Dyslexia in a consistent orthography: Evidence from reading-level match design.
Greek
consistent orthography
dyslexia
orthographic processing
phonological awareness
rapid naming
reading-level match design
Journal
Dyslexia (Chichester, England)
ISSN: 1099-0909
Titre abrégé: Dyslexia
Pays: England
ID NLM: 9511375
Informations de publication
Date de publication:
Nov 2020
Nov 2020
Historique:
received:
14
04
2019
revised:
02
12
2019
accepted:
07
01
2020
pubmed:
6
2
2020
medline:
11
3
2021
entrez:
4
2
2020
Statut:
ppublish
Résumé
Studies in consistent orthographies using reading-level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek-speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
343-358Informations de copyright
© 2020 John Wiley & Sons Ltd.
Références
Aro, M. (2006). Learning to read: The effect of orthography. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531-550). Mahwah, NJ: Erlbaum.
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858-886.
Bryant, P., & Goswami, U. (1986). Strengths and weaknesses of the reading level design: A comment on Backman, Mamen, and Ferguson. Psychological Bulletin, 100, 101-103.
Carrion-Castillo, A., Franke, B., & Fisher, S. E. (2013). Molecular genetics of dyslexia: An overview. Dyslexia, 19, 214-240. https://doi.org/10.1002/dys.1464
Catts, H. W., Hu, C.-F., Larrivee, L., & Swank, L. (1994). Early identification of reading disabilities in children with speech-language impairments. In R. V. Watkins & M. L. Rice (Eds.), Specific language impairments in children (pp. 145-160). Baltimore, MD: Paul H. Brookes Publishing.
Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.
Constantinidou, M., & Stainthorp, R. (2009). Phonological awareness and reading speed deficits in reading-disabled Greek-speaking children. Educational Psychology, 29, 171-186.
Cuetos, F., Martinez-Garcia, C., & Suarez-Coalla, P. (2018). Prosodic perception problems in Spanish dyslexia. Scientific Studies of Reading, 21, 41-54. https://doi.org/10.1080/10888438.2017.1359273
de Jong, P. F. (2011). What discrete and serial rapid naming automatized naming can reveal about reading. Scientific Studies of Reading, 15, 314-337.
Deacon, S. H., Parrila, R., & Kirby, J. (2006). The status of morphological processing in compensated dyslexics. Annals of Dyslexia, 56, 103-128.
Diamanti, V., Goulandris, N., Campbell, R., & Protopapas, A. (2018). Dyslexia profiles across orthographies differing in transparency: An evaluation of theoretical predictions contrasting English and Greek. Scientific Studies of Reading, 22, 55-69. https://doi.org/10.1080/10888438.2017.1338291
Diamanti, V., Goulandris, N., Stuart, M., Campbell, R., & Protopapas, A. (2018). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia, 24, 170-189. https://doi.org/10.1002/dys.1578
Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate. Cambridge: Cambridge University Press.
Ellis, A. W., McDougall, S. J. P., & Monk, A. F. (1996). Are dyslexics different? A comparison between dyslexics, reading age controls, poor readers and precocious readers. Dyslexia, 2, 31-58.
Georgas, D. D., Paraskevopoulos, I. N., Bezevegis, I. G., & Giannitsas, N. D. (1997). Ελληνικό WISC-III: Wechsler κλίμακες νοημοσύνης για παιδιά [Greek WISC-III: Wechsler intelligence scale for children]. Athens: Ellinika Grammata.
Georgiou, G., Manolitsis, G., Nurmi, J. E., & Parrila, R. (2010). Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language. Contemporary Educational Psychology, 35, 1-10. https://doi.org/10.1016/j.cedpsych.2009.07.001
Georgiou, G., Papadopoulos, T., Zarouna, E., & Parrila, R. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, 566-580. https://doi.org/10.1037/0022-0663.100.3.566
Georgiou, G. K., Protopapas, A., Papadopoulos, T. C., Skaloumbakas, C., & Parrila, R. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
Greaney, K. T., & Tunmer, W. E. (1996). Onset/rime sensitivity and orthographic analogies in normal and poor readers. Applied PsychoLinguistics, 17, 15-40.
Gustafson, S. (2001). Cognitive abilities and print exposure in surface and phonological types of reading disability. Scientific Studies of Reading, 5, 351-375.
Heikkilä, R., Aro, M., Närhi, V., Westerholm, J., & Ahonen, T. (2013). Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade. Scientific Studies of Reading, 17, 398-414.
Jarvis, B. G. (2005). DirectRT [computer software]. New York: Empirisoft Corporation.
Jiménez, J. E. (1997). A reading-level matched study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23-40.
Jiménez, J., García, E., Ortiz, R., Hernández-Valle, I., Guzmán, R., Rodrigo, M., … Hernández, S. (2005). Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure? Applied PsychoLinguistics, 26(2), 267-283. https://doi.org/10.1017/S0142716405050174
Jiménez, J. E., & Ramírez, G. (2002). Identifying subtypes of reading disability in the Spanish language. The Spanish Journal of Psychology, 5, 3-19. https://doi.org/10.1017/S1138741600005783
Jiménez, J. E., Rodríguez, C., & Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences. Journal of Experimental Child Psychology, 103, 167-185. https://doi.org/10.1016/j.jecp.2009.02.004
Landerl, K., Heene, M., Freudenthaler, H., Desrochers, A., Parrila, R., de Jong, P., … Georgiou, G. (2018). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23, 220-234. https://doi.org/10.1080/10888438.2018.1510936
Landerl, K., & Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied PsychoLinguistics, 21, 243-262.
Loizidou-Ieridou, N. (2012). Reading, spelling and phonological ability in 9 to 10 year old Greek-speaking dyslexic children. In A. Chatzipanagiotidou & S. Tsolakidis (Eds.), Proceedings of the conference on schools of education: Their role in the challenges of the modern society (pp. 357-374). Nicosia, Cyprus: Frederick University Press.
Lundberg, I., & Høien, T. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research, 34, 231-240.
Manis, F. R., & Bailey, C. E. (2008). Exploring heterogeneity in developmental dyslexia: A longitudinal investigation. In G. Reid, A. Fawcett, F. Manis, & L. Siegel (Eds.), The SAGE handbook of dyslexia (pp. 149-173). London: Sage Publications.
Manis, F. R., Custodio, R., & Szeszulski, P. A. (1993). Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology, 56, 64-86.
Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors. Learning and Instruction, 19, 466-480. https://doi.org/10.1016/j.learninstruc.2008.07.003
Melby-Lervåg, M., Lyster, S.-A., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322-352. https://doi.org/10.1037/a0026744
Mouzaki, A., & Sideridis, G. D. (2007). Poor readers' profiles among Greek students of elementary school. Hellenic Journal of Psychology, 4(2), 205-232.
Naglieri, J. A., & Das, J. P. (1997). Das-Naglieri cognitive assessment system. Itasca, IL: Riverside Publishing.
Nation, K., & Hulme, C. (2011). Learning to read changes children's phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science, 14, 649-659.
Olson, R. K., Forsberg, H., Wise, B., & Rack, J. (1994). Measurement of word recognition, orthographic, and phonological skills. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities (pp. 243-277). Baltimore, MD: Brookes.
Papadopoulos, T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42, 528-547.
Papadopoulos, T. C., Georgiou, G. K., Kendeou, P., & Spanoudis, G. (2009). Standardization in Greek of the Das-Naglieri cognitive assessment system. Department of Psychology: University of Cyprus.
Papadopoulos, T. C., Georgiou, G. K., & Parrila, R. K. (2012). Low-level deficits in beat perception: Neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography. Research in Developmental Disabilities, 33, 1841-1856.
Parrila, R., & Protopapas, A. (2017). Dyslexia and word reading problems. In K. Cain, D. Compton, & R. Parrila (Eds.), Theories of reading development (pp. 333-358). Amsterdam: Benjamins. https://doi.org/10.1075/swll.15.19par
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101, 385-413. https://doi.org/10.1016/j.cognition.2006.04.008
Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
Peterson, R. L., Arnett, A. B., Pennington, B. F., Byrne, B., Samuelsson, S., & Olson, R. K. (2018). Literacy acquisition influences children's rapid automatized naming. Developmental Science, 21, e12589. https://doi.org/10.1111/desc.12589
Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830), 1997-2007. https://doi.org/10.1016/S0140-6736(12)60198-6
Protopapas, A. (2014). From temporal processing to developmental language disorders: Mind the gap. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634), 1-11.
