Journal ArticleDOI
Characteristics of developmental dyslexia in a regular writing system
TLDR
This article found that dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather high reading accuracy.Abstract:
The present study assessed reading difficulties and cognitive impairments of German-speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather high reading accuracy. For pseudowords, reading refusals or word responses were absent, and the majority of errors was close to the target pronunciation. Reading speed seemed to be most impaired for pseudowords and function words that did not allow the children to take a short-cut from phonemically mediated word processing. The discussion offers a developmental framework for the interpretation of these reading difficulties. For the cognitive tasks, dyslexic children did not differ from age-matched control children on the pseudoword repetition task or the digit span task, indicating that auditory perception and memory were not impaired. On phonological awareness tasks (rhyme oddity detection, vowel substitution, and pseudoword spelling), dyslexic children scored lower than age-matched control children, but not lower than younger reading-level control children. The performance of the dyslexic children on the phonemic segmentation tasks (pseudoword spelling and vowel substitution) was high in absolute terms. In contrast, marked differences between dyslexic and age-matched controls were found on rapid naming tasks: dyslexic grade 4 children showed lower numeral-naming speed than reading-level grade 2 children. Numeral-naming speed turned out to be the most important predictor of reading speed differences. These findings are discussed in relation to the phonological impairment explanation of dyslexia and to recent alternative explanations that posit an underlying impairment in automatizing skills which demand the fast execution of low-level cognitive processes.read more
Citations
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Journal ArticleDOI
Foundation literacy acquisition in European orthographies
TL;DR: It is argued that fundamental linguistic differences in syllabic complexity and orthographic depth are responsible for the development of basic decoding skills in English and that children from a majority of European countries become accurate and fluent in foundation level reading before the end of the first school year.
Journal ArticleDOI
The double-deficit hypothesis for the developmental dyslexias.
TL;DR: In this paper, the double-deficit hypothesis was proposed for dyslexia, i.e., phonological deficits and processes underlying naming-speed deficits represent two separable sources of reading dysfunction.
Journal ArticleDOI
From single to multiple deficit models of developmental disorders
TL;DR: This paper describes how a multiple cognitive deficit model of developmental disorders evolved out of attempts to understand two comorbidities, those between dyslexia and attention deficit hyperactivity disorder (ADHD) and between dysLexia and speech sound disorder (SSD).
Journal ArticleDOI
Phonological skills and their role in learning to read: A meta-analytic review.
TL;DR: Findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development and whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.
Journal ArticleDOI
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography.
TL;DR: It is argued that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading.
References
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Journal ArticleDOI
Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.
TL;DR: A framework for conceptualizing the development of individual differences in reading ability is presented in this paper that synthesizes a great deal of the research literature and places special emphasis on reading ability.
Journal ArticleDOI
The nature of phonological processing and its causal role in the acquisition of reading skills
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.
Journal ArticleDOI
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
TL;DR: The authors examined the development of literacy in one elementary school with a large minority, low socioeconomic status population, followed as they progressed from first through fourth grade, finding that good readers read considerably more than the poor readers both in and out of school, which appeared to contribute to the good readers' growth in some reading and writing skills.
Book
Phonological Skills And Learning To Read
TL;DR: This book discusses phonological awareness and reading, as well as theories about learning to read, and how children read and write new words.