Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit

Journal of Experimental Child Psychology

Volumn 75, Issue 2, 2000, Pages 116-133

  Mayringer, Heinz ^a,b   Wimmer, Heinz ^a  

^a UNIVERSITY OF SALZBURG   (Austria)

^b Hellbrunnerstrasse 34   (Austria)

Author keywords

Consistent orthography; Dyslexia; Long term memory; Phonology; Vocabulary; Word learning

Indexed keywords

ARTICLE; CHILD; DYSLEXIA; HUMAN; LEARNING; LEARNING DISORDER; LONGITUDINAL STUDY; MALE; PHONETICS; PHYSIOLOGY;

CHILD; DYSLEXIA; HUMANS; LEARNING DISORDERS; LONGITUDINAL STUDIES; MALE; PHONETICS; VERBAL LEARNING;

EID: 0034134360     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1999.2525     Document Type: Article

References (53)

1. Aguiar, L., & Brady, S. (1991). Vocabulary acquisition and reading ability. Reading and Writing, 3, 413-425.
2. Annett, M. (1985). Left, right, hand and brain: The right shift theory. Hillsdale: Erlbaum.
3. Baddeley, A., & Gathercole, S. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
4. Bowers, P. G. (1995). Tracing symbol naming-speed's unique contributions to reading disability over time. Reading and Writing, 7, 189-216.
5. Bowers, P. G., & Wolf, M. (1993). Theoretical links between naming-speed, precise timing mechanisms, and orthographic skill in dyslexia. Reading and Writing, 5, 69-85.
6. Cantwell, A., & Rubin, H. (1992). Object naming ability of adults with written language difficulties. Annals of Dyslexia, 42, 179-195.
7. Cossu, G., Gugliotta, M., & Marshall, J. C. (1995). Acquisition of reading and written spelling in a transparent orthography: Two non-parallel processes? Reading and Writing, 7, 9-22.
8. De Jong, P. F. (1998). Working memory deficits of reading disabled children. Journal of Experimental Child Psychology, 70, 75-96.
9. Denckla, M. B., & Rudel, R. G. (1976). Rapid 'automatized' naming: Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
10. Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
11. Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2, 31-54.
12. Gascon, G., & Goodglass, H. (1970). Reading retardation and the information content of stimuli in paired associate learning. Cortex, 6, 417-429.
13. Gathercole, S. E., & Baddeley, A. D. (1990). The role of phonological memory in vocabulary acquisition: A study of young children learning new names. British Journal of Psychology, 81, 439-454.
14. Genard, N., Mousty, P., Content, A., Alegria, J., Leybaert, J., & Morais, J. (1998). Methods to establish subtypes of developmental dyslexia. In P. Reitsma & L. Verhoeven (Eds.), Problems and intervention in literacy development (pp. 163-176). Dordrecht: Kluwer.
15. Goswami, U., Gombert, J. E., & de Barrera, L. F. (1998). Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19, 19-52.
16. Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children's orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273-292.
17. Hulme, C., Maughan, S., & Brown, G. D. A. (1991). Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span. Journal of Memory and Language, 30, 685-701.
18. Hulme, C., Thomson, N., Muir, C., & Lawrence, A. (1984). Speech rate and the development of short-term memory. Journal of Experimental Child Psychology, 38, 241-253.
19. Huttenlocher, J., & Cohen Levine, S. (1990). Primary Test of Cognitive Skills. Monterey, CA: Macmillan/McGraw-Hill.
20. Katz, R. B. (1986). Phonological deficiencies in children with reading disabilities: Evidence from an object-naming task. Cognition, 22, 225-257.
21. Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
22. Landerl, K., Wimmer, H., & Moser, E. (1997). Salzburger Lese- und Rechtschreibtest: Verfahren zur Differentialdiagnose von Störungen der Teilkomponenten des Lesens und Schreibens für die 1. bis 4. Schulstufe. Bern: Huber.
23. Leinonen, S., Leppänen, P. H., Aro, M., Ahonen, T., & Lyytinen, H. (1998). Heterogeneity in oral text reading in adults with familial dyslexia: Relations to word recognition, phonological awareness, verbal short-term memory, and reading habits. Manuscript submitted for publication, University of Jyväskylä.
