Reading Strategies in Spanish Developmental Dyslexics

Autor/inn/en	Suarez-Coalla, Paz; Cuetos, Fernando
Titel	Reading Strategies in Spanish Developmental Dyslexics
Quelle	In: Annals of Dyslexia, 62 (2012) 2, S.71-81 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-011-0064-y
Schlagwörter	Reading Strategies; Dyslexia; Spanish; Reaction Time; Articulation (Speech); Children; Naming; Nouns; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Spanisch; Reaktionsvermögen; Child; Kind; Kinder; Ausland; Spanien
Abstract	Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10