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ERIC Number: ED450491
Record Type: RIE
Publication Date: 2000
Pages: 166
Abstractor: N/A
ISBN: ISBN-91-7219-867-2
ISSN: ISSN-1650-1128
Varieties of Reading Disability: Phonological and Orthographic Word Decoding Deficits and Implications for Interventions. Studies from the Swedish Institute for Disability Research, No. 1.
Gustafson, Stefan
This thesis examined variations in the word decoding skills of children with reading disabilities. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analyzed in the five studies. The thesis critically examines the inclusion of the concept of intelligence in the definition of developmental dyslexia. It is suggested that variations in word decoding skills should offer a more solid basis for a study of varieties of reading disability. The empirical studies showed that: (1) in young children there was a shift from phonological to orthographic word decoding; (2) phonological type children (weak in phonological decoding) were characterized by specific phonological deficits; (3) surface type children (weak in orthographic decoding) showed more global cognitive deficits suggesting a general developmental delay; (4) surface type children showed impaired visual implicit memory for words, which might be associated with limited print exposure; (5) an improvement in phonological awareness only transferred to an improved text reading ability for some children with reading disabilities; and (6) children who did not benefit from a phonological intervention seemed to rely on orthographic word decoding in text reading. (Each of the five studies contain references.) (CR)
Linkopings Universitet, Faculty of Arts and Sciences, Department of Behavioural Sciences, Linkoping/Orebro 2000, Sweden.
Publication Type: Collected Works - General; Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Swedish Council for Social Science Research, Stockholm.
Authoring Institution: Linkoping Univ. (Sweden). Dept. of Education and Psychology.
Grant or Contract Numbers: N/A
Note: This thesis is also supported by a grant from The Municipality of Norrkoping.