Title of the study: Word Learning Deficits in Children With Dyslexia.
Authors: Mary Alt, Tiffany Hogan, Samuel Green, Shelley Gray, Kathryn Cabbage, and Nelson Cowan
Complete APA citation: Alt Mary et al., Word Learning Deficits in Children with Dyslexia, Journal of Speech, Language and Hearing Research, Vol. 60, P. 1012-1018, April 2017.
Purpose of the study: The purpose of this study is to learn the strengths and weakness of children with dyslexia in the configuration stage of word learning.
Experimental questions posed by the authors: There were three questions posed:
1. Do children with dyslexia perform less accurately than peers with typical reading skills on word learning tasks that require them to link phonological and visual representations …show more content…
If there are differences related to linking labels and referents, would they be influenced by the demands of the learning context (i.e., phonological or visuospatial)? 2. Do children with dyslexia perform less accurately than peers with typical reading skills on word learning tasks with high phonological demands (i.e., creating and storing phonological representations)?
a. If there are differences related to phonology, do they emerge in all learning contexts or only those that tax phonology (i.e., phonologically similar vs. phonologically dissimilar words; long vs. short words). 3. Do children with dyslexia perform less accurately than peers with typical reading skills on word learning tasks that tax visuospatial processing (i.e., creating and storing detailed visuospatial representations)? a. If there are differences related to visuospatial processing, do they emerge in all learning contexts or only those that t ax visuospatial processing (i.e., visually similar referents vs. visually dissimilar referents; referents that appear in a stable location vs. referents that change location)?
Methods of the study:
a. Participants: 116 Typically Developing students and 68 students with dyslexia. All students were mono lingual English and had no oral language …show more content…
Results: Overall the experiment showed that word learning was more difficult for the kids with dyslexia. However, not all the combinations of manipulation were equally as difficult. If the task included difficult levels of phonology then it corresponded with most difficulty for those with dyslexia and higher levels of visuospatial tasks were seen as both difficult or as helpful.
Discussion/Conclusions: Overall Children with dyslexia show deficits in word learning but the deficits are based on task demand which suggests a positive working relationship with visuospatial and phonological demands. This supports that children dyslexia do have spoken word learning difficulties due to their difficulty storing phonological based information but that when visuospatial demand increased then those with dyslexia were able to use that to their advantage; suggesting that kids with dyslexia are using some cognitive skills at the expense of phonological
Authors: Mary Alt, Tiffany Hogan, Samuel Green, Shelley Gray, Kathryn Cabbage, and Nelson Cowan
Complete APA citation: Alt Mary et al., Word Learning Deficits in Children with Dyslexia, Journal of Speech, Language and Hearing Research, Vol. 60, P. 1012-1018, April 2017.
Purpose of the study: The purpose of this study is to learn the strengths and weakness of children with dyslexia in the configuration stage of word learning.
Experimental questions posed by the authors: There were three questions posed:
1. Do children with dyslexia perform less accurately than peers with typical reading skills on word learning tasks that require them to link phonological and visual representations …show more content…
If there are differences related to linking labels and referents, would they be influenced by the demands of the learning context (i.e., phonological or visuospatial)? 2. Do children with dyslexia perform less accurately than peers with typical reading skills on word learning tasks with high phonological demands (i.e., creating and storing phonological representations)?
a. If there are differences related to phonology, do they emerge in all learning contexts or only those that tax phonology (i.e., phonologically similar vs. phonologically dissimilar words; long vs. short words). 3. Do children with dyslexia perform less accurately than peers with typical reading skills on word learning tasks that tax visuospatial processing (i.e., creating and storing detailed visuospatial representations)? a. If there are differences related to visuospatial processing, do they emerge in all learning contexts or only those that t ax visuospatial processing (i.e., visually similar referents vs. visually dissimilar referents; referents that appear in a stable location vs. referents that change location)?
Methods of the study:
a. Participants: 116 Typically Developing students and 68 students with dyslexia. All students were mono lingual English and had no oral language …show more content…
Results: Overall the experiment showed that word learning was more difficult for the kids with dyslexia. However, not all the combinations of manipulation were equally as difficult. If the task included difficult levels of phonology then it corresponded with most difficulty for those with dyslexia and higher levels of visuospatial tasks were seen as both difficult or as helpful.
Discussion/Conclusions: Overall Children with dyslexia show deficits in word learning but the deficits are based on task demand which suggests a positive working relationship with visuospatial and phonological demands. This supports that children dyslexia do have spoken word learning difficulties due to their difficulty storing phonological based information but that when visuospatial demand increased then those with dyslexia were able to use that to their advantage; suggesting that kids with dyslexia are using some cognitive skills at the expense of phonological