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Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
Linköping University, Department of Behavioural Sciences.
2001 (English)In: Scientific Studies of Reading, ISSN 1088-8438, E-ISSN 1532-799X, Vol. 5, no 4, 351-375 p.Article in journal (Refereed) Published
Abstract [en]

Subgroups of children with reading disabilities were identified by using the regression method introduced by Castles and Coltheart (1993). Children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants. The results replicated previous findings reported that if categorizations are based on comparisons with younger reading-level-matched controls instead of age-matched controls, the number of surface-type children is significantly reduced. Surface-type children performed below the other groups on most cognitive measures and reported that there were fewer books in their homes, and phonological-type children showed a specific deficit in phonological word decoding. The results provided additional support for the hypothesis that the surface type of reading disability can be characterized as a general developmental delay.

Place, publisher, year, edition, pages
Routhledge,Taylor & Francis Group , 2001. Vol. 5, no 4, 351-375 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-16556DOI: 10.1207/S1532799XSSR0504_03OAI: oai:DiVA.org:liu-16556DiVA: diva2:158376
Note
On the day of the defence date the status of the article was: Manuscript.Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically 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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Gustafson, Stefan

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