Length Effects in Pseudo-Word Spelling: Stronger in Dyslexic than in Non-Dyslexic Students

Autor/inn/en	Juul, Holger; Petersen, Dorthe Klint
Titel	Length Effects in Pseudo-Word Spelling: Stronger in Dyslexic than in Non-Dyslexic Students
Quelle	In: Annals of Dyslexia, 67 (2017) 3, S.369-382 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juul, Holger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-017-0149-3
Schlagwörter	Dyslexia; Comparative Analysis; Grade 3; Grade 5; Grade 7; Grade 9; Spelling; Reading Skills; Developmental Delays; Age Differences; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Schreibweise; Reading skill; Lesefertigkeit; Entwicklungsverzögerung; Age; Difference; Age difference; Altersunterschied; Ausland; Dänemark
Abstract	It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01