Literaturnachweis - Detailanzeige
| Autor/inn/en | Rodrigo, Mercedes; Jimenez, Juan E.; Garcia, Eduardo; Diaz, Alicia; Ortiz, M. Rosario; Guzman, Remedios; Hernandez-Valle, Isabel; Estevez, Adelina; Hernandez, Sergio |
|---|---|
| Titel | Assessment of Orthographical Processing in Spanish Children with Dyslexia: The Role of Lexical and Sublexical Units |
| Quelle | In: Electronic Journal of Research in Educational Psychology, 2 (2004) 2, S.105-125 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1696-2095 |
| Schlagwörter | Experimental Groups; Control Groups; Dyslexia; Foreign Countries; Reading Difficulties; Reading Skills; Learning Disabilities; Reading Processes; Reading Research; Language Processing; Elementary Secondary Education; Morphology (Languages); Spain |
| Abstract | Introduction: The aim of this study was to examine the role of multiletter units, such as the morpheme and whole word, in accessing the lexicon, in Spanish children with dyslexia. Method: A sample of 60 participants were selected and organised i n three different groups: 1) an experimental group of 18 reading-disabled children, (2) a control group of 27 normal readers matched in age with the reading disabled group, and (3) a control group of 15 younger children at the same reading level as the reading disabled group. Homophones and morphological root comprehension tasks were used. Results: The results were analysed using measures of accuracy and latency for the morphological comprehension task and accuracy for the homophone task. These showed that there was a lexical processing deficit in children with reading disabilities compared to younger children with the same reading level. Nevertheless, when we analysed the latency of the morphological comprehension task, results showed that this latency decreased during presentation, independently of the groups, although the performance of normal readers matched in age with the reading disabled children was significantly better than the two other groups. (Contains 3 tables and 2 figures.) (As Provided). |
| Anmerkungen | University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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