24. Lindgren, S. D., de Renzi, E., & Richman, L. C. (1985). Cross-national comparison of developmental dyslexia in Italy and the United States. Child Development, 56, 1404-1417.
25. Lundberg, I., & Høien, T. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research, 34, 231-240.
26. Öney, B., & Durgunoglu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
27. Otto, W. (1961). The acquisition and retention of paired associates by good, average, and poor readers. Journal of Educational Psychology, 52, 241-248.
28. Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Erlbaum.
29. Pinheiro, A. M. V. (1995). Reading and spelling development in Brazilian Portugese. Reading and Writing, 7, 111-138.
30. Porpodas, C. D., Pantelis, S. N., & Hantziou, E. (1990). Phonological and lexical encoding processes in beginning readers: Effects of age and word characteristics. Reading and Writing, 2, 197-208.
31. Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 75, 321-339.
32. Rubin, H., & Liberman, I. Y. (1983). Exploring the oral and written language errors made by language disabled children. Annals of Dyslexia, 33, 111-120.
33. Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education, 1,1-57.
34. Shaywitz, S. E. (1996, November). Dyslexia. Scientific American, 98-104.
35. Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18, 319-344.
36. Snowling, M. J., Goulandris, N., & Defty, N. (1996). A longitudinal study of reading development in dyslexic children. Journal of Educational Psychology, 88, 653-669.
37. Sprenger-Charolles, L., & Siegel, L. S. (1997). A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French. Applied Psycholinguistics, 18, 485-505.
38. Sprenger-Charolles, L., Siegel, L. S., & Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134-165.
39. Tewes, U. (1983). Hamburg-Wechsler-Intelligenztest für Kinder-Revision 1983. Bern: Hans Huber.
40. Van Bon, W. H. J., & Van der Pijl, J. (1997). Effects of word length and wordlikeness on pseudoword repetition by poor and normal readers. Applied Psycholinguistics, 18, 101-114.
41. Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
42. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R. S., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
43. Vellutino, F. R., Steger, J. A., Harding, C. J., & Phillips, F. (1975). Verbal vs. non-verbal paired-associates learning in poor and normal readers. Neuropsychologia, 13, 75-82.
44. Wentink, H. W. M. J., Van Bon, W. H. J., & Schreuder, R. (1997). Reading development in elementary school: Do syllables play a role in phonological decoding? In C. K. Leong & R. M. Joshi (Eds.), Cross-language studies of learning to read and spell (pp. 195-212). Dordrecht: Kluwer.
45. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
46. Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 61, 80-90.
47. Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91-103.
48. Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219-249.
49. Wimmer, H., Mayringer, H., & Landerl, K. (1998). Poor reading: A deficit in skill-automatization or a phonological deficit? Scientific Studies of Reading, 2, 321-340.
50. Wolf, M. (1997). A provisional, integrative account of phonological and naming-speed deficits in dyslexia: Implications for diagnosis and intervention. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 67-92). Mahwah, NJ: Erlbaum.
51. Wolf, M., Pfeil, C., Lotz, R., & Biddle, K. (1994). Towards a more universal understanding of the developmental dyslexias: The contribution of orthographic factors. In V. W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 137-171). Dordrecht: Kluwer.
52. Yap, R., & Van der Leij, A. (1993). Word processing in dyslexies. An automatic decoding deficit? Reading and Writing, 5, 261-279.
53. Zoccolotti, P., De Luca, M., Di Pace, E., Judica, A., Orlandi, M., & Spinelli, D. (1997). Markers of developmental surface dyslexia in a language (Italian) with high grapheme-4phoneme correspondence. Manuscript submitted for publication, University of Rome.