Beginning reading, dyslexia, and sound-spelling

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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

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Basic aspects
Orthography
Reading
Interactive
Phonology
Semantics
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Feedforward and Feedback consistency1
1 From Stone, Vanhoy, Van Orden, 1997
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Dyslexia
Orthography
?
?
?
?
Reading
?
Semantics
Phonology
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Participants
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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

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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

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Effects of consistency and frequency on errors
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Effects of consistency and frequency on latencies
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Students with dyslexia
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Reading-match students
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Age-match students
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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,

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is also interactive in nature !
Orthography
Reading in children with dyslexia
Semantics
Phonology
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Many thanks to

• Margriet van Zwam