liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Why Do Some Resist Phonological Intervention?: A Swedish longitudinal study of poor readers in Grade 4
Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
2000 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, 145 -162 p.Article in journal (Refereed) Published
Abstract [en]

n a longitudinal intervention study, 33 Swedish poor readers in Grade 4 received phonological awareness instruction over 1 year. Three control groups were included in the study: Grade 4 controls, Grade 2 controls (both comparable in reading skill) and normal readers. The results showed that the phonological training group made the most progress in phonological awareness but did not improve their reading skills any more than the controls. However, a re-analysis of the results revealed important individual differences within the phonological training group. Some children improved their reading ability considerably, while others seemed resistant to the intervention. One critical difference between improved and resistant readers was identified. For the improved readers, both orthographic and phonological word decoding predicted text reading performance. For the resistant readers, only orthographic decoding skills predicted text reading before, during and after the intervention, in spite of a steady increase in phonological awareness.

Place, publisher, year, edition, pages
Routhledge, Taylor & Francis Group , 2000. Vol. 44, no 2, 145 -162 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-16557DOI: 10.1080/713696666OAI: oai:DiVA.org:liu-16557DiVA: diva2:158377
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

Open Access in DiVA

No full text

Other links

Publisher's full textLink to the Ph.D. Thesis

Authority records BETA

Gustafson, StefanSamuelsson, StefanRönnberg, Jerker

Search in DiVA

By author/editor
Gustafson, StefanSamuelsson, StefanRönnberg, Jerker
By organisation
Department of Behavioural SciencesFaculty of Arts and SciencesThe Swedish Institute for Disability ResearchDisability Research
In the same journal
Scandinavian Journal of Educational Research
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 235 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf