Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia.

Daniela Traficante; Chiara Valeria Marinelli; Pierluigi Zoccolotti; Cristina Burani

Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia.

Daniela Traficante
, Chiara Valeria Marinelli
, Pierluigi Zoccolotti
, Cristina Burani

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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
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,
City	Padova
Period	7/6/12 → 9/6/12

Keywords

developmental dyslexia
word morphology

Cite this

@inproceedings{869b4e0f2f684079a629416caabaef80,

title = "Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia.",

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",

keywords = "developmental dyslexia, word morphology, developmental dyslexia, word morphology",

author = "Daniela Traficante and Marinelli, \{Chiara Valeria\} and Pierluigi Zoccolotti and Cristina Burani",

year = "2012",

language = "English",

pages = "163--165",

booktitle = "36th Annual International Academy for Research in Learning Disabilities Conference",

note = "36th Annual International Academy for Research in Learning Disabilities Conference, ; Conference date: 07-06-2012 Through 09-06-2012",

}

Traficante, D, Marinelli, CV, Zoccolotti, P & Burani, C 2012, Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia. in 36th Annual International Academy for Research in Learning Disabilities Conference. pp. 163-165, 36th Annual International Academy for Research in Learning Disabilities Conference, Padova, 7/6/12.

Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia. / Traficante, Daniela; Marinelli, Chiara Valeria; Zoccolotti, Pierluigi et al.
36th Annual International Academy for Research in Learning Disabilities Conference. 2012. p. 163-165.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia.

AU - Traficante, Daniela

AU - Marinelli, Chiara Valeria

AU - Zoccolotti, Pierluigi

AU - Burani, Cristina

PY - 2012

Y1 - 2012

N2 - 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

AB - 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

KW - developmental dyslexia

KW - word morphology

KW - developmental dyslexia

KW - word morphology

UR - http://hdl.handle.net/10807/61761

M3 - Conference contribution

SP - 163

EP - 165

BT - 36th Annual International Academy for Research in Learning Disabilities Conference

T2 - 36th Annual International Academy for Research in Learning Disabilities Conference,

Y2 - 7 June 2012 through 9 June 2012

ER -

Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia.

Abstract

Conference

Keywords

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