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Effects of feedforward and feedback consistency on reading and spelling in dyslexia

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Effects of feedforward and feedback consistency on reading and spelling in dyslexia. / Davies, Robert A. I.; Weekes, Brendan Stuart.
In: Annals of Dyslexia, Vol. 11, No. 4, 11.2005, p. 233-252.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Davies RAI, Weekes BS. Effects of feedforward and feedback consistency on reading and spelling in dyslexia. Annals of Dyslexia. 2005 Nov;11(4):233-252. doi: 10.1002/dys.307

Author

Davies, Robert A. I. ; Weekes, Brendan Stuart. / Effects of feedforward and feedback consistency on reading and spelling in dyslexia. In: Annals of Dyslexia. 2005 ; Vol. 11, No. 4. pp. 233-252.

Bibtex

@article{8fb407f67c2748ecb43488f1d374a097,
title = "Effects of feedforward and feedback consistency on reading and spelling in dyslexia",
abstract = "We investigated the effects of rime consistency on reading and spelling among dyslexic children and a group of matched reading age skilled readers by manipulating consistency of orthography-tophonology (OP) mappings and consistency of mappings from phonology-to-orthography (PO). For both dyslexic and control children we found feedforward consistency effects on reading (O -> P) and spelling (P -> O) and feedback (O -> P) consistency effects on spelling. Dyslexic children demonstrated feedback (PO) consistency effects in reading but control children did not. Our results challenge accounts of reading and spelling in dyslexia that assume feedforward consistency effects alone. We consider the implications of these results in relation to theories in which children may assess candidate responses for goodness of fit to prior expectations. We discuss the wider implications of our results for the assessment and remediation of dyslexia. Copyright (c) 2005 John Wiley & Sons, Ltd.",
keywords = "reading, spelling, consistency, orthography, phonology, dyslexic, VISUAL WORD RECOGNITION, PHONOLOGICAL REPRESENTATIONS HYPOTHESIS, DUAL-ROUTE, DEVELOPMENTAL DYSLEXIA, LEXICAL DECISION, CHILDRENS USE, 2-WAY STREET, TIME-COURSE, MODEL, SOUND",
author = "Davies, {Robert A. I.} and Weekes, {Brendan Stuart}",
year = "2005",
month = nov,
doi = "10.1002/dys.307",
language = "English",
volume = "11",
pages = "233--252",
journal = "Annals of Dyslexia",
issn = "0736-9387",
publisher = "Springer New York",
number = "4",

}

RIS

TY - JOUR

T1 - Effects of feedforward and feedback consistency on reading and spelling in dyslexia

AU - Davies, Robert A. I.

AU - Weekes, Brendan Stuart

PY - 2005/11

Y1 - 2005/11

N2 - We investigated the effects of rime consistency on reading and spelling among dyslexic children and a group of matched reading age skilled readers by manipulating consistency of orthography-tophonology (OP) mappings and consistency of mappings from phonology-to-orthography (PO). For both dyslexic and control children we found feedforward consistency effects on reading (O -> P) and spelling (P -> O) and feedback (O -> P) consistency effects on spelling. Dyslexic children demonstrated feedback (PO) consistency effects in reading but control children did not. Our results challenge accounts of reading and spelling in dyslexia that assume feedforward consistency effects alone. We consider the implications of these results in relation to theories in which children may assess candidate responses for goodness of fit to prior expectations. We discuss the wider implications of our results for the assessment and remediation of dyslexia. Copyright (c) 2005 John Wiley & Sons, Ltd.

AB - We investigated the effects of rime consistency on reading and spelling among dyslexic children and a group of matched reading age skilled readers by manipulating consistency of orthography-tophonology (OP) mappings and consistency of mappings from phonology-to-orthography (PO). For both dyslexic and control children we found feedforward consistency effects on reading (O -> P) and spelling (P -> O) and feedback (O -> P) consistency effects on spelling. Dyslexic children demonstrated feedback (PO) consistency effects in reading but control children did not. Our results challenge accounts of reading and spelling in dyslexia that assume feedforward consistency effects alone. We consider the implications of these results in relation to theories in which children may assess candidate responses for goodness of fit to prior expectations. We discuss the wider implications of our results for the assessment and remediation of dyslexia. Copyright (c) 2005 John Wiley & Sons, Ltd.

KW - reading

KW - spelling

KW - consistency

KW - orthography

KW - phonology

KW - dyslexic

KW - VISUAL WORD RECOGNITION

KW - PHONOLOGICAL REPRESENTATIONS HYPOTHESIS

KW - DUAL-ROUTE

KW - DEVELOPMENTAL DYSLEXIA

KW - LEXICAL DECISION

KW - CHILDRENS USE

KW - 2-WAY STREET

KW - TIME-COURSE

KW - MODEL

KW - SOUND

U2 - 10.1002/dys.307

DO - 10.1002/dys.307

M3 - Journal article

VL - 11

SP - 233

EP - 252

JO - Annals of Dyslexia

JF - Annals of Dyslexia

SN - 0736-9387

IS - 4

ER -