Universität zu Köln

Rothe, Josefine, Cornell, Sonia, Ise, Elena and Schulte-Koerne, Gerd (2015). A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography. Read. Writ., 28 (9). S. 1307 - 1333. DORDRECHT: SPRINGER. ISSN 1573-0905

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Abstract

Orthographic processing is a construct that encompasses the skills of recognizing, storing, accessing, and applying the print conventions of a writing system. Few studies have investigated orthographic processing in dyslexic children and it is not yet clear whether lexical and sublexical orthographic processing are both impaired in these children. The present study examined orthographic processing in dyslexic children (N = 19, below-average word reading as well as below average spelling skills, T-values < 40) and typically developing children (N = 32) aged 8-10 years. Different aspects of orthographic processing were measured. Word-specific knowledge (lexical level) was assessed with an Orthographic Choice Task. General orthographic knowledge (sublexical level) was assessed with three pseudoword tasks. The Freq-Choice-Task is a choice task that measures children's knowledge of frequent double consonants (e.g., nilemm-nilebb). The Pos-Choice-Task measures children's knowledge about legal positions of double consonants (e.g., sinnum-ssinum). The Pos-Speed-Task measures children's ability to identify orthographic irregularities in words presented singly (e.g., mmotin). Results show that dyslexic children are able to discriminate illegal/infrequent letter pattern from legal/frequent letter pattern. Seeing either a word with legal or illegal letter patterns singly (Pos-Speed-Task), dyslexic children show deficits in identifying illegal letter pattern as wrong, whereas they have no problems to identify legal letter pattern as correct. Furthermore, dyslexic children show a reduced word specific orthographic knowledge. Additionally, the present study demonstrated that word representations as well as sensitivity to legal letter pattern influence reading and spelling performance.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Rothe, Josefine UNSPECIFIED UNSPECIFIED UNSPECIFIED Cornell, Sonia UNSPECIFIED UNSPECIFIED UNSPECIFIED Ise, Elena UNSPECIFIED UNSPECIFIED UNSPECIFIED Schulte-Koerne, Gerd UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-394119
DOI:	10.1007/s11145-015-9572-1
Journal or Publication Title:	Read. Writ.
Volume:	28
Number:	9
Page Range:	S. 1307 - 1333
Date:	2015
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0905
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language DUAL-ROUTE PERSPECTIVE; SHORT-TERM-MEMORY; DEVELOPMENTAL DYSLEXIA; WORD RECOGNITION; PHONOLOGICAL PROCESSES; LITERACY; ACQUISITION; PREDICTORS; SKILLS; POOR Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/39411