Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits

Autor/inn/en	Conrad, Nicole J.; Levy, Betty Ann
Titel	Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 3, S.201-223 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9028-8
Schlagwörter	Alphabets; Pattern Recognition; Memory; Reading Research; Reading Processes; Reading Fluency; Reading Difficulties; Timed Tests; Reading Tests; Children; Beginning Reading + Suchen Sie Ihr Suchwort? Buchstabenschrift; Mustererkennung; Gedächtnis; Leseforschung; Leseprozess; Reading difficulty; Leseschwierigkeit; Lesetest; Child; Kind; Kinder; Erstleseunterricht
Abstract	The ability to recognize letter patterns within words as a single unit is important for fluent reading. This skill is based on previously established memory representations of common letter patterns. The ability to form these memory representations may be impaired in some poor readers, particularly readers with naming speed deficits (NSD). This study explored factors that influence letter processing and the subsequent formation of memory representations of letter strings in children with and without a NSD. Children were presented with a letter string, followed by a probe unit that was either a single letter, a two-letter cluster, or a repetition of the whole string. Children indicated whether or not the probe had been present in the preceding string. Two factors were manipulated: (a) amount of time to process the initial letter string, and (b) level of orthographic structure present in the letter string. Results indicated that overall, children with NSD performed less accurately than children without NSD. However, children with NSD showed no differential benefit in performance as a result of longer time to process a letter string. In addition, all readers were able to make use of the orthographic structure in a letter string to aid performance. Implications of results for establishing memory representations of letter strings are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10