Lexical and Phonological Processes in Dyslexic Readers: Evidence from a Visual Lexical Decision Task.
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| Title: | Lexical and Phonological Processes in Dyslexic Readers: Evidence from a Visual Lexical Decision Task. |
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| Authors: | Araújo, Susana, Faísca, Luís, Bramão, Inês, Petersson, Karl Magnus, Reis, Alexandra |
| Source: | Dyslexia (10769242). Feb2014, Vol. 20 Issue 1, p38-53. 16p. |
| Subjects: | Children with dyslexia, Reading disability, Struggling readers, Lexicology, Reading research, Dyslexia, School children |
| Abstract: | The aim of the present study was to investigate whether reading failure in the context of an orthography of intermediate consistency is linked to inefficient use of the lexical orthographic reading procedure. The performance of typically developing and dyslexic Portuguese-speaking children was examined in a lexical decision task, where the stimulus lexicality, word frequency and length were manipulated. Both lexicality and length effects were larger in the dyslexic group than in controls, although the interaction between group and frequency disappeared when the data were transformed to control for general performance factors. Children with dyslexia were influenced in lexical decision making by the stimulus length of words and pseudowords, whereas age-matched controls were influenced by the length of pseudowords only. These findings suggest that non-impaired readers rely mainly on lexical orthographic information, but children with dyslexia preferentially use the phonological decoding procedure-albeit poorly-most likely because they struggle to process orthographic inputs as a whole such as controls do. Accordingly, dyslexic children showed significantly poorer performance than controls for all types of stimuli, including words that could be considered over-learned, such as high-frequency words. This suggests that their orthographic lexical entries are less established in the orthographic lexicon. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] |
| Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell 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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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 94232937 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Lexical and Phonological Processes in Dyslexic Readers: Evidence from a Visual Lexical Decision Task. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Araújo%2C+Susana%22">Araújo, Susana</searchLink><br /><searchLink fieldCode="AR" term="%22Faísca%2C+Luís%22">Faísca, Luís</searchLink><br /><searchLink fieldCode="AR" term="%22Bramão%2C+Inês%22">Bramão, Inês</searchLink><br /><searchLink fieldCode="AR" term="%22Petersson%2C+Karl+Magnus%22">Petersson, Karl Magnus</searchLink><br /><searchLink fieldCode="AR" term="%22Reis%2C+Alexandra%22">Reis, Alexandra</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Dyslexia+%2810769242%29%22">Dyslexia (10769242)</searchLink>. Feb2014, Vol. 20 Issue 1, p38-53. 16p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+research%22">Reading research</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of the present study was to investigate whether reading failure in the context of an orthography of intermediate consistency is linked to inefficient use of the lexical orthographic reading procedure. The performance of typically developing and dyslexic Portuguese-speaking children was examined in a lexical decision task, where the stimulus lexicality, word frequency and length were manipulated. Both lexicality and length effects were larger in the dyslexic group than in controls, although the interaction between group and frequency disappeared when the data were transformed to control for general performance factors. Children with dyslexia were influenced in lexical decision making by the stimulus length of words and pseudowords, whereas age-matched controls were influenced by the length of pseudowords only. These findings suggest that non-impaired readers rely mainly on lexical orthographic information, but children with dyslexia preferentially use the phonological decoding procedure-albeit poorly-most likely because they struggle to process orthographic inputs as a whole such as controls do. Accordingly, dyslexic children showed significantly poorer performance than controls for all types of stimuli, including words that could be considered over-learned, such as high-frequency words. This suggests that their orthographic lexical entries are less established in the orthographic lexicon. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=94232937 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/dys.1461 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 38 Subjects: – SubjectFull: Children with dyslexia Type: general – SubjectFull: Reading disability Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: Lexicology Type: general – SubjectFull: Reading research Type: general – SubjectFull: Dyslexia Type: general – SubjectFull: School children Type: general Titles: – TitleFull: Lexical and Phonological Processes in Dyslexic Readers: Evidence from a Visual Lexical Decision Task. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Araújo, Susana – PersonEntity: Name: NameFull: Faísca, Luís – PersonEntity: Name: NameFull: Bramão, Inês – PersonEntity: Name: NameFull: Petersson, Karl Magnus – PersonEntity: Name: NameFull: Reis, Alexandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 10769242 Numbering: – Type: volume Value: 20 – Type: issue Value: 1 Titles: – TitleFull: Dyslexia (10769242) Type: main |
| ResultId | 1 |
