Journal
READING AND WRITING
Volume 19, Issue 4, Pages 393-426Publisher
SPRINGER
DOI: 10.1007/s11145-005-5121-7
Keywords
dyslexia; phonological awareness; phonological distinctness; rapid automatic; naming; visual distinctness; visual-verbal paired associate learning
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In three studies, the effects of visual and phonological distinctness on the visual-verbal paired associate learning of dyslexic and normal readers at the age of 1012 were examined. We hypothesized that both groups would be equally affected by the visual distinctness of the pictures, whereas the learning performance of the dyslexic children would be more susceptible to the phonological distinctness of the verbal stimuli (words). As expected, in Study I we found that the visual distinctness of pictures had a similar effect on both groups. However, the results of Studies 2 and 3 on the effect of phonological distinctness did not support the hypothesis. Both reader groups were equally affected by the phonological distinctness of the words. In addition, we found that, although not consistently, dyslexic children tended to be worse in verbal learning, which could to a large extent be explained by their problems with phonological processing.
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