Abstract
The study examines the effects on the reading aloud of the numerosity of words differing from a given word by changing one letter and preserving the positions of the other letters (N-size; Coltheart et al., 1977). Twenty-two Italian children with dyslexia and 44 skilled children attending 4th grade participated in the experiment. Children with dyslexia were faster in reading low frequency words with high N-size compared to words having no neighbors; by contrast, in skilled readers there were no N-size effects, irrespective of word frequency. Data suggest that children with dyslexia benefit from reading words sharing several letters with other words when the whole-word representation is not available in their orthographic lexicon, thereby partially overcoming their reading difficulty
| Original language | English |
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| Title of host publication | 36th Annual International Academy for Research in Learning Disabilities Conference |
| Pages | 163-165 |
| Number of pages | 3 |
| Publication status | Published - 2012 |
| Event | 36th Annual International Academy for Research in Learning Disabilities Conference, - Padova Duration: 7 Jun 2012 → 9 Jun 2012 |
Conference
| Conference | 36th Annual International Academy for Research in Learning Disabilities Conference, |
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| City | Padova |
| Period | 7/6/12 → 9/6/12 |
Keywords
- developmental dyslexia
- word morphology