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Reading skills and challenged phoneme perception

Reading skills and challenged phoneme perception. Cecile Kuijpers, Louis ten Bosch, Renske Schilte Radboud Universiteit Nijmegen Pedagogische Wetenschappen en Onderwijskunde CLST/Dept Linguistics. Introduction. Reading disability, or dyslexia, is the most common learning disability

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Reading skills and challenged phoneme perception

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  1. Reading skills andchallenged phoneme perception • Cecile Kuijpers, Louis ten Bosch, Renske Schilte • Radboud Universiteit Nijmegen • Pedagogische Wetenschappen en Onderwijskunde • CLST/Dept Linguistics

  2. Introduction • Reading disability, or dyslexia, is the most common learning disability • Adult dyslexics • read more slowly than non-dyslexics • problems for nonsense word reading (non-lexical, phonological decoding) • problems at spelling • Dyslexia and IQ are not related

  3. Introduction • Dyslexia (broad term): a learning disability that impairs a person's fluency in being able to read • can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, or rapid naming. • Dyslexia is separate and distinct from reading difficulties resulting from other causes: • non-neurological deficiency with vision or hearing • poor or inadequate reading instruction • Estimated 5 to 10 percent of the population

  4. Aim of this study • To investigate whether difficulty to identify phonemes in speech is related to difficulty to acquire reading skills whether phonological representations are deficient

  5. METHOD • 114students • Grade 4 / 5 / 6 (9- to 12-y-old) • 55 male, 59 female • 100% letter knowledge • School results and timed reading tests • One-Minute-test (words), de Klepel (pseudowords) • Severe reading problem, reading problem, normal readers, • good readers

  6. Task • Phonemeidentification: two-alternativesforcedchoice • combinedwithgraphemepresentation • 4 vowels(a,o,e,u), 16 consonants(p,t,k,b,d,f,s,v,z,w,r,l,j,w,m,n) • 64 auditory stimuli VCV (e.g. /aba/, /utu/, /efe/, /ono/) • Speech-shapednoise (StuartRosen): 3 conditions a. nonoise(>80 dB SNR) b. noise(6 dB SNR) c. noise (3 dB SNR) • Trained speaker • Close pair (e.g. b-p) ordistant pair (e.g. b-r) • Close: 1.04 artic. features vs.distant: 3.26 artic. features

  7. Graphemes (target - close/distantalternative) Keyboard [c] [m] • Design (eachsubject) • 6 blocks of 30 random stimuli (180 trials) • equalnumber of left–right position target letter • equalnumber of close and distantalternatives • equalnumber of stimuli withnoise level 0,1,2 • two training sessions (feedback correct/incorrect)

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  14. NOISE ACCURACY RT N. S AccuracyRT main effect p<.001 main effect p<.001 0.97-0.91-0.87686-744-764 accuracy (%) RT (ms)

  15. Alternative(distant-close) ACCURACY RT N. S AccuracyRT main effect p<.001 main effect p<.001 0. 9 4 - 0.897 2 5 - 739 accuracy (%) RT (ms)

  16. Interaction Noise * Alternative ACCURACY AccuracyRT Accuracy (%) RT (ms)

  17. Conclusions • Noise hampers correct identification - in noise slower and less accurate response, for all groups - poor readers suffer most (accuracy) • More errors in case of close alternatives as compared to distant - increases with noise - no difference between groups • Children with (severe) reading problems are slower in their response than normal and good (independent of noise level) • Some weaknesses: • 6-graders were primarily normal

  18. ACCURACY RT N. S READING GROUP AccuracyRT n.s. p<.01 0.94-0.92-0.91-0.90 822-814-689-692

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