The Effect of Facilitative versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children with Dyslexia

Autor/inn/en	Steacy, Laura M.; Petscher, Yaacov; Elliott, James D.; Smith, Kathryn; Rigobon, Valeria M.; Abes, Daniel R.; Edwards, Ashley A.; Himelhoch, Alexandra C.; Rueckl, Jay G.; Compton, Donald L.
Titel	The Effect of Facilitative versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children with Dyslexia
Quelle	In: Learning Disability Quarterly, 44 (2021) 3, S.158-169 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720938684
Schlagwörter	Dyslexia; Grade 2; Grade 3; Grade 4; Grade 5; Elementary School Students; Reading Instruction; Inhibition; Pronunciation; Vowels; Accuracy; Reading Skills; Word Frequency; Phonological Awareness; Naming; Word Recognition; Sight Vocabulary; Decoding (Reading); Wechsler Abbreviated Scale of Intelligence; Woodcock Reading Mastery Test; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Hemmung; Aussprache; Reading skill; Lesefertigkeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; Worterkennung; Dekodierung
Abstract	We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%-20% high- to low-frequency pronunciations (e.g., for "ea"; 80% "ea" pronounced as /i/ as in "bead" and 20% "ea" pronounced /[epsilon]/ as in "dead"), whereas the other consisted of a ratio of 20%-80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01