scholarly journals Word Decoding Abilities of 1st Graders with Developmental Dyslexia Considering Reading Severity and Word and Syllable Structure

2021 ◽  
Vol 26 (3) ◽  
pp. 589-600
Author(s):  
Haerim Yu ◽  
Hyoeun Won ◽  
Soyeong Pae
Keyword(s):  
Grain Size ◽  
Developmental Dyslexia ◽  
Listening Comprehension ◽  
Word Reading ◽  
Syllable Structure ◽  
Group Differences ◽  
Word Decoding ◽  
Korean Children ◽  
Lexical Route ◽  
Severe Group

Objectives: This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.Methods: Twenty Korean 1st graders with developmental dyslexia participated in 40 word-reading tasks individually. All of them had severe decoding difficulties, even with normal listening comprehension (KORLA; Pae et al., 2015) and intelligence (K-CTONI-2; Park, 2014). The group differences by decoding difficulties were compared considering the meaning of words, the number of syllable-final graphemes, and the position of each grapheme in a syllable.Results: Both the severe and less-severe group in Korean word-decoding difficulties revealed the gaps between word reading and nonword reading. Both groups had decoding difficulties when a word had syllable-final graphemes, while the severe group had even lower performances in word readings with 2 syllable-final graphemes. Both groups showed similar performances in reading syllable-initial graphemes while the severe group had lower performances both in reading syllable-medial vowel graphemes and syllable-final consonant graphemes compared to the less-severe group.Conclusion: Korean 1st graders with developmental dyslexia seemed to be in urgent need of decoding support considering word and syllable structure. Triggering the non-lexical route with non-words considering the grain size of syllable-medial vowel graphemes and syllable-final graphemes would facilitate word decoding abilities of severely dyslexic Korean children.

Accuracy and Speed of Orthographic Processing in Persons with Developmental Dyslexia

2005 ◽  
Vol 101 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Wayne M. King ◽  
Linda L. Lombardino ◽  
Sarah Ahmed
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Response Times ◽  
Age Groups ◽  
Group Differences ◽  
Control Group ◽  
Age Difference ◽  
Significant Difference ◽  
Typically Achieving ◽  
Reading Disabled

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals Characteristics of Kanji Word Reading in Japanese Children with Developmental Dyslexia

2013 ◽  
Vol 54 (1) ◽  
pp. 1-7
Author(s):  
Noriko Akashi ◽  
Akira Uno ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Taeko N. Wydell ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Japanese Children

scholarly journals First Graders' Use of Analogy in Word Reading

1998 ◽  
Vol 30 (3) ◽  
pp. 389-403 ◽  
Author(s):  
Chiung-Chu Wang ◽  
Janet S. Gaffhey
Keyword(s):  
Word Reading ◽  
First Graders ◽  
Letter Identification ◽  
Word Decoding ◽  
Word Test ◽  
First Time

This study investigated first graders' use of analogy in word decoding. All students were given three tasks, Letter Identification, Ohio Word Test, and Dictation, from Clay's Observation Survey (1993). They were asked to read three types of words - analogous, non-analogous, and misanalogous - twice. The first time, children were asked to read the words and received no help from the researcher. The second time, they were shown and told clue words before reading. Students read more words correctly after exposure to analogous clue words. In addition, the Dictation task accounted for a large proportion of variance on the decoding of analogous words. This study clarified the results of previous research, specifically, the helpfulness of clue words in decoding by analogy and the abilities of first graders that may contribute to this strategy.

scholarly journals Lexical tone awareness among Chinese children with developmental dyslexia*

2010 ◽  
Vol 38 (4) ◽  
pp. 793-808 ◽  
Author(s):  
WING-SZE LI ◽  
CONNIE SUK-HAN HO
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Individual Performance ◽  
Reading Level ◽  
Control Group ◽  
Lexical Tone ◽  
Associate Learning ◽  
Rhyme Awareness ◽  
Tone Discrimination ◽  
Average Readers

ABSTRACTThis study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–verbal paired-associate learning. Results showed that the Chinese dyslexic children performed significantly worse than the CA but not the RL control groups in nearly all the lexical tone and rhyme awareness measures. Analyses of individual performance demonstrated that over one-third of the dyslexic children showed a deficit in some aspects of tone awareness. Tone discrimination and tone production were found to correlate significantly with Chinese word reading. These findings confirm that Chinese dyslexic children show weaknesses in tone awareness.

scholarly journals The Effect of Length on Word Recognition (in Reading): The Case of Arabic // تأثير طول الكلمة على دقة القراءة: العربية كدراسة حالة

2017 ◽  
Vol 34 ◽  
Author(s):  
Deia Ganayim ◽  
Shireen Ganayim
Keyword(s):  
Word Recognition ◽  
Word Length ◽  
Reading Time ◽  
Word Reading ◽  
Naming Task ◽  
Global Features ◽  
Analytical Process ◽  
Lexical Route ◽  
Word Length Effect ◽  
Holistic Process

In this study, two experiments were conducted to assess the role of word length in visual word recognition. In Experiment 1 two lists of Arabic three and five letter words were used in a print word-reading task which measured accuracy and reading time. In Experiment 2, three, four and five letter words were displayed in the center of fixation on a screen in a naming task measuring accuracy and naming time. In reading, two contrasting processes have been suggested: the holistic process and the analytical process. According to the holistic process, the recognition of a word is determined by its global features and configuration. Consequently, reading consists of the simultaneous processing of all the letters of a word in parallel. In contrast, according to the analytical process, reading is a sequential screening of all the letters within a particular word. Length effect—that is, short words are recognized more rapidly and accurately than long words—is the signature of analytical processing of the non-lexical route due to its seriality which is caused by assembled phonology. The results of both experiments revealed that the average reading time of Arabic words from paper and screen was affected by word length, reflecting certain analytical processes and the activation of a non-lexical route, in which letters are processed sequentially.

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