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ERIC Number: EJ1231451
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Learning Lexical Information Depends upon Task, Learning Approach, and Reader Subtype
Saha, Neena M.; Del Tufo, Stephanie N.; Cutting, Laurie E.
Journal of Learning Disabilities, v52 n6 p442-455 Nov-Dec 2019
Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g., learning new words in isolation or context) and outcome (fluency or comprehension). In this study, 45 children participated in three tasks that differentially tested PO and semantic attributes of novel pseudo-words learned through two learning approaches. Children were classified into groups as having dyslexia (DYS), having specific reading comprehension deficits (S-RCDs), or being typically developing readers (TD). Differences were found between groups, with S-RCD poorer than TD on semantic but not PO components of learning. Children with DYS displayed impaired results on both semantic and PO learning but showed an interaction on task by LA performance. Specifically, in the DYS group, isolation LA yielded better performance on PO learning, while context LA was better for semantic learning. These results indicate that (a) children with S-RCDs have a unique learning profile that is dissociable from DYS and TD and (b) reading impairments are not static but rather influence acquisition of reading skill in different ways, depending on reading profile.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: R01HD44073; P50HD052121; M01RR00052; P41RR15241