Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model

Autor/inn/en	Al-Natour, Mayada; Al-Mashayek, Faten; Alkhamra, Hatem A.
Titel	Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model
Quelle	In: International Journal of Instruction, 15 (2022) 3, S.137-152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Dyslexia; Error Patterns; Reading Ability; Orthographic Symbols; Phonology; Semantics; Recognition (Psychology); Arabic; Elementary School Students; Grade 4 + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Fehlertyp; Reading competence; Lesekompetenz; Fonologie; Semantik; Recognition; Wiedererkennen; Arabisch; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study aimed at analyzing reading errors in the Arabic language among the dyslexic students based on the dual-route model for reading as well as determining the subtypes of dyslexia according to the reading errors manifested by the dyslexic students. The study sample consisted of eighty students divided equally between dyslexic and non-dyslexic students from the same age category. The dyslexic group were distributed into six students with surface dyslexia, four with phonological dyslexia, five with deep dyslexia and twenty five dyslexic students weren't identified in any of the above-mentioned types, accounting for (62.5%) of the total dyslexic sample. A battery of three domains was developed (reading errors, orthographic and phonological abilities and semantic abilities) with ten subdomains comprising of 200 items. A simple regression method and MANOVA were used for analysis. Results showed that students with surface dyslexia demonstrated visual errors in recognizing words, whereas the students with phonological dyslexia demonstrated phonological errors. However, the students with deep dyslexia mainly displayed semantic and phonological errors. Further implications were discussed. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01