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| Autor/inn/en | Wimmer, Heinz; Mayringer, Heinz |
|---|---|
| Titel | Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. |
| Quelle | In: Journal of educational psychology, 94 (2002) 2, S. 272-277Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Kurzzeitgedächtnis; Artikulation (Ling); Fonem; Fonologie; Leseschwäche; Buchstabieren; Handschrift; Lese-Rechtschreib-Schwäche; Lesekompetenz; Lesen |
| Abstract | Conducted 2 studies investigating dysfluent reading in the absence of spelling deficits. A total of 826 German-speaking children (grades 1-4) were examined at the beginning of 1st grade regarding possible precursors of reading and spelling difficulties: phonological short-term memory, phonological awareness, visual naming speed, articulation rate, visual-motor speed, and nonverbal intelligence. Reading fluency and spelling were assessed at the end of the 3rd grade (Study 1) or the beginning of the 4th grade (Study 2). A large number of children demonstrated substantial dissociations between reading and spelling deficits. The findings are explained in terms of the high forward regularity in the direction of graphemes to phonemes in German, which facilitates phonological processing during reading. The low backward regularity of German (phonemes to graphemes) requires the use of orthographic memory representation for spelling. The data showed that dysfluent reading without spelling deficits correlated with deficits in articulation speed. Only spelling difficulties were preceded by phonological difficulties. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2005_(CD) |
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