Automaticity training for dyslexics: An experimental study.
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| Title: | Automaticity training for dyslexics: An experimental study. |
|---|---|
| Authors: | Holt-Ochsner, Liana K.1, Manis, Franklin R.2, Holt-Ochsner, L K3 (AUTHOR), Manis, F R (AUTHOR) |
| Source: | Annals of Dyslexia. 1992, Vol. 42, p222-241. 20p. |
| Subject Terms: | *People with dyslexia, *Dyslexia, *Reading disability, *Reading comprehension, *People with developmental disabilities, *Reading, *Language arts, *Reading strategies, *Learning disabilities |
| Abstract: | Less-skilled readers may experience a processing bottleneck in reading comprehension produced by a failure to automate word recognition. The automaticity hypothesis predicts that training which increases rapid and automatic word recognition will improve comprehension. To date few studies have tested this hypothesis. Our goal was to test the automaticity hypothesis by training dyslexic readers (n=35) to access the meaning of words more rapidly. Training consisted of speeded word games implemented on a microcomputer that provided feedback concerning subjects' speed and accuracy using sound and graphics. Three experimental tasks were administered both before and after training in which trials with trained and untrained stimuli were randomly intermixed. The measures were latency and accuracy of word vocalization, sentence comprehension, and a dual-task procedure designed to measure automaticity. Although pre/post improvement was larger for trained than untrained stimuli, reaction time on the word vocalization and sentence comprehension tasks improved significantly for both trained and untrained stimuli. In contrast, automaticity and sentence comprehension accuracy improved significantly for trained but not untrained stimuli. The training effect in comprehension remained when controlling for increases in word knowledge. The results support the automaticity hypothesis and further suggest that severely disabled readers may benefit from training in automatic word recognition. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 19602395 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Automaticity training for dyslexics: An experimental study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Holt-Ochsner%2C+Liana+K%2E%22">Holt-Ochsner, Liana K.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Manis%2C+Franklin+R%2E%22">Manis, Franklin R.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Holt-Ochsner%2C+L+K%22">Holt-Ochsner, L K</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Manis%2C+F+R%22">Manis, F R</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. 1992, Vol. 42, p222-241. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22People+with+dyslexia%22">People with dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22People+with+developmental+disabilities%22">People with developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Less-skilled readers may experience a processing bottleneck in reading comprehension produced by a failure to automate word recognition. The automaticity hypothesis predicts that training which increases rapid and automatic word recognition will improve comprehension. To date few studies have tested this hypothesis. Our goal was to test the automaticity hypothesis by training dyslexic readers (n=35) to access the meaning of words more rapidly. Training consisted of speeded word games implemented on a microcomputer that provided feedback concerning subjects' speed and accuracy using sound and graphics. Three experimental tasks were administered both before and after training in which trials with trained and untrained stimuli were randomly intermixed. The measures were latency and accuracy of word vocalization, sentence comprehension, and a dual-task procedure designed to measure automaticity. Although pre/post improvement was larger for trained than untrained stimuli, reaction time on the word vocalization and sentence comprehension tasks improved significantly for both trained and untrained stimuli. In contrast, automaticity and sentence comprehension accuracy improved significantly for trained but not untrained stimuli. The training effect in comprehension remained when controlling for increases in word knowledge. The results support the automaticity hypothesis and further suggest that severely disabled readers may benefit from training in automatic word recognition. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/BF02654947 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 222 Subjects: – SubjectFull: People with dyslexia Type: general – SubjectFull: Dyslexia Type: general – SubjectFull: Reading disability Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: People with developmental disabilities Type: general – SubjectFull: Reading Type: general – SubjectFull: Language arts Type: general – SubjectFull: Reading strategies Type: general – SubjectFull: Learning disabilities Type: general Titles: – TitleFull: Automaticity training for dyslexics: An experimental study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Holt-Ochsner, Liana K. – PersonEntity: Name: NameFull: Manis, Franklin R. – PersonEntity: Name: NameFull: Holt-Ochsner, L K – PersonEntity: Name: NameFull: Manis, F R IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 1992 Type: published Y: 1992 Identifiers: – Type: issn-print Value: 07369387 Numbering: – Type: volume Value: 42 Titles: – TitleFull: Annals of Dyslexia Type: main |
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