Difficulties in Lexical Stress versus Difficulties in Segmental Phonology among Adolescents with Dyslexia

Autor/inn/en	Anastasiou, Dimitris; Protopapas, Athanassios
Titel	Difficulties in Lexical Stress versus Difficulties in Segmental Phonology among Adolescents with Dyslexia
Quelle	In: Scientific Studies of Reading, 19 (2015) 1, S.31-50 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2014.934452
Schlagwörter	Dyslexia; Phonology; Adolescents; Comparative Analysis; Reading Skills; Spelling; Phonological Awareness; Suprasegmentals; Reading Difficulties; Greek; Written Language; Secondary School Students; Foreign Countries; Reading Comprehension; Decoding (Reading); Statistical Analysis; Greece; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Fonologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading skill; Lesefertigkeit; Schreibweise; Reading difficulty; Leseschwierigkeit; Grieche; Griechisch; Geschriebene Sprache; Sekundarschüler; Ausland; Leseverstehen; Dekodierung; Statistische Analyse; Griechenland
Abstract	Dyslexic difficulties in lexical stress were compared to difficulties in segmental phonology. Twenty-nine adolescents with dyslexia and 29 typically developing adolescents, matched on age and nonverbal ability, were assessed on reading, spelling, phonological and stress awareness, rapid naming, and short-term memory. Group differences in stress assignment were larger than in segmental phonology in reading and spelling pseudowords but not words, indicating a fragility of explicit processes that manipulate stress representations. Despite impaired stress performance in dyslexia at the group level, individual variability failed to reveal evidence for a stress-specific deficit or for a distinct stress-impaired subgroup. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01