Protopapas, A., & Parrila, R. (2018). Is dyslexia a brain disorder? Brain Sciences, 8, 61. https://doi.org/10.3390/brainsci8040061
Protopapas, A., & Skaloumbakas, C. (2007). Traditional and computer-based screening and diagnosis of reading disabilities in Greek. Journal of Learning Disabilities, 40, 15-36.
Richardson, U., Thomson, J. M., Scott, S. K., & Goswami, U. (2004). Auditory processing skills and phonological representation in dyslexic children. Dyslexia, 10, 215-233.
Ritchie, S. J., Bates, T. C., & Plomin, R. (2015). Does learning to read improve intelligence? A longitudinal multivariate analysis of identical twins from age 7 to 16. Child Development, 86, 23-36.
Rueffer, K. A. (2000). An examination of the factors underlying the development of skilled reading. University of Waterloo, Waterloo, Ontario, Canada: Unpublished master's thesis.
Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58, 81-95.
Share, D. L., & Leikin, M. (2004). Language impairment at school entry and later reading disability: Connections at lexical versus supralexical levels of reading. Scientific Studies of Reading, 8, 87-110.
Share, D. L., McGee, R., & Silva, P. A. (1989). IQ and reading progress: A test of the capacity notion of IQ. Journal of the American Academy of Child & Adolescent Psychiatry, 28, 97-100.
Shaywitz, S. E. (1996). Dyslexia. Scientific American, 275, 98-104. https://doi.org/10.1038/scientificamerican1196-98
Snowling, M. (2000). Dyslexia. Oxford: Blackwell.
Snowling, M. (2013). Early identification and interventions for dyslexia: A contemporary view. Journal of Research in Special Educational Needs, 13, 7-14. https://doi.org/10.1111/j.1471-3802.2012.01262.x
Soriano, M., & Miranda, A. (2010). Developmental dyslexia in a transparent orthography: A study of Spanish dyslexic children. In T. E. Scruggs & M. A. Mastropieri (Eds.), Literacy and learning. Advances in learning and Behavioral disabilities (Vol. 23, pp. 95-114). Bingley, UK: Emerald Books.
Spanoudis, G. C., Papadopoulos, T. C., & Spyrou, S. (2019). Specific language impairment and reading disability: Categorical distinction or continuum? Journal of Learning Disabilities, 52, 3-14. https://doi.org/10.1177/0022219418775111
Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590-604.
Talli, J., Sprenger-Charolles, L., & Stavrakaki, S. (2016). Specific language impairment and developmental dyslexia: What are the boundaries? Data from Greek children. Research in Developmental Disabilities, 49-50, 339-353. https://doi.org/10.1016/j.ridd.2015.12.014
Tang, S. (2016). Examining the role of phonological memory in math and reading development. Unpublished dissertation, University of Rhode Island, Kingston, RI, USA.
Tobia, V., & Marzocchi, G. M. (2014). Cognitive profiles of Italian children with developmental dyslexia. Reading Research Quarterly, 49, 437-452.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: PRO-ED.
van Bergen, E., van der Leij, A., & de Jong, P. F. (2014). The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience, 8, 346. https://doi.org/10.3389/fnhum.2014.00346
Van den Broeck, W., & Geudens, A. (2012). Old and new ways to study characteristics of reading disability: The case of the nonword-reading deficit. Cognition, 65, 414-456. https://doi.org/10.1016/j.cogpsych.2012.06.003
Vandewalle, E., Boets, B., Ghesquière, P., & Zink, I. (2010). Who is at risk for dyslexia? Phonological processing in five- to seven-year-old Dutch-speaking children with SLI. Scientific Studies of Reading, 14, 58-84.
Windfuhr, K. L., & Snowling, M. (2001). The relationship between paired associate learning and phonological skills in normally developing readers. Journal of Experimental Child Psychology, 80, 160-173.
Wolf, M., & Denckla, M. B. (2005). Rapid automatized naming and rapid alternating stimulus tests (RAN/RAS). Austin, TX: PRO-ED.