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List context manipulation reveals orthographic deficits in Italian readers with developmental dyslexia.

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Title: List context manipulation reveals orthographic deficits in Italian readers with developmental dyslexia.
Authors: Paizi, Despina (AUTHOR), Burani, Cristina (AUTHOR), De Luca, Maria (AUTHOR), Zoccolotti, Pierluigi (AUTHOR)
Source: Child Neuropsychology. Sep2011, Vol. 17 Issue 5, p459-482. 24p. 3 Charts, 6 Graphs.
Subjects: Dyslexia, People with dyslexia, Italians, Word frequency, Orthography & spelling, Analysis of variance
Abstract: We tested the influence of list context on word frequency and length effects on the reading aloud of Italian developmental dyslexics and skilled peers. The stimuli were presented either in mixed blocks (alternating words and nonwords) or in pure blocks. The analyses based on the rate-and-amount model (Faust et al., 1999) indicated that group differences in reaction times between dyslexic and skilled readers (a) were well accounted for in terms of global components and (b) were modulated by context in the case of words but not in the case of nonwords. ANOVAs on z-transformed reaction time data further indicated the influence of stimulus length. Importantly, the frequency effect interacted with context: Controls showed a list context effect for high- and low-frequency words, while dyslexics showed a list context effect only for high-frequency words. The effect of length on reading times remained unaffected by context manipulation. It is proposed that this pattern of results may be accounted for by hypothesizing two separate deficits: An early graphemic impairment affecting performance independently of context and a later inefficiency in activating entries in the orthographic lexicon as a function of context demands. [ABSTRACT FROM AUTHOR]
Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: List context manipulation reveals orthographic deficits in Italian readers with developmental dyslexia.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Paizi%2C+Despina%22">Paizi, Despina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burani%2C+Cristina%22">Burani, Cristina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22De+Luca%2C+Maria%22">De Luca, Maria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zoccolotti%2C+Pierluigi%22">Zoccolotti, Pierluigi</searchLink> (AUTHOR)
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  Label: Source
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  Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Sep2011, Vol. 17 Issue 5, p459-482. 24p. 3 Charts, 6 Graphs.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+dyslexia%22">People with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Italians%22">Italians</searchLink><br /><searchLink fieldCode="DE" term="%22Word+frequency%22">Word frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We tested the influence of list context on word frequency and length effects on the reading aloud of Italian developmental dyslexics and skilled peers. The stimuli were presented either in mixed blocks (alternating words and nonwords) or in pure blocks. The analyses based on the rate-and-amount model (Faust et al., 1999) indicated that group differences in reaction times between dyslexic and skilled readers (a) were well accounted for in terms of global components and (b) were modulated by context in the case of words but not in the case of nonwords. ANOVAs on z-transformed reaction time data further indicated the influence of stimulus length. Importantly, the frequency effect interacted with context: Controls showed a list context effect for high- and low-frequency words, while dyslexics showed a list context effect only for high-frequency words. The effect of length on reading times remained unaffected by context manipulation. It is proposed that this pattern of results may be accounted for by hypothesizing two separate deficits: An early graphemic impairment affecting performance independently of context and a later inefficiency in activating entries in the orthographic lexicon as a function of context demands. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd 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:
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    Identifiers:
      – Type: doi
        Value: 10.1080/09297049.2010.551187
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      – Code: eng
        Text: English
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        PageCount: 24
        StartPage: 459
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      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: People with dyslexia
        Type: general
      – SubjectFull: Italians
        Type: general
      – SubjectFull: Word frequency
        Type: general
      – SubjectFull: Orthography & spelling
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
    Titles:
      – TitleFull: List context manipulation reveals orthographic deficits in Italian readers with developmental dyslexia.
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            NameFull: Paizi, Despina
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            NameFull: Burani, Cristina
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            NameFull: De Luca, Maria
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            NameFull: Zoccolotti, Pierluigi
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          Dates:
            – D: 01
              M: 09
              Text: Sep2011
              Type: published
              Y: 2011
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            – TitleFull: Child Neuropsychology
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