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The Development of Word-decoding Skills in Young Readers
Linköping University, Department of Behavioural Sciences.
Linköping University, Department of Behavioural Sciences.
Linköping University, Department of Behavioural Sciences.
1996 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 40, no 4, 325-332 p.Article in journal (Refereed) Published
Abstract [en]

Most of the research on the acquisition of word-decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word-decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic-decoding strategy. As such, these findings have helped to generalize models of the acquisition of word-decoding skills to reading comprehension.

Place, publisher, year, edition, pages
Taylor & Francis , 1996. Vol. 40, no 4, 325-332 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-16553DOI: 10.1080/0031383960400404OAI: oai:DiVA.org:liu-16553DiVA: diva2:158366
Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2009-06-03Bibliographically approved
In thesis
1. Varieties of reading disability: Phonological and orthographic word decoding deficits and implications for interventions
Open this publication in new window or tab >>Varieties of reading disability: Phonological and orthographic word decoding deficits and implications for interventions
2000 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The general aim of this thesis was to examine variations in the word decoding skills of reading disabled children. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analysed.

The thesis critically examines the inclusion of the concept of intelligence in the definition of developmental dyslexia. It is suggested that variations in word decoding skills should offer a more solid basis for a study of varieties of reading disability. The empirical studies showed that a) in young children there was a shift from phonological to orthographic word decoding; b) phonological type children (weak in phonological decoding) were characterised by specific phonological deficits; c) surface type children (weak in orthographic decoding) showed more global cognitive deficits suggesting a general developmental delay; d) surface type children showed impaired visual implicit memory for words, which might be associated with limited print exposure; e) an improvement in phonological awareness only transferred to an improved text reading ability for some reading disabled children; f) children who did not benefit from a phonological intervention seemed to rely on orthographic word decoding in text reading.

Thus, the thesis suggests that variations in phonological and orthographic word decoding skills offer a useful basis for the study of varieties of reading disability and that educational interventions should pay regard to what the child is already attempting to do when reading.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2000. 61 p.
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 1
Keyword
Reading disability, dyslexia, word decoding, individual differences
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-16558 (URN)91-7219-867-2 (ISBN)
Public defence
2000-11-17, Eklundska salen, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Supervisors
Note
On the day of the defence date the status of article IV was: Manuscript.Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2012-01-24Bibliographically approved

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Samuelsson, StefanGustafson, StefanRönnberg, Jerker

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