Compensatory Role of Verbal Learning and Consolidation in Reading and Spelling of Children with Dyslexia

Autor/inn/en	van Rijthoven, Robin; Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo
Titel	Compensatory Role of Verbal Learning and Consolidation in Reading and Spelling of Children with Dyslexia
Quelle	In: Annals of Dyslexia, 72 (2022) 3, S.461-486 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Rijthoven, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-022-00264-2
Schlagwörter	Verbal Learning; Reading; Spelling; Children; Dyslexia; Phonics; Intervention; Phonological Awareness; Naming; Short Term Memory; Verbal Ability; Semantics + Suchen Sie Ihr Suchwort? Verbales Lernen; Leseprozess; Lesen; Schreibweise; Child; Kind; Kinder; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kurzzeitgedächtnis; Mündliche Leistung; Semantik
Abstract	The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with (N = 54) and without dyslexia (N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling intervention of children with dyslexia. We also took phonological awareness, rapid automatized naming, verbal working memory, and semantics into account. Results showed that children with dyslexia performed better in verbal learning and equal in verbal consolidation compared to typically developing peers. Regression analyses revealed that verbal learning did not predict reading but did predict spelling ability, across both groups; verbal consolidation did not predict reading, nor spelling. Furthermore, neither verbal learning nor verbal consolidation was related to responsiveness to a phonics through spelling intervention in children with dyslexia. Verbal learning may thus be seen as a compensatory mechanism for spelling before the intervention for children with dyslexia but is beneficial for typically developing children as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01