sebastian Suggate Elaine Reese Wolfgang Lenhard Wolfgang Schneider 《Reading and writing》2014,27(8):1395-1412
Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made different contributions to word reading as a function of orthography. Children (n = 133) were recruited from the first year of primary school in New Zealand (age 5;8) and Germany (age 7;2) and from kindergartens in Germany (age 5;0) to provide both age- and schooling-matched samples. Parallel measures of phonemic awareness, vocabulary, decoding skill, and word reading (accuracy) were administered at two time points, 1 year apart. An advantage for orthography and school attendance existed for reading development. Vocabulary made a greater contribution to word reading in English than in German as did decoding skill. Findings underscore the relative importance of vocabulary and decoding skills for early reading in English. 相似文献
20.
Paz Suárez-Coalla Sara Ramos Marta Álvarez-Cañizo Fernando Cuetos 《Annals of dyslexia》2014,64(2):166-181
Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla 2009; Spinelli, De Luca, Di Filippo, Mancini, Martelli, & Zoccolotti, 2005; Wimmer, 1993). Therefore, the main problem for these children could be the difficulty in developing orthographic representations of the words they read. The aim of this study was to test the ability of dyslexic Spanish-speaking children (whose native language is Spanish) to develop orthographic representations and determine if the context helps them. For this, two experiments were conducted with a group of 100 children, 7–12 years of age. The groups were comprised of 20 dyslexics, 40 chronological age-matched controls and 40 reading level-matched controls. In the first experiment, eight unfamiliar words (four short and four long) were presented six times within the context of a story. In the second experiment, eight pseudowords were presented on a computer and the children had to read them aloud. In both experiments, the reading and articulation times of experimental and control stimuli were compared, before and after the training. Children without dyslexia showed a decrease of the influence of length of word on reading speed, indicating a lexical reading, while for dyslexic children, the influence of length remained unchanged. These results appeared when the stimuli were presented in the context of a story as well as when presented in isolation. In short, our results describe that dyslexic children of transparent orthographic systems have problems in developing orthographic representations of words. 相似文献