Word length effect in early reading and in developmental dyslexia.

Abstract:

:Vocal reaction times were measured in Italian dyslexics and in proficient readers while they read single words. Three groups of control participants (for a total of 79) were tested. All were in the first, second or third grade of elementary school. Nine third graders with a low level of reading ability when assessed by standard reading procedures were also tested. Results indicated that vocal RTs of control participants were faster and less sensitive to word length as a function of age; also, there was a particularly marked change between first and second graders. Dyslexics' vocal RTs and errors were much worse than those of peer control participants and resembled those of first grade controls. It is suggested that normal readers in an orthographically transparent language (Italian) adopt a lexical strategy quite early in their learning. On the contrary, dyslexics seem unable to learn this mode of processing and continue to use a sub-lexical reading procedure.

journal_name

Brain Lang

journal_title

Brain and language

authors

Zoccolotti P,De Luca M,Di Pace E,Gasperini F,Judica A,Spinelli D

doi

10.1016/j.bandl.2004.10.010

subject

Has Abstract

pub_date

2005-06-01 00:00:00

pages

369-73

issue

3

eissn

0093-934X

issn

1090-2155

pii

S0093-934X(04)00279-2

journal_volume

93

pub_type

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