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Beginning reading, dyslexia, and sound-spelling

Beginning reading, dyslexia, and sound-spelling. Anna M. T. Bosman 1 & Wietske Vonk 2 ESCOP, LEIDEN August 31 st - September 3 rd , 2005 1 Radboud Universiteit Nijmegen, Dept of Special Education 2 MPI, Nijmegen, the Netherlands. Basic aspects. Orthography. Reading. Interactive.

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Beginning reading, dyslexia, and sound-spelling

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  1. Beginning reading, dyslexia, and sound-spelling Anna M. T. Bosman1 & Wietske Vonk2 ESCOP, LEIDEN August 31st - September 3rd, 2005 1 Radboud Universiteit Nijmegen, Dept of Special Education 2 MPI, Nijmegen, the Netherlands

  2. Basic aspects Orthography Reading Interactive Phonology Semantics

  3. Feedforward and Feedback consistency1 1 From Stone, Vanhoy, & Van Orden, 1997

  4. Dyslexia Orthography ? ? ? ? Reading ? Semantics Phonology

  5. Participants

  6. Stimuli • 120 stimuli • 60 words (spelling-to-sound consistent) • 30 words: sound-to-spelling consistent • 15 high-frequency and 15 low-frequency words • 30 words: sound-to-spelling inconsistent • 15 high-frequency and 15 low-frequency words • 60 pseudowords • 30 words: sound-to-spelling consistent • 30 words: sound-to-spelling inconsistent

  7. Examples • Sound-to-spelling Consistent • HF: MENS [person], SOMS [sometimes] • LF: HUIS [skin]; FIJN [fine] • Sound-to-spelling Inconsistent • HF: KOERS [course]; ROMP [trunk] • LF: TEIL [tub]; SAUS [sauce]

  8. Effects of consistency and frequency on errors

  9. Effects of consistency and frequency on latencies

  10. Students with dyslexia

  11. Reading-match students

  12. Age-match students

  13. Conclusions • All three groups • Frequency effect on word errors and latencies • Consistency effect on word latencies • Students with dyslexia • Consistency effect in the LF-condition only • No consistency effects on pseudowords THUS,…………………

  14. is also interactive in nature ! Orthography Reading in children with dyslexia Semantics Phonology

  15. Many thanks to Margriet van Zwam

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