IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task

IQ vs phonological recoding skill in explaining differences between poor readers and normal... The aim of this study was to investigate whether differences inreading performance between poor readers and normal readers could bebetter explained by phonological recoding deficiences than IQ. A sampleof 132 Spanish children was classified into four groups according to IQ(<80; 81--90; 91--109; 110--140) and into two groups based on readingskills (poor readers vs normal readers). A word naming task was alsoadministered. We manipulated the word parameters (length, positionalsyllable frequency, and word frequency) and nonword parameters (lengthand positional syllable frequency) to find out whether students withreading disabilities would have more difficulties than normal readers innaming words under conditions that require extensive phonologicalcomputation. The results demonstrated that there were differencesbetween Spanish children who were normal readers and those who were poorreaders, independent of their IQs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1008014722394
Publisher site
See Article on Publisher Site

Abstract

The aim of this study was to investigate whether differences inreading performance between poor readers and normal readers could bebetter explained by phonological recoding deficiences than IQ. A sampleof 132 Spanish children was classified into four groups according to IQ(<80; 81--90; 91--109; 110--140) and into two groups based on readingskills (poor readers vs normal readers). A word naming task was alsoadministered. We manipulated the word parameters (length, positionalsyllable frequency, and word frequency) and nonword parameters (lengthand positional syllable frequency) to find out whether students withreading disabilities would have more difficulties than normal readers innaming words under conditions that require extensive phonologicalcomputation. The results demonstrated that there were differencesbetween Spanish children who were normal readers and those who were poorreaders, independent of their IQs.

Journal

Reading and WritingSpringer Journals

Published: Oct 7, 2004

References

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