Reading Strategies of Romanian Readers with Dyslexia in Upper Primary Grades
Abstract
The current study addresses the nature of developmental reading deficits in Romanian upper primary grade students. We investigated the presence of a primary deficit in reading speed and the nature of reading strategies employed by Romanian dysfluent readers. This study is a part of a work in progress. Students with dyslexia were compared to students without dyslexia on measures of accuracy and speed of reading a text and non-word stimuli. The lexical procedure was investigated based on intra-individual comparisons of non-word vs. word reading, and high frequency vs. low frequency words. Our investigation yield interesting results. Students with dyslexia in third and fourth grades presented not only a reading speed deficit, but also less accurate reading. Also, there is evidence against the over-reliance of dyslexic children on the sublexical route.
Keywords
Full Text:
PDFReferences
EACEA/Eurydice (2011), Teaching Reading in Europe: Contexts, Policies and Practices. Brussels: Eurydice, http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/130EN.pdf [access: 10.02.2017].
Barca L., Burani C., Di Filippo G., Zoccolotti P. (2006), Italian developmental dyslexic and proficient readers: Where are the differences? Brain and Language 98(3), DOI: https://doi.org/10.1016/j.bandl.2006.05.001.
Borleffs E., Maasen B.A., Lyytinen H., Zwarts F. (2017), Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: A narrative review. Reading and Writing 30(8), DOI: https://doi.org/10.1007/s11145-017-9741-5.
Cornoldi C., Colpo G. (2012), Prove di lettura MT-2 per la scuola primaria, Firenze: Giunti OS.
Davies R., Cueto F., Glez-Seijaz R.M. (2007), Reading development and dyslexia in a transparent orthography: A survey of Spanish children. Annals of Dyslexia 57(2), DOI: https://doi.org/10.1007/s11881-007-0010-1.
De Luca M., Borrelli M., Judica A., Spinelli D., Zoccolotti P. (2002), Reading Words and Pseudowords: An Eye Movement Study of Developmental Dyslexia. Brain and Language 80(3), DOI: https://doi.org/10.1006/brln.2001.2637.
Dobrean A. (coord.) (2012), Scala de inteligenţă Wechsler pentru copii – ediţia a IV-a. Cluj-Napoca: Romanian Psychological Testing Services.
Dragomirescu A. (2012), Ortografia limbii române: definiţie, scurt istoric, instrumente. Revista Limba română 1–2.
Ellis N.C., Natsume M., Stavropoulou K., Hoxhallari L., Daal V.H., Polyzoe N., Tsipa M., Petalas M. (2004), The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly 39(4), DOI: https://doi.org/10.1598/RRQ.39.4.5.
Judica A., De Luca M., Spinelli D., Zoccolotti P. (2002), Training of developmental surface dyslexia improves reading performance and shortens eye fixation duration in reading. Neuropsychological Rehabilitation 12(3), DOI: https://doi.org/10.1080/09602010244000002.
Lemeni G. (2000), Monitorizarea progresului in intervenţiile de remediere a dificultăţilor de citit- scris. Bucureşti: Corint.
Moll K., Hutzler F., Wimmer H. (2005), Developmental dyslexia in a regular orthography: A single case study, Neurocase 11:6.
Pagliuca G., Arduino L.S., Barca L., Burani C. (2008), Fully transparent orthography, yet lexical reading aloud: The lexicality effect in Italian. Language and Cognitive Processes 23(3), DOI: https://doi.org/10.1080/01690960701626036.
Paizi D., De Luca M., Zoccolotti P., Burani C. (2013), A comprehensive evaluation of lexical reading in Italian developmental dyslexics. Journal of Research in Reading 36(3), DOI: https://doi.org/10.1111/j.1467-9817.2011.01504.x.
Sartori G., Job R., Tressoldi P.E. (2013), DDE-2. Batteria per la valutazione della dislessia e della disortografia evolutiva (Battery for the assessment of developmental dyslexia and dysorthographia). Firenze: Giunti OS.
Sclifos M. (2008), Structura silabică în limbile română şi engleză. Revista Limba română 7–8.
Seymour P.H.K., Aro M., Erskine J.M. (2003), Foundation literacy acquisition in European orthographies. British Journal of Psychology 94(2), DOI: https://doi.org/10.1348/000712603321661859.
Share D.L. (1995), Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition 55(2), DOI: https://doi.org/10.1016/0010-0277(94)00645-2.
Suárez-Coalla P., Cuetos F. (2012), Reading strategies in Spanish developmental dyslexic. Annals of Dyslexia 62(2), DOI: https://doi.org/10.1007/s11881-011-0064-y.
Suárez-Coalla P., Ramos S., Álvarez-Cañizo M., Cuetos F. (2014), Orthographic learning in dyslexic Spanish children. Annals of Dyslexia 64(2), DOI: https://doi.org/10.1007/s11881-014-0092-5.
Tressoldi P.E., Stella G., Faggella M. (2001), The Development of Reading Speed in Italians with Dyslexia: A Longitudinal Study. Journal of Learning Disabilities 34(5), DOI: https://doi.org/10.1177/002221940103400503.
Wimmer H. (1993), Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics 14(1), DOI: https://doi.org/10.1017/S0142716400010122.
Ziegler J.C., Perry C., Ma-Wyatt A., Ladner D., Schulte-Körne G. (2003), Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology 86(3), DOI: https://doi.org/10.1016/S0022-0965(03)00139-5.
Zoccolotti P., De Luca M., Di Pace E., Gasperini F., Judica A., Spinelli D. (2005), Word length effect in early reading and developmental dyslexia. Brain and Language 93(3), DOI: https://doi.org/10.1016/j.bandl.2004.10.010.
DOI: http://dx.doi.org/10.17951/pe.2018.2.89-98
Date of publication: 2018-12-28 15:54:46
Date of submission: 2018-04-04 17:02:41
Statistics
Indicators
Refbacks
- There are currently no refbacks.
Copyright (c) 2018
This work is licensed under a Creative Commons Attribution 4.0 International License.