Developmental dyslexics and unimpaired children’s reading and memory for words in a transparent orthography

Abstract

Word reading and short-term memory performance of forty two developmental dyslexics (mean age 10.1 years, SD = .7) and thirty three unimpaired reading age matched (mean age of 8.5, SD = .5) and thirty six unimpaired chronological age matched children (mean age of 10.6, SD = .7) was investigated in transparent Polish orthography. Fifty of the children were instructed that they were expected to recall the list of (12 high frequency mainly concrete) words after reading them aloud (Condition A), whilst others had no such instructions (Condition B). Word reading was tested by recording the time taken to read aloud the list of words in seconds and by taking into account errors in pronunciation. Overall, word reading was significantly slower for developmental dyslexics compared to reading age (RA) and chronological age (CA) controls. However, developmental dyslexics' recall of words was comparable to CA and significantly superior to RA both in conditions A and B of the experiment. The implications of these results in relation to the impact of spelling transparency on memory performance of impaired and unimpaired readers are discussed.

Modeling multivariate associations with parental loneliness via perceived closeness and support

“…In order to attain model identification, the model was adjusted by replacing the path from situational variables to perceived relationship closeness and support, to including be a direct path from situational variables to loneliness. Employment status was also removed from the model based on previous research findings and the non-significant one way ANOVA (Neto, 2014). While the model was now recursive, the fit was still poor, w 2 /df ¼ 3.64, w 2 (102) ¼ 371.1; CFI ¼ .824; RMSEA ¼ .091; 90% CI: .081, .101.…”