NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ836544
Record Type: Journal
Publication Date: 2009-Apr-8
Pages: 24
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1696-2095
Use of Syllabic Logograms to Help Dyslexic Readers of English Visualize Abstract Words as Pictures
Saez-Rodriguez, Alberto
Electronic Journal of Research in Educational Psychology, v7 n1 p25-48 Apr 2009
Background: Dyslexics read concrete words better than abstract ones. As a result, one of the major problems facing dyslexics is the fact that only part of the information that they require to communicate is concrete, i.e. can easily be pictured. Method: The experiment involved dyslexic third-grade, English-speaking children (8-year-olds) divided into two groups. One group was given syllabic logograms that supported drawings made by assembling stenographic strokes (syllables). The dyslexic control group did not receive the drawings. In this study we compared reaction times of two groups of dyslexic children of 22 pupils each, one supported with logograms and one without as a control group. Results: The data gathered from these reading tests suggest that logograms can help dyslexic children form links between the syllables of a word and its corresponding image. Conclusions: The results of the present study may aid in interpreting the data on the recognition of abstract words and production tasks with dyslexic children. (Contains 14 figures and 3 tables.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A