Are phonological processes the same or different in low literacy adults and children with or without reading disabilities?

González, Juan Eugenio Jiménez; García, Eduardo; Venegas, Enrique

doi:10.1007/s11145-008-9146-6

Cited by 6 publications

(17 citation statements)

References 27 publications

(43 reference statements)

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“…As aforementioned, it is well known that reading skills are intrinsically related with phonological processing (e.g., Greenberg et al 1997). Therefore, Jiménez et al (2010) aimed to examine the phonological awareness skills of low literate and matched groups, namely (1) functional illiterate individuals (termed as low literacy adults) recruited from an adult basic education center, (2) primary school children with developmental dyslexia (termed as children with reading disabilities) performing below Percentile 25 in word and pseudoword reading at the level of Grade 2, and two groups of primary school children with typical reading skills, one (3) matched in age with the group of developmental dyslexia, and one (4) matched in reading-level with the functional illiterate and dyslexic groups. Phonological awareness was assessed with four tasks using items with different complexity in syllable structure: isolation, deletion, segmentation, and blending (Jiménez 1995).…”

Section: Functional Illiterate Individuals With Education In Adulthoodmentioning

confidence: 97%

“…For those functional illiterate individuals who acquired literacy skills outside regular schooling in adulthood, who had no access to education in childhood, the terms low literacy adults (Jiménez's et al 2010) and ex-illiterates (Fernandes et al 2014) were used.…”

Section: Definitions Terminology and Criteria For Inclusionmentioning

confidence: 99%

“…Regarding the inclusion of the participants, Rüsseler et al (2011) and Mahé et al (2013) did not report strict ad hoc criteria, but both matched their samples based either on age and/or IQ, or on reading level, respectively. Besides these matching variables, Jiménez et al (2010) and Fernandes et al (2014) additionally used proficiency levels for adult literacy courses, not described in detail. In Jiménez et al (2010), the functional illiterate individuals failed to achieve a certificate for the successful completion of an adult literacy course, while in Fernandes et al (2014) the completion of the 4th level of literacy was used as inclusion criterion.…”

Section: Definitions Terminology and Criteria For Inclusionmentioning

confidence: 99%

“…Besides these matching variables, Jiménez et al (2010) and Fernandes et al (2014) additionally used proficiency levels for adult literacy courses, not described in detail. In Jiménez et al (2010), the functional illiterate individuals failed to achieve a certificate for the successful completion of an adult literacy course, while in Fernandes et al (2014) the completion of the 4th level of literacy was used as inclusion criterion. Instead of applying matching variables, Flint and Pammer (2018) included adults who could read simple sentences but could not decode complex words or sentences in the functional illiterate group.…”

Section: Definitions Terminology and Criteria For Inclusionmentioning

confidence: 99%

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Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

et al. 2021

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A considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

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Section: Functional Illiterate Individuals With Education In Adulthoodmentioning

confidence: 97%

Section: Definitions Terminology and Criteria For Inclusionmentioning

confidence: 99%

Section: Definitions Terminology and Criteria For Inclusionmentioning

confidence: 99%

Section: Definitions Terminology and Criteria For Inclusionmentioning

confidence: 99%

See 2 more Smart Citations

Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

et al. 2021

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“…Jiménez y Ortiz (1993) muestran que el mayor incremento se produce entre el segundo nivel de jardín infantil y el segundo curso de enseñanza básica, lo que se relaciona con los procesos de la lecto-escritura. Al respecto, investigaciones recientes sugieren que la relación entre la CF y dichos procesos es bidireccional y recíproca: la CF apoya y favorece la adquisición de la lecto-escritura, y el aprendizaje de esta favorece igualmente la CF (Jiménez, García & Venegas 2010). …”

Section: Desarrollo De La Conciencia Fonológicaunclassified

Aplicación de un programa de estimulación de la conciencia fonológica en preescolares de nivel transición 2 y alumnos de primer año básico pertenecientes a escuelas vulnerables de la Provincia de Concepción, Chile

2012

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Phonological and orthographic processing in basic literacy adults and dyslexic children

Kolinsky

Tossonian

2022

Read Writ

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The aim of the present study was to examine the hypothesis that, compared to typically reading children matched on regular word reading, adults with basic literacy (either adult literacy students or adult basic education students) struggle on phonologically demanding tasks but are relatively performant on orthographic demanding tasks, and hence present a performance pattern similar to that of dyslexic children. Using various reading and phoneme awareness tests, we therefore compared the adults to both typically reading children from Grades 3 and 4 and dyslexic children, these two groups being matched to the adults on regular word reading. The dyslexic children were also compared to either chronological age- or reading level-matched children. The hypothesis was only partly supported by the data, as results depended on the subgroup of adults considered. While the literacy students presented poorer phoneme awareness and a somewhat stronger length effect in reading than the dyslexic children, the basic education students outperformed the latter on irregular word reading. The adults, and in particular the literacy students, also relied frequently on orthography in a complex phoneme awareness task. Taken together, these results suggest that adults with basic literacy rely more on visual memory than both dyslexic and typically reading children. This opens the question of whether the peculiar profile of these adults is intrinsic to adult literacy acquisition or is related to the way they are taught and trained to read and write. The results also highlight the need for better characterization of subgroups of adults with basic literacy.

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Are phonological processes the same or different in low literacy adults and children with or without reading disabilities?

Cited by 6 publications

References 27 publications

Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

Aplicación de un programa de estimulación de la conciencia fonológica en preescolares de nivel transición 2 y alumnos de primer año básico pertenecientes a escuelas vulnerables de la Provincia de Concepción, Chile

Phonological and orthographic processing in basic literacy adults and dyslexic children

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