Vocal reaction times were measured in Italian dyslexics and in proficient readers while they read single words. Three groups of control participants (for a total of 79) were tested. All were in the first, second or third grade of elementary school. Nine third graders with a low level of reading ability when assessed by standard reading procedures were also tested. Results indicated that vocal RTs of control participants were faster and less sensitive to word length as a function of age; also, there was a particularly marked change between first and second graders. Dyslexics' vocal RTs and errors were much worse than those of peer control participants and resembled those of first grade controls. It is suggested that normal readers in an orthographically transparent language (Italian) adopt a lexical strategy quite early in their learning. On the contrary, dyslexics seem unable to learn this mode of processing and continue to use a sub-lexical reading procedure. (c) 2004 Elsevier Inc. All rights reserved.

Word length effect in early reading and in developmental dyslexia / Zoccolotti, Pierluigi; Maria De, Luca; DI PACE, Enrico; Filippo, Gasperini; Anna, Judica; Donatella, Spinelli. - In: BRAIN AND LANGUAGE. - ISSN 0093-934X. - STAMPA. - 93:3(2005), pp. 369-373. [10.1016/j.bandl.2004.10.010]

Word length effect in early reading and in developmental dyslexia

ZOCCOLOTTI, Pierluigi;DI PACE, Enrico;
2005

Abstract

Vocal reaction times were measured in Italian dyslexics and in proficient readers while they read single words. Three groups of control participants (for a total of 79) were tested. All were in the first, second or third grade of elementary school. Nine third graders with a low level of reading ability when assessed by standard reading procedures were also tested. Results indicated that vocal RTs of control participants were faster and less sensitive to word length as a function of age; also, there was a particularly marked change between first and second graders. Dyslexics' vocal RTs and errors were much worse than those of peer control participants and resembled those of first grade controls. It is suggested that normal readers in an orthographically transparent language (Italian) adopt a lexical strategy quite early in their learning. On the contrary, dyslexics seem unable to learn this mode of processing and continue to use a sub-lexical reading procedure. (c) 2004 Elsevier Inc. All rights reserved.
2005
developmental dyslexia; dyslexia; errors; reading; vocal reaction times
01 Pubblicazione su rivista::01a Articolo in rivista
Word length effect in early reading and in developmental dyslexia / Zoccolotti, Pierluigi; Maria De, Luca; DI PACE, Enrico; Filippo, Gasperini; Anna, Judica; Donatella, Spinelli. - In: BRAIN AND LANGUAGE. - ISSN 0093-934X. - STAMPA. - 93:3(2005), pp. 369-373. [10.1016/j.bandl.2004.10.010]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/241261
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