Frontiers in Psychology | |
The Clock Counts – Length Effects in English Dyslexic Readers | |
article | |
S. Provazza1  D. Giofrè2  A.-M. Adams1  D. J. Roberts3  | |
[1] School of Natural Sciences and Psychology, Liverpool John Moores University, United Kingdom;Department of Education Sciences, School of Social Sciences, University of Genoa;Division of Psychology, Centre for Cognitive Neuroscience, College of Health and Life Sciences, Brunel University London, United Kingdom | |
关键词: developmental dyslexia; word length effect; dual-route model; triangle model; orthography; triangle model of reading; reading; dyslexia; | |
DOI : 10.3389/fpsyg.2019.02495 | |
学科分类:社会科学、人文和艺术(综合) | |
来源: Frontiers | |
【 摘 要 】
In reading, length effects (LEs) are defined as an increment in the time taken to read as a function of word length and may indicate whether reading is proceeding in an efficient whole word fashion or by serial letter processing. LEs are generally considered to be a pathognomonic symptom of developmental dyslexia (DD) and predominantly have been investigated in transparent orthographies where reading impairment is characterized as slow and effortful. In the present study a sample of 18 adult participants with DD were compared to a matched sample of typical developing readers to investigate whether the LE is a critical aspect of DD in an opaque orthography, English. We expected that the DD group would present with marked LEs, in both words and non-words, compared to typical developing readers. The presence of LEs in the DD group confirmed our prediction. These effects were particularly strong in low frequency words and in non-words, as observed in reading speed. These preliminary findings may have important theoretical implications for current understanding of DD.
【 授权许可】
CC BY
【 预 览 】
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