Does a visual-orthographic deficit contribute to reading disability?

被引:0
作者
Nathlie A. Badian
机构
[1] Harvard Medical School and Children’s Hospital,
来源
Annals of Dyslexia | 2005年 / 55卷
关键词
Letter orientation; low level visual processing; naming speed; phonological awareness; reading disability; visual-orthographic skills;
D O I
暂无
中图分类号
学科分类号
摘要
In this study, visual-orthographic skills were defined as the ability to recognize whether letters and numerals are correctly oriented. Aims were to investigate whether visual-orthographic skills would contribute independent variance to reading, and whether children with a visual-orthographic deficit would be more impaired readers than similar children without this deficit. Participants were 207 children, aged 8 to 10 years, who attended school in a small suburban community. Because of the evidence that phonological awareness and naming speed are strongly related to reading, visual-orthographic skills were entered into hierarchical regression analyses following these variables. With age, verbal IQ, and verbal short-term memory also controlled, visual-orthographic skills accounted for significant independent variance in all reading measures. When children with a visual—orthographic deficit (29% of the sample) were compared with those without this deficit, they were significantly lower on all reading variables. At 8 to 10 years of age, reading progress of some children continues to be hampered by a problem in orthographic memory for the orientation of letters and numerals. Such children will require special attention, but their problems may be overlooked. As recommended by Willows and Terepocki (1993), there is need for further research on the phenomenon of letter reversals when they occur among children beyond first grade.
引用
收藏
页码:28 / 52
页数:24
相关论文
共 104 条
  • [1] Adams M. J.(1993)Word recognition: The interface of educational policies and scientific research Reading and Writing: An Interdisciplinary Journal 5 113-139
  • [2] Bruck M.(1993)Phonemic awareness, visual symbol processing, and reading Reading and Writing: An Interdisciplinary Journal 5 87-100
  • [3] Badian N. A.(1993)Predicting reading progress in children receiving special help Annals of Dyslexia 43 90-109
  • [4] Badian N. A.(1994)Do dyslexic and other poor readers differ in reading-related cognitive skills? Reading and Writing: An Interdisciplinary Journal 6 45-63
  • [5] Badian N. A.(1996)Dyslexia: A validation of the concept at two age levels Journal of Learning Disabilities 29 102-112
  • [6] Badian N. A.(1997)Dyslexia and the double deficit hypothesis Annals of Dyslexia 47 69-87
  • [7] Badian N. A.(2004)Variation among developmental dyslexics: Evidence from a printed-word-learning task Journal of Experimental Child Psychology 87 125-154
  • [8] Bailey C. E.(1992)The role of orthographic processing skills on five different reading tasks Reading Research Quarterly 27 334-345
  • [9] Manis F. R.(1999)Visual processing of verbal and nonverbal stimuli in adolescents with reading disabilities Journal of Learning Disabilities 32 58-71
  • [10] Pedersen W. C.(2000)The association of rapid temporal processing with orthographic and phonological processing in children and adults with reading impairment Scientific Studies of Reading 4 101-132