Are Phonological Processes Separate from the Processes Underlying Naming Speed in a Shallow Orthography?

Introduction: The present study examined the contributions of phonological decoding skills and rapid naming to the prediction of reading skills in Spanish-speaking children with dyslexia. Method: Thirty-eight dyslexic readers with phonological decoding processing deficits (mean age 9;11) were assess...

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Published inRevista electrónica de investigación psicoeducativa y psicopedagógica Vol. 6; no. 3; pp. 641 - 666
Main Authors Lopez-Escribano, Carmen, Katzir, Tami
Format Journal Article
LanguageEnglish
Published University of Almeria, Education & Psychology I+D+i 01.12.2008
Subjects
Children
Correlation
Decoding (Reading)
Dyslexia
Foreign Countries
Learning disabilities
Orthography
Pedagogy
Phonological Awareness
Phonology
Reading
Reading Comprehension
Reading Difficulties
Reading Processes
Reading Rate
Spain
Spanish language
Spanish Speaking
Spain
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Summary:Introduction: The present study examined the contributions of phonological decoding skills and rapid naming to the prediction of reading skills in Spanish-speaking children with dyslexia. Method: Thirty-eight dyslexic readers with phonological decoding processing deficits (mean age 9;11) were assessed on reading speed, reading comprehension, word and pseudoword reading, orthographic choice, and Rapid Naming (RAN). Correlation and regression analyses were conducted to examine interrelationships among these variables in Spanish, a language with a transparent orthography. Results: Supporting previous findings of the Double Deficit Hypothesis in transparent orthographies, a significant relationship was found among RAN measures, reading speed, and orthographic knowledge; and between phonological decoding skills and word reading accuracy. Both word reading accuracy and RAN tasks were associated with reading comprehension. Conclusions: In the present study, the predictive capability of RAN-Numbers to orthographic knowledge and RAN-Letters to reading speed was the highest among all cognitive measures underlie reading. (Contains 6 tables.)
Bibliography:ObjectType-Article-2
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ISSN:1696-2095