Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic

Autor/inn/en	Taha, Haitham; Ibrahim, Raphiq; Khateb, Asaid
Titel	Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic
Quelle	In: Reading Psychology, 35 (2014) 7, S.683-701 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2013.801060
Schlagwörter	Reading Difficulties; Learning Disabilities; Phonology; Error Patterns; Semitic Languages; Error Analysis (Language); Phonetics; Morphology (Languages); Semantics; Alphabets; Attention Deficit Disorders; Preadolescents; Gender Differences; Pronunciation; Oral Reading; Statistical Analysis + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Fonologie; Fehlertyp; Arabisch; Hebräisch; Error analysis; Language; Fehleranalyse; Phonetik; Fonetik; Morphology; Morphologie; Semantik; Buchstabenschrift; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Pre-adolescence; Präadoleszenz; Geschlechterkonflikt; Aussprache; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Statistische Analyse
Abstract	The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error types. The dysphonetic errors predominated in readers with severe PP deficit and the morphological errors predominated in those with moderate deficits. Finally, readers with attention difficulties showed a predominance of semiphonetic errors. These findings were discussed in relation to reading disability subtypes and their clinical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10