Semantic Code Deficit for Reading Disabled Children on an Auditory Lexical Decision Task

Zecker, Steven G.; Zinner, Tanya E.

doi:10.1080/10862968709547595

Cited by 12 publications

(10 citation statements)

References 23 publications

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“…Children vs adults. Comparisons provided by Edwards and Lahey (1993) and Radeau (1983); see also Zecker and Zimmer (1987) for an exam ination of reading-disab led children.…”

Section: Uses With Other Populationsmentioning

confidence: 99%

Auditory Lexical Decision

Goldinger¹

1996

Language and Cognitive Processes

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Auditory lexical decision entails speeded classi cation of spoken words and nonwords. Given its implicit requirement of full lexical processing, auditory lexical decision has wide applicability. Indeed, the paradigm is currently used to study basic processes in word recognition, the nature of the mental lexicon, effects of word frequency, neighbour effects and various other phenomena of isolated word perception. In addition, auditory lexical decision is commonly used as a measure of priming and context effects, and as an index of impairments following brain damage. This summary reviews the strengths and weaknesses of the task, and provides citations to prominent articles. Issues Addressed1. Effects of numerous lexical variables on access time. 2. The nature of lexical representations (phonetic, phonological , morphological, and semantic/associative speci cations). 3. Effects of lexical analogies on nonword rejection time. 4. Effects of semantic and form-based priming manipulations.

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“…Children vs adults. Comparisons provided by Edwards and Lahey (1993) and Radeau (1983); see also Zecker and Zimmer (1987) for an exam ination of reading-disab led children.…”

Section: Uses With Other Populationsmentioning

confidence: 99%

Auditory Lexical Decision

Goldinger¹

1996

Language and Cognitive Processes

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“…There is evidence, however, that the processing of words in a paragraph is dependent on a number of other processes, such as semantic coding. For example, several studies suggest that the ability to read words in a connected text involves not only bottom-up processes, such as phonological coding, but also top-down processes such as the use of meaning and sentence context (Baker et al, 1987;Manis, 1985;Stanovich, 1980;Swanson, 1986b;Zecker and Zinner, 1987). Thus, one may speculate that the effective reading of text not only requires the ability to process phonemic information, but also the extraction of semantic information about words.…”

Section: Text Processingmentioning

confidence: 94%

“…This referencing is done by effectively organizing or indexing (e.g., class affiliation and subordinate properties) the two (visual, verbal) memory inputs (e.g., Bub et al, 1988;Jolicoeur et al, 1984;Nelson et al, 1977;te Linde, 1982). In relation to reading ability, several studies (e.g., Ceci et al, 1980;Lorsbach, 1982;Perfetti et al-reported in Perfetti and Lesgold, 1979;Swanson, 1984b;Vellutino et al, 1975b,c;Zecker and Zinner, 1987) suggest LD readers have difficulty linking visual and verbal information into the semantic network. I will briefly review some of my studies that support this assumption, and draw my conclusions from three different memory tasks.…”

Section: Semantic Processingmentioning

confidence: 97%

Verbal coding deficits in learning-disabled readers: A multiple stage model

Swanson

1989

Educ Psychol Rev

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This article reviews some selected literature, drawn from the last 10 years, suggesting that learning-disabled (LD) The present article is directed at the question of how information is integrated in the minds of skilled and learning-disabled (LD) readers as a function of diverse coding schemes, particularly for pictures and words. An important aim of this review is to bring the role of verbal coding and individual differences in reading under a flexible theoretical framework. The favored view is that information from verbal and visual sources is predominantly represented in a semantic (conceptual) form for skilled readers and a modality-specific visual form for LD readers. A three-stage model

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“…word recalling or word substitution, especially in words with similar meaning) is also discussed in relation to the reading skills of SLI children (Coady & Aslin, 2003;Hulme & Snowling, 2009). Zecker and Zinner (1987) point out that children with SLI can register the same amount of semantic information as their peers, but they suffer from worsened accessibility to this information, a more difficult process of remembering, and generally slower recall of information from their working memory.…”

Section: Issues On the Importance Of Reading Skillsmentioning

confidence: 99%

Specific language impairment in the long-term perspective – the importance of assessment procedures, reading skills, and communicative competence

Richterová¹,

Málková²

2017

Health Psychology Report

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The purpose of this study is to provide a review of the literature regarding the treatment of specific language impairment (SLI) in the long-term perspective. We develop the paper along the three issues we consider to be of the most importance in relation to counseling practice with SLI children and young people: the importance of assessment procedures of SLI, the importance of reading skills in the lives of SLI children and adults, and the importance of the quality of communication competence of SLI people for their social life. The review draws on international research mainly; however, the paper also aims to show how the three target issues are represented in the Czech research related literature. key words specific language impairment; assessment procedures; reading skills; communicative and social competence

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Semantic Code Deficit for Reading Disabled Children on an Auditory Lexical Decision Task

Cited by 12 publications

References 23 publications

Auditory Lexical Decision

Auditory Lexical Decision

Verbal coding deficits in learning-disabled readers: A multiple stage model

Specific language impairment in the long-term perspective – the importance of assessment procedures, reading skills, and communicative competence

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