Hostname: page-component-848d4c4894-4rdrl Total loading time: 0 Render date: 2024-06-26T23:26:59.561Z Has data issue: false hasContentIssue false
  • English
  • Français

Word recognition processes of poor and disabled readers: Do they necessarily differ?

Published online by Cambridge University Press:  28 November 2008

Mark S. Seidenberg ,
Margaret Bruck ,
Gail Fornarolo  and
Joan Backman
Mark S. Seidenberg*
Affiliation:
McGill University
Margaret Bruck
Affiliation:
McGill University
Gail Fornarolo
Affiliation:
McGill University
Joan Backman
Affiliation:
Izaak Walton Killam Hospital for Children
*
M. S. Seidenberg, Psychology Department, McGill University, 1205 Docteur Penfield, Montreal, PQ, CanadaH3A 1B1
Get access Rights & Permissions [Opens in a new window]

Abstract

Children assessed as reading disabled are often thought to use decoding processes that differ from those of nondisabled children. This assumption was examined in a study that compared the word recognition skills of a group of clinic-diagnosed reading disabled children with those of good and poor readers. Subjects read words and nonwords containing either regular or homographic spelling patterns. Regular patterns have a single pronunciation (e.g., -UST) while homographic patterns have multiple pronunciations (e.g., -ONE). Analyses of the errors, latencies, and types of pronunciations indicated that while the performance of the poor and disabled readers differed from that of the good readers, the two below-average reader groups were very similar. The reading disabled children exhibited decoding processes similar to those exhibited by younger nondisabled readers. The results suggest that many children who meet the diagnostic criteria for reading disability may be indistinguishable from nondisabled children in terms of actual reading performance.

Type
Articles
Information
Applied Psycholinguistics , Volume 6 , Issue 2 , June 1985 , pp. 161 - 180
Copyright
Copyright © Cambridge University Press 1985

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S.Acquisition and use of spelling-sound information in reading. Journal of Experimental Child Psychology, 1984, 38, 114–33.Google Scholar
Baron, J., & Strawson, C.Use of orthographic and word-specific knowledge in reading of words aloud. Journal of Experimental Psychology: Human Perception and Performance, 1976, 2, 386–93.Google Scholar
Benton, A. L. Developmental dyslexia: Neurological aspects. In Friedlander, W. J. (Ed.), Advances in neurology, Vol. 7. New York: Raven, 1975.Google Scholar
Boder, E.Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 1973, 15, 663–87.Google Scholar
Carroll, J., Davies, P., & Richman, B.The word frequency book. Boston: Houghton-Mifflin, 1971.Google Scholar
Coltheart, M. Lexical access in simple reading tasks. In Underwood, G. (Ed.), Strategies of information processing. London: Academic Press, 1978.Google Scholar
Coltheart, M., Patterson, K., & Marshall, J.Deep dyslexia. London: Routledge & Kegan Paul, 1980.Google Scholar
Critchley, M.The dyslexic chil… London: Heinemann, 1970.Google Scholar
Eisenberg, L. Definitions of dyslexia: Their consequences for research and policy. In Benton, A. L. and Pearl, D. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar
Fischer, F. W., Liberman, I. Y., & Shankweiler, D.Reading reversals and developmental dyslexia: A further study. Cortex, 1977, 45, 496–510.Google Scholar
Glushko, R. J.The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 1979, 5, 674–91.Google Scholar
Hinshelwood, J.Congenital word-blindness. London: Lewis, 1917.Google Scholar
Liberman, I. Y., Shankweiler, D., Orlando, C., Harris, K. S., & Berti, F. B.Letter confusion and reversals of sequence in the beginning reader: Implications for Orton's theory of developmental dyslexia. Cortex, 1971, 7, 127–42.Google Scholar
Marshall, J. C., & Newcombe, F.Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 1973, 2, 175–99.Google Scholar
Orton, S. T.Specific reading disability-strephosymbolia. Journal of the American Medical Association, 1928, 90, 1095–99.Google Scholar
Perfetti, C. A., & Hogaboam, T.Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 1975, 67, 461–69.Google Scholar
Rutter, M. Prevalence and types of dyslexia. In Benton, A. L. and Pearl, D. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar
Seidenberg, M. S., Waters, G. S., Barnes, M. A., & Tanenhaus, M. K.When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 1984, 23, 383–404.Google Scholar
Taylor, H. G., Satz, P., & Friel, J.Developmental dyslexia in relation to other childhood reading disorders: Significance and clinical utility. Reading Research Quarterly, 1979, 15, 84–101.Google Scholar
Vellutino, F. P.Dyslexia: Theory and research. Cambridge, Mass.: M.I.T. Press, 1979.Google Scholar