A Comprehensive Evaluation of Lexical Reading in Italian Developmental Dyslexics

Autor/inn/en	Paizi, Despina; De Luca, Maria; Zoccolotti, Pierluigi; Burani, Cristina
Titel	A Comprehensive Evaluation of Lexical Reading in Italian Developmental Dyslexics
Quelle	In: Journal of Research in Reading, 36 (2013) 3, S.303-329 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2011.01504.x
Schlagwörter	Foreign Countries; Dyslexia; Developmental Disabilities; Reading Difficulties; Word Frequency; Children; Reading Skills; Comparative Analysis; Italian; Stimuli; Psycholinguistics; Oral Reading; Reaction Time; Word Lists; Regression (Statistics); Italy; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Reading difficulty; Leseschwierigkeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; Child; Kind; Kinder; Reading skill; Lesefertigkeit; Italienisch; Anreizsystem; Psycholinguistik; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reaktionsvermögen; Wortliste; Regression; Regressionsanalyse; Italien
Abstract	Italian developmental dyslexic readers show a striking length effect and have been hypothesised to rely mostly on nonlexical reading. Our experiments tested this hypothesis by assessing whether or not the deficit underlying dyslexia is specific to lexical reading. The effects of lexicality, word frequency and length were investigated in the same group of children in four separate experiments. Although dyslexics were slower and less accurate than skilled readers and had large length effects, they showed lexicality and word frequency effects in both reading aloud and lexical decision. In a cross-experiment comparison, we show that a single global factor explains a large proportion of the difference in reading performance between dyslexic and skilled readers. This factor may indicate a deficit at a prelexical level of analysis. Lexical activation seemed spared in the dyslexic children based on the effects of lexicality and frequency. These findings contrast the hypothesis that Italian dyslexics primarily engage in nonlexical reading. (Contains 5 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10