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Titolo:
Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics
Autore:
Curtin, S; Manis, FR; Seidenberg, MS;
Indirizzi:
Univ So Calif, Dept Linguist, Los Angeles, CA 90089 USA Univ So Calif LosAngeles CA USA 90089 inguist, Los Angeles, CA 90089 USA Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA Univ So Calif Los Angeles CA USA 90089 Psychol, Los Angeles, CA 90089 USA Univ So Calif, Program Neurosci, Los Angeles, CA 90089 USA Univ So Calif Los Angeles CA USA 90089 eurosci, Los Angeles, CA 90089 USA
Titolo Testata:
READING AND WRITING
fascicolo: 5-6, volume: 14, anno: 2001,
pagine: 515 - 547
SICI:
0922-4777(2001)14:5-6<515:PBTRAS>2.0.ZU;2-L
Fonte:
ISI
Lingua:
ENG
Soggetto:
ORTHOGRAPHIC SKILL; CHILDREN; SUBTYPES; ACQUISITION; VARIETIES; READERS; ERRORS;
Keywords:
dyslexia; reading; spelling; subtypes;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
36
Recensione:
Indirizzi per estratti:
Indirizzo: Manis, FR Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA Univ So Calif Los Angeles CA USA 90089 os Angeles, CA 90089 USA
Citazione:
S. Curtin et al., "Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics", READ WRIT, 14(5-6), 2001, pp. 515-547

Abstract

The spelling errors of third graders who fit phonological and surface profiles of developmental dyslexia were analyzed, along with the errors of younger (reading level matched) and chronologically age matched non-dyslexic comparison groups. In Study 1, errors were analyzed as phonologically constrained, unconstrained, or inaccurate and as either orthographically acceptable or unacceptable. Study 2 extended the error classification system to nonword spellings. The main finding was that different types of dyslexics produced different types of errors. Both studies found that children produced spelling errors consistent with their type of dyslexia. The phonological group showed poor knowledge of phoneme-grapheme correspondences, consistent with the existence of a phonological deficit. The surface group's spelling error profile differed from the phonological group and closely resembled the younger normal comparison group. This pattern is consistent with other evidence that surface dyslexia represents a general delay in acquiring literacy skills. The studies provide converging evidence, from a spelling task, thatdevelopmental dyslexia is a non-homogeneous category consisting of at least two major subtypes with distinct etiologies and behavioral sequelae.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 06/04/20 alle ore 21:45:13