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Reading development and dyslexia in a transparent orthography: a survey of Spanish children

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Reading development and dyslexia in a transparent orthography: a survey of Spanish children. / Davies, Robert; Cuetos, Fernando; Glez-Seijas, Rosa Mary.
In: Annals of Dyslexia, Vol. 57, No. 2, 12.2007, p. 179-198.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Davies, R, Cuetos, F & Glez-Seijas, RM 2007, 'Reading development and dyslexia in a transparent orthography: a survey of Spanish children', Annals of Dyslexia, vol. 57, no. 2, pp. 179-198. https://doi.org/10.1007/s11881-007-0010-1

APA

Davies, R., Cuetos, F., & Glez-Seijas, R. M. (2007). Reading development and dyslexia in a transparent orthography: a survey of Spanish children. Annals of Dyslexia, 57(2), 179-198. https://doi.org/10.1007/s11881-007-0010-1

Vancouver

Davies R, Cuetos F, Glez-Seijas RM. Reading development and dyslexia in a transparent orthography: a survey of Spanish children. Annals of Dyslexia. 2007 Dec;57(2):179-198. doi: 10.1007/s11881-007-0010-1

Author

Davies, Robert ; Cuetos, Fernando ; Glez-Seijas, Rosa Mary. / Reading development and dyslexia in a transparent orthography : a survey of Spanish children. In: Annals of Dyslexia. 2007 ; Vol. 57, No. 2. pp. 179-198.

Bibtex

@article{fa4f48a0ff904e8c8124fb5dd86f8b8a,
title = "Reading development and dyslexia in a transparent orthography: a survey of Spanish children",
abstract = "Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing children and children diagnosed with reading difficulties. Reading accuracy was high across experimental conditions. However, dyslexic children read more slowly than chronological age (CA)-matched controls, although, importantly, their reading times did not differ from those for ability-matched controls. Reading times were significantly affected by frequency, orthographic neighbourhood size and word length. We also found a number of significant interaction effects. The effect of length was significantly modulated by reading ability, frequency and neighbourhood. Our findings suggest that the reading development of dyslexic children in Spanish is delayed rather than deviant. From an early age, the salient characteristic of reading development is reading speed, and the latter is influenced by specific knowledge about words.",
keywords = "GERMAN CHILDREN, FREQUENCY, Spanish, reading, development, CONSISTENCY, ACQUISITION, ENGLISH, frequency, READERS, MODEL, LEVEL DESIGN, dyslexia, length, LEXICAL ACCESS, neighbourhood, VISUAL WORD RECOGNITION",
author = "Robert Davies and Fernando Cuetos and Glez-Seijas, {Rosa Mary}",
year = "2007",
month = dec,
doi = "10.1007/s11881-007-0010-1",
language = "English",
volume = "57",
pages = "179--198",
journal = "Annals of Dyslexia",
issn = "0736-9387",
publisher = "Springer New York",
number = "2",

}

RIS

TY - JOUR

T1 - Reading development and dyslexia in a transparent orthography

T2 - a survey of Spanish children

AU - Davies, Robert

AU - Cuetos, Fernando

AU - Glez-Seijas, Rosa Mary

PY - 2007/12

Y1 - 2007/12

N2 - Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing children and children diagnosed with reading difficulties. Reading accuracy was high across experimental conditions. However, dyslexic children read more slowly than chronological age (CA)-matched controls, although, importantly, their reading times did not differ from those for ability-matched controls. Reading times were significantly affected by frequency, orthographic neighbourhood size and word length. We also found a number of significant interaction effects. The effect of length was significantly modulated by reading ability, frequency and neighbourhood. Our findings suggest that the reading development of dyslexic children in Spanish is delayed rather than deviant. From an early age, the salient characteristic of reading development is reading speed, and the latter is influenced by specific knowledge about words.

AB - Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing children and children diagnosed with reading difficulties. Reading accuracy was high across experimental conditions. However, dyslexic children read more slowly than chronological age (CA)-matched controls, although, importantly, their reading times did not differ from those for ability-matched controls. Reading times were significantly affected by frequency, orthographic neighbourhood size and word length. We also found a number of significant interaction effects. The effect of length was significantly modulated by reading ability, frequency and neighbourhood. Our findings suggest that the reading development of dyslexic children in Spanish is delayed rather than deviant. From an early age, the salient characteristic of reading development is reading speed, and the latter is influenced by specific knowledge about words.

KW - GERMAN CHILDREN

KW - FREQUENCY

KW - Spanish

KW - reading

KW - development

KW - CONSISTENCY

KW - ACQUISITION

KW - ENGLISH

