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Author: William G. Malone
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Lexical decision and oral reading by poor and normal readersWim H. J. van BonPaula H. ToorenKees W. J. M. van EekelenArticleDOI:
10.1007/BFCite this article as: van Bon, W.H.J., Tooren, P.H. & van Eekelen, K.W.J.M. Eur J Psychol Educ (9. doi:10.1007/BF
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords.assessmentChildrenDutchLexical decisionNormal readersOral readingPoor readersBadian, N.A. (1994). Do dyslexic and other poor readers differ in reading-related cognitive skills?Reading and Writing, 6, 45–63Booij, G. (1995).The phonology of Dutch. Oxford: Oxford University Press.Brady, S., Poggie, E., & Rapala, M.M. (1989). Speech repetition abilities in children who differ in reading skill.Language and Speech, 32, 109–122.Bruck, M. (1992). Persistence of dyslexics’ phonological deficits.Developmental Psychology, 28, 874–886Brus, B.Th., & van Bergen, J.B.A.M. (1971).Schriftelijke opdrachten [Written instructions]. Nijmegen: Berkhout.Brus, B.Th., & Voeten, M.J.M. (1972).Een-Minuut-Test [One-Minute-Test]. Nijmegen: Berkhout.Bryant, P.E., & Bradley, L. (1980). Why children sometimes write words which they cannot read. In U. Frith (Ed.),Cognitive processes in spelling (pp. 355–370). London: Academic Press.Dreyer, L.G., & Katz, L. (1992). An examination of “The simple view of reading”.National Reading Conference Yearbook, 41, 169–175.Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth. A multilingual comparison.Journal of Experimental Psychology: Human Perception and Performance, 13, 157–166.Hoover, W.A., & Gough, P.B. (1990).The simple view of reading.Reading-and-Writing, 2, 127–160.Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.),Orthography, phonology, morphology, and meaning (pp. 67–84). Amsterdam: Elsevier.Kohnstamm, G.A., Schaerlaekens, A.M., de Vries, A.K., Akkerhuis, G.W., & Froonincksx, M. (1981).Nieuwe streeflijst woordenschat voor 6-jarigen [New target list vocabulary for 6-year olds]. Lisse: Swets & Zeitlinger.Lundberg, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M. Snowling (Eds.),Reading development and dyslexia (pp. 180–199). London: Whurr.Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills.Reading Research Quarterly, 32, 154–167.Potter, F.N. (1987). Oral reading errors: Part of speech effects and their theoretical and practical implications.Journal of Research in Reading, 10, 43–56.Rack, J.P., Snowling, M.J., & Olson, R.K. (1992). The nonword reading deficit in developmental dyslexia: A review.Reading Research Quarterly, 27, 28–53.Reitsma, P. & Verhoeven, L. (1990). Acquisition of written Dutch: An introduction. In P. Reitsma & L. Verhoeven (Eds.),Acquisition of reading in Dutch (pp. 1–11). Dordrecht: Foris.van Bon, W.H.J., & Libert, J.E.A. (1997). Oral reading and silent reading compared: Evidence for a subtype of poor readers.Polish Psychological Bulletin, 28, 59–70.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.van den Bos, K.P. (1990). Individual differences in reading comprehension. In P. Reitsma & L. Verhoeven (Eds.),Acquisition of reading in Dutch (pp. 91–102). Dordrecht: Foris.van Heuven, V.J. (1980). Aspects of Dutch orthography and reading. In J.F. Kavanagh & R.L. Venezky (Eds.),Orthography, reading and dyslexia (pp. 57–73). Baltimore: University Park Press.Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills.Psychological Bulletin, 101, 192–212.Wim H. J. van Bon1Paula H. Tooren1Kees W. J. M. van Eekelen11.Department of Special Education (Development & Learning), Faculty of Social SciencesUniversity of NijmegenNijmegenThe Netherlands
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