The /O/ in Over Is Different From the /O/ in Otter
Phonological effects in children with and without dyslexia
Bibliographic Data
| ID | 9788432 |
|---|---|
| Authors | A M T Bosman (0000-0002-2469-0654, University of Amsterdam, corresponding author), Martin Van Leerdam (University of Amsterdam), Beatrice De Gelder (0000-0003-1667-8986, University of Amsterdam) |
| Year | 2000 |
| Volume | 36 |
| Issue | 6 |
| Pages | 817-825 |
| Publication date | 2000-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037//0012-1649.36.6.817 |
| PMID | 11081704 |
| OpenAlex | W2161944893 |
| Language | EN |
| Citations received | 4 |
| References cited | 53 |
First-letter naming was used to investigate the role of phonology in printed word perception in children with and without dyslexia.In 2 experiments, all children showed faster first-letter-naming times in a congruent condition than in an incongruent condition, which suggests that phonology is a fundamental constraint in the printed word perception of readers of all levels and all skills.An explanation in terms of a recurrent network put forward by G. C. Van Orden and S. D. Goldinger (1996) is discussed to account for the apparent paradox in the reading behavior of readers with dyslexia, that is, that in first-letter naming, dyslexic readers appear to show phonological congruity effects, whereas in pseudoword reading, their phonological knowledge appears to be deficient or absent.The reading behavior of Dutch children at the beginning of first grade is characterized by the sounding out of each grapheme of a word, as in, for example,/mmm/ .... /a/ .... /t/.../MAT/.Some time later, these same children will respond almost instantaneously with/MAT/ upon visual presentation of the word Mat without showing overt phonological recoding.Some researchers have held the opinion that beginning readers initially rely on the recoding of graphemes into phonemes (i.e., phonological recoding).With increasing experience, readers develop a second option that enables them to read words without the
Cognition · Cognitive psychology · Developmental dyslexia · Developmental psychology · Dyslexia · Linguistics · Literacy · Otter · Perception · Phonemic awareness · Phonological awareness · Phonology · Pseudoword · Reading (process · Cognitive and developmental aspects of mathematical skills · Neuroscience · Phonetics and Phonology Research · Psychology · Reading and Literacy Development · Writing and Handwriting Education
A Rows is a Rose
Does awareness of speech as a sequence of phones arise spontaneously?
Acquisition of literacy
Difficulties in auditory organisation as a possible cause of reading backwardness
The ability to manipulate speech sounds depends on knowing alphabetic writing
Explicit syllable and phoneme segmentation in the young child
Developmental dyslexia
Is phonology bypassed in normal or dyslexic development
Richesses des sources de l'histoire contemporaine des hôpitaux dans les archives centrales de l'Etat conservées aux Archives Nationales, 1945-1990
The Nonword Reading Deficit in Developmental Dyslexia
The Word Recognition and Spelling of Dyslexic Children
The nature of phonological processing and its causal role in the acquisition of reading skills
Reading level design
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2006 - 2014 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |