Visual and name coding in dyslexic children

Ellis, Nick C.

doi:10.1007/bf00309830

Cited by 57 publications

(46 citation statements)

References 32 publications

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“…It was previously mentioned that no reader-skill differences in vocal production latency have been found in several studies. The other alternative hypothesis, that less skilled readers have a deficit in visually analyzing letters (i.e., in processes prior to name retrieval), has been contradicted by data from several empirical studies (e.g., Ellis, 1981;Stanovich, 1982;Vellutino, 1979 …”

Section: Discussionmentioning

confidence: 99%

“…The main objection along these lines to vocalization tasks is that they may reflect reader-skill differences in vocal production latency in addition to name retrieval time. This criticism has been considerably obviated by several recent demonstrations that good and poor readers do not differ in articulation onset speed (Ellis, 1981;Mason, 1978). It, thus appears that vocalization tasks may provide the most interpretable measures of name access speed.…”

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confidence: 99%

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The development of the relation between letter-naming speed and reading ability

Stanovich

Feeman

Cunningham

1983

Bull. Psychon. Soc.

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A discrete-trial reaction time methodology was employed in order to measure the speed with which two groups of first-grade children (one tested twice during the school year) named letters. The relation of letter-naming speed to reading ability, although statistically significant, was much smaller than that observed in previous research in which a continuous-list procedure was employed. It was suggested that this procedure inflates the correlation because it involves many other psychological processes in addition to name retrieval speed. A third-grade group also displayed a weak correlation, but the relationship was reasonably strong in a fifth-grade group. The presence of a strong relationship in groups as advanced in reading as fifth-graders is probably more indicative of differential experience with text than it is of a causal role for name retrieval speed in determining reading ability.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The development of the relation between letter-naming speed and reading ability

Stanovich

Feeman

Cunningham

1983

Bull. Psychon. Soc.

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“…In both experiments, the dyslexic group made more errors on the standard SART than did the controls, but they were not impaired on the squiggle SART. As already discussed in the discussion section of Experiment 1, one explanation is that phonological processing problems (see Ellis, 1981), rather than a sustained attention deficit, caused their poorer performance on the standard SART. This raises the question of why the dyslexic teenagers did not slow down to compensate for the longer time they needed to process the digits.…”

Section: Discussionmentioning

confidence: 84%

“…If the teenagers with dyslexia took longer to convert the Arabic numerals e.g. '3' into the phonological ones, 'three' (see also Ellis, 1981), yet responded as quickly as the controls, they must have devoted less time to deciding whether to press the mouse button or whether to inhibit their response.…”

Section: Discussionmentioning

confidence: 99%

Ability of dyslexic and control teenagers to sustain attention and inhibit responses

Moores¹,

Andrade²

2000

European Journal of Cognitive Psychology

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Dyslexia and attentional difficulty have often been linked, but little is known of the nature of the supposed attentional disorder. The Sustained Attention to Response Task (SART: Robertson, Manly, Andrade, Baddeley and Yiend, 1997) was designed as a measure of sustained attention and requires the withholding of responses to rare (one in nine) targets.To investigate the nature of the attentional disorder in dyslexia, this paper reports two studies which examined the performance of teenagers with dyslexia and their age-matched controls on the SART, the squiggle SART (a modification of the SART using novel and unlabellable stimuli rather than digits) and the go-gap-stop test of response inhibition (GGST). Teenagers with dyslexia made significantly more errors than controls on the original SART, but not the squiggle SART. There were no group differences on the GGST. After controlling for speed of reaction time in a sequential multiple regression predicting SART false alarms, false alarms on the GGST accounted for up to 22% extra variance in the control groups (although less on the squiggle SART) but negligible amounts of variance in the dyslexic groups. We interpret the results as reflecting a stimulus recognition automaticity deficit in dyslexia, rather than a sustained attention deficit. Furthermore, results suggest that response inhibition is an important component of performance on the standard SART when stimuli are recognised automatically.

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“…Numerosos estudios sugieren que los niños con dificultad lectora (DAL) muestran déficits en los procesos léxicos y subléxicos (e.g., Beech y Awaida, 1992;Ehri y Wilce, 1983;Manis, 1985;Perfetti, 1985). Otras investigaciones han demostrado que los estudiantes con DAL son más lentos en el acceso al léxico que los lectores competentes (e.g., Cirrin, 1984;Ellis, 1981;Johnston y Thompsom, 1989;Laxon, Coltheart y Keaping, 1988;Rayner, 1988;Seymour, 1987;Seymour y Porpodas, 1980). La lengua española es un sistema alfabético transparente (la ortografía está ensamblada sobre la estructura fonológica), en la que las reglas de conversión letra-sonido son bastantes sencillas y tienen pocas excepciones ya que hay una correspondencia directa entre el símbolo escrito y el fonema.. Varios estudios han puesto de manifiesto que, en español, la lectura se lleva a cabo a través del procesamiento fonológico (De Vega, Carreiras, Gutiérrez Calvo y Alonso Quecuty, 1990).…”

Section: Introductionunclassified

Valoración del procesamiento ortográfico en niños españoles con dislexia: El papel de las unidades léxicas y subléxicas

López

Rosquete²,

Miranda³

et al. 2017

EJREP

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Introducción. El objetivo de este estudio ha sido examinar el papel de las unidades multiletras, tales como el morfema y la palabra completa, en el acceso al léxico, en niños españoles con dislexia.Método. Para llevarlo a cabo, se seleccionó una muestra la cual se distribuyó en tres grupos diferentes: 1) Un grupo experimental formado por 18 niños con dificultad lectora (DAL); (2) Un grupo control de 27 lectores normales de la misma edad que el grupo de lectores con dificultad (BL); y (3) Un grupo control formado por 15 niños más jóvenes y del mismo nivel lector que los lectores con dificultad (NL). Se utilizó una tarea de selección de homófonos y de comprensión de raíces morfológicas. Se analizaron los resultados teniendo en cuenta medidas de exactitud y de latencia para la tarea de comprensión morfológica y de exactitud para la tarea de homófonos.Resultados. Los resultados mostraron que había un déficit en el procesamiento léxico en los niños con dificultad lectora ya que su rendimiento era más bajo que el de los niños más jóvenes con el mismo nivel lector. Sin embargo, cuando analizamos la latencia de la tarea de comprensión morfológica, los resultados mostraron que esta latencia disminuía, independientemente de los grupos, a medida que avanzaban las presentaciones, aunque el rendimiento del grupo de lectores normales, emparejados en edad con los lectores con dificultad, era significativamente mejor que el de los otros dos grupos.

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Visual and name coding in dyslexic children

Cited by 57 publications

References 32 publications

The development of the relation between letter-naming speed and reading ability

The development of the relation between letter-naming speed and reading ability

Ability of dyslexic and control teenagers to sustain attention and inhibit responses

Valoración del procesamiento ortográfico en niños españoles con dislexia: El papel de las unidades léxicas y subléxicas

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