Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Bowey, Judith A.

doi:10.1016/j.jecp.2007.10.005

Cited by 10 publications

(6 citation statements)

References 32 publications

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“…An analysis of individual self‐reports confirmed that young students are able to adjust their reliance on particular strategies depending on the words already stored within their mental lexicon (see also Kwong & Varnhagen, ; Rittle‐Johnson & Siegler, ). Furthermore, in using verbal reports to assess strategy choice, past studies have been able to identify different subgroups or profiles of students based on their relative strengths or weaknesses in acquiring lexical or nonlexical routes to reading and spelling (Coyne et al., ; Farrington‐Flint, ), often characterized as either Phoenician or Chinese readers, respectively (Bowey, ; Treiman, ).…”

Section: Acquisition Of Early Reading and Spelling Strategiesmentioning

confidence: 99%

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

2016

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Dual-route theory, which emphasizes the importance of lexical and nonlexical routes, makes specific predictions about the kinds of strategies that young students might adopt when attempting to correctly read and spell regular and irregular words. The current study tests these predictions by assessing strategy choice on regular, irregular, and nonword items among a group of 55 English-speaking students ages 8-10 years. Performance measures and verbal self-reports were used to classify strategy choice in reading and spelling. The results confirmed that students were able to draw from a wide repertoire of coexisting strategies to support their reading and spelling activities. Hierarchical regression analyses revealed that pure lexical retrieval could best predict reading and spelling accuracy scores on irregular words, whereas both lexical and nonlexical strategies could, to varying degrees, predict scores on the regular items. Unexpectedly, none of the reported reading or spelling strategies could accurately predict students' scores on the nonword items after controlling for age. The theoretical implications for the application of dual-route theory to early reading and spelling, especially in relation to nonword performance, are discussed and outlined.

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Section: Acquisition Of Early Reading and Spelling Strategiesmentioning

confidence: 99%

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

2016

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“…Analyses of a reading-disabled sub-sample also failed to find a unique predictive role for phonological awareness. Despite some negative evidence, Bowey (2008) recently called for additional longitudinal work, hypothesizing that some effect of relative phonological weakness must be present to explain the shift from a higher proportion of “Chinese” (exception word reading superior to nonword reading) to “Phoenician” (the reverse pattern) readers at fourth grade to an equal ratio of reading styles at eighth grade.…”

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confidence: 99%

Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development

Hulslander

Olson

Willcutt

et al. 2010

Scientific Studies of Reading

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Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children.

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“…We found no cases of pure surface dyslexia (cf. Bowey, 2008; Bowey & Rutherford, 2007, with fourth and eighth graders). The remaining 15% ( n = 4) of our cases fell into the “neither” category, that is, their irregular word and nonword responses were not beyond the normal range.…”

Section: Resultsmentioning

confidence: 99%

Prevalence and Profile of Phonological and Surface Subgroups in College Students With a History of Reading Disability

Birch

2014

J Learn Disabil

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The purpose of the present study was to identify and characterize surface and phonological subgroups of readers among college students with a prior diagnosis of developmental reading disability (RD). Using a speeded naming task derived from Castles and Coltheart's subtyping study, we identified subgroups of readers from among college students with RD and then compared them on a number of component reading tasks. Most of our adults with RD showed a discrepancy in lexical versus sublexical reading skills. The majority of classified individuals were in the phonological dyslexia group, and this group's performance was worse than that of other groups on a range of reading-related tasks. Specifically, being relatively less skilled at reading nonwords compared to irregular words was associated with deficits in both sublexical and lexical tasks, and with unique deficits compared to the surface dyslexia group not only in an independent measure of phonological coding but also in spelling, rapid automatized naming, and speeded oral reading. The surface dyslexia group was small, and the pattern of results for these readers was not consistent with the predicted profile of a specific deficit in lexical and automatized reading processes. Our surface group did not show reduced skill in lexical mechanisms specifically, nor any unique deficit compared to the phonological group. These results seem more supportive of models of reading that place phonological processing impairments at the core of RD, with all other impairments being clearly subsidiary.

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Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Cited by 10 publications

References 32 publications

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory

Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development

Prevalence and Profile of Phonological and Surface Subgroups in College Students With a History of Reading Disability

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