Orthographic and phonetic coding in developmental dyslexia
Bibliographic Data
| ID | 9620691 |
|---|---|
| Authors | John P Rack, John Rack (0000-0001-7525-6180, University College London, corresponding author) |
| Year | 1985 |
| Volume | 76 |
| Issue | 3 |
| Pages | 325-340 |
| Publication date | 1985-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8295.1985.tb01956.x |
| PMID | 4041704 |
| OpenAlex | W2069409752 |
| Language | EN |
| Citations received | 13 |
Memory coding in dyslexic readers and reading‐age‐matched controls was investigated using cued recall. In the first phase of the experiment subjects made rhyme judgements about pairs of words. In the second phase one member of each pair (the cue) was used to cue recall of the other member of the pair (the target). Cues and targets were either rhyming and orthographically similar, rhyming and orthographically distinct, orthographically similar and not rhyming, or unrelated. Dyslexics were as accurate at detecting rhyme compared to the reading‐age‐matched controls; however, they were slower and were subject to a greater orthography effect (Seidenberg & Tanenhaus, 1979). Overall memory performance did not differ between the two groups. However, dyslexics were found to make more use of an orthographic code with both visual and auditory presentation. They made less use of a phonetic code in the visual but not the auditory condition. The results support the view that dyslexics have less easy access to a phonological code in memory, but they are able to compensate for this by increased use of a visual/orthographic code
Coding (social sciences) · Cognition · Cognitive psychology · Dyslexia · Linguistics · Orthography · Phonology · Reading (process) · Recall · Rhyme · Short-term memory · Working memory · Child Development and Digital Technology · Communication · Neuroscience · Psychology · Reading and Literacy Development
Phonology, reading acquisition, and dyslexia
Phenotypic performance profile of children with reading disabilities
Semantic Processing and the Development of Word-Recognition Skills
Phonological recoding and self-teaching
Components of Reading Ability
E.E. Cummings and dyslexia
Defining dyslexia as a developmental language disorder
Advances in early years screening for dyslexia in the United Kingdom
How does reading performance modulate the impact of orthographic knowledge on speech processing? A comparison of normal readers and dyslexic adults
Evidence for a preserved sensitivity to orthographic redundancy and an impaired access to phonological syllables in French developmental dyslexics
Segmental analysis of speech and its relation to reading ability
Visual Similarity Effects in Detecting Letter Rhymes
Auditory Word Serial Recall Benefits from Orthographic Dissimilarity
| Citations per year | 0.33 |
|---|---|
| Citation span | 1987 - 2020 (34) |
| Highly cited | No |