ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00151.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTThis paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten‐year‐old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8‐year‐old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine‐year‐old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical‐phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and rea

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00152.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTEarly interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time‐points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills.In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spellin

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00153.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTEight and 11 year old good and poor readers carried out a lexical decision task, in which the accuracy of responding to nonwords and pseudohomophonic nonwords was assessed. Nonwords such as‘loast', are meaningless but conform to the rules of English spelling. Pseudohomophones, such as‘poast', are a special category of nonword as they sound like real words. In this study, the two classes of nonwords were closely matched for visual similarity,‘poast’and‘loast', for example, differing only in the initial consonant. All the groups were more prone to misclassify pseudo‐homophones as words than nonwords. Poor readers of average and below average IQ, and their reading age controls, performed very similarly. It was concluded that the poor readers were equally as able to generate phonological information from nonwords as their reading age controls, and that there was no evidence to suggest that the poor readers suffered primarily from a phonological dysfunction. Both the average and below average intelligence poor readers showed a pattern of performance indicative of a delay or an arrestment in reading development, rather than a deficit in generating and utilising phonological

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00154.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTHow do good and poor readers, and good and poor spellers, vary in their decisions about words which have varying spelling‐to‐sound correspondences? This experiment isolates the effects of visual and phonological characteristics of words with schoolchildren of varying reading and spelling ability, aged between 9 and 11.5 years. Three groups of children were tested: good readers and good spellers, good readers who were poor spellers, and children who were both poor readers and poor spellers. The difference between‘good’and‘poor’was about two years according to the standardised tests which were used. The children performed a lexical decision task, deciding whether each letter‐string was a word or not. Response times to three types of words were compared: standard regular words (e.g. SLOT, SPADE), words with common orthography but irregular spelling‐to‐sound relationships (e.g. HAVE, FEVER), and words with unusual orthography as well as irregular spelling‐to‐sound relationships (e.g. BISCUIT, ANSWER).The performance of good readers but not of poor readers was impaired on the words which were phonologically irregular (compared with regular words). Poor spellers were worse again on the dually irregular words, although not significantly, while the good spellers performed almost as well on these words as on the regular words. These results have a number of implications: that the regularity effect is phonologically and not orthographically mediated, that good readers use a predominantly phonological strategy in lexical decision while poor readers do not, and that for the best readers/spellers as tested here the orthographically and phonologically irregular words have some sort of special status which allows them to gain fast a

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00155.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTWe report an analysis of reading and spelling processes in a case of developmental disability associated with a genetic anomaly (Klinefelter XXXY syndrome). The results are interpreted within the framework of a model of reading and spelling development (Frith, 1985). An almost complete absence of alphabetic functions was noted. Reading appeared to be based on a ‘logographic lexicon’ (Seymour&Elder, 1986), and spelling on a letter sequence generator which was modifiable by access to a limited store of word ima

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00156.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACESince Makita's report (1968), it has been believed that reading disabilities in Japan are extremely rare. However, this argument does not correspond with teachers’observations in elementary schools in Japan. This study tried to re‐examine the incidence and characteristics of reading disabilities in Japan. Standardized reading ability and intelligence tests were conducted for 5th grade elementary school children of various districts. It was found that 18.7% of children have one year delay, and 10.9% of children have two or more years delay. This shows that Makita's claim of rarity of incidence of reading disabilities in Japan is incorr

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00157.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Book reviewed in this article:BERTELSON. P. (ed) (1987)The Onset of Literacy. Cognitive Processes in Reading Acquisition.SNOWLING, M. (1 987)Dyslexia: A Cognitive Development Perspective.DODD, B. and CAMPBELL, R. (eds) (1987)Hearing by Eye: thepsychology of lip‐reading.MILLER, N. (ed) (1984)Bilingualism and Language Disability: assessment and remediation.PEARSON, D. BARR, R., KAMIL, M.L. and MOSENTHAL, P. (eds) (1984)Handbook of Reading Research.ORASANU, J. (ed) (1986)Reading Comprehension: From Research to Practice.POSNER, M.I. and MARIN. O.S.M. (1985)Attention and Performance XI.COLTHEART, M. (1 987)Attention and Performance XII.WADE, B. and MOORE, M. (1987)Special Children … Special Needs: Provision in Ordinary Classrooms.MCNAUGHTON, s. (1987)Being Skilled. The Socializations of learning to read.FREIRE. P. and MACEDO, D. (1987)Literacy: Reading the Word and the World.ALVERMANN, D.E. DILLON. D.R. and O'BRIEN. D.G. (1987)Using Discussion to promote Reading Comprehension.SCHIEFFELIN, B. and GILMORE. P. (1986)The Acquisition Of Literacy: Ethnographic Perspectives.SMITH, P. (ed) (1987) Parents and teachers together: Proceedings of the twenty‐third annual course and conference of the United ‘Kingdom Reading Association’.MEEK, M. (1988)How Texts Teach What Read

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00158.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY