Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers |
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Authors: | Vera C S Messbauer Peter F de Jong |
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Institution: | (1) Faculteit der Maatschappij-en Gedragswetenschappen, Universiteit van Amsterdam, PO Box 94208, 1090 GE Amsterdam, the Netherlands |
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Abstract: | In three studies, the effects of visual and phonological distinctness on the visual–verbal paired associate learning of dyslexic
and normal readers at the age of 10–12 were examined. We hypothesized that both groups would be equally affected by the visual
distinctness of the pictures, whereas the learning performance of the dyslexic children would be more susceptible to the phonological
distinctness of the verbal stimuli (words). As expected, in Study 1 we found that the visual distinctness of pictures had
a similar effect on both groups. However, the results of Studies 2 and 3 on the effect of phonological distinctness did not
support the hypothesis. Both reader groups were equally affected by the phonological distinctness of the words. In addition,
we found that, although not consistently, dyslexic children tended to be worse in verbal learning, which could to a large
extent be explained by their problems with phonological processing. |
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Keywords: | Dyslexia Phonological awareness Phonological distinctness Rapid Automatic Naming Visual distinctness Visual– verbal paired associate learning |
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