Process dissociation of sight vocabulary and phonetic decoding in reading: A new perspective on surface and phonological dyslexias

McDougall, Patricia; Borowsky, Ron; MacKinnon, Gregory; Hymel, Shelley

doi:10.1016/j.bandl.2004.06.003

Cited by 36 publications

(30 citation statements)

References 45 publications

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“…An alternative interpretation of why there are so few cases of developmental surface dyslexia in an opaque orthography when participants are matched on reading age has to do with how participants were matched. McDougall, Borowsky, MacKinnon, and Hymel (2005) argued that we should not be surprised that cases of surface dyslexia are reduced when participants are matched on the basis of real word reading performance. They reported that this matching bias could have influenced Manis and colleagues' (1996) and Stanovich and colleagues' (1997) findings regarding the nature of surface dyslexia.…”

Section: Discussionmentioning

confidence: 97%

Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences

González

Rodríguez

Ramı́rez

2009

Journal of Experimental Child Psychology

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Section: Discussionmentioning

confidence: 97%

Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences

González

Rodríguez

Ramı́rez

2009

Journal of Experimental Child Psychology

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“…The participants are asked to type the English word. Block one consists of 20 monosyllabic words, based on a wordlist developed by McDougall, Borowsky, MacKinnon, and Hymel (2005). Block 2 consists of 10 two-syllable words, block 3 consists of 10 threesyllable words and block 4 consists of 10 final 'e' words with one to three syllables.…”

Section: Flashed English Word Productionmentioning

confidence: 99%

Dutch dyslexic adolescents: phonological-core variable-orthographic differences

Bekebrede

Leij

2007

Read Writ

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The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39,[74][75][76][77][78][79][80][81][82][83][84][85][86][87][88][89][90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were divided into two subgroups based on high (ORTH + ) and low levels (ORTH -) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading and spelling but the ORTH + group performed as well as nondisabled controls on Dutch and English orthographic choice. As predicted by the model, there were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH + subgroup outperformed ORTH -on tasks demanding speeded word processing such as 'flashed' presentation. This finding was independent of lexicality (words or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading. This supports the view that the ORTH + subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups in reading experience. Our data, therefore, support the PCVOD model.

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“…11). Although subgroups of dyslexic children have been identified, according to whether nonwords or exception words are relatively more impaired (Castles & Coltheart, 1993;Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996;McDougall, Borowsky, MacKinnon, & Hymel, 2005), the core characteristic of English dyslexia is phonological reading impairment (Snowling, 2000).…”

Section: Introductionmentioning

confidence: 99%

Phonological and lexical reading in Italian children with dyslexia

et al. 2008

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In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14 Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child we also selected a participant who was attending the same grade, was close in age, and showed typical reading development when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are "same grade controls." We used a reading task consisting of 40 three syllables words. A qualitative and quantitative method of coding children's naming allowed us to distinguish several components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the aloud orthography-phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering dyslexic children's chronological age, lexical reading is greatly delayed. Considering dyslexic children's reading age, the type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e., a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting that some factors undermine the possibility of internalizing the orthography-phonology conversion and the blending processes

show abstract

Process dissociation of sight vocabulary and phonetic decoding in reading: A new perspective on surface and phonological dyslexias

Cited by 36 publications

References 45 publications

Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences

Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences

Dutch dyslexic adolescents: phonological-core variable-orthographic differences

Phonological and lexical reading in Italian children with dyslexia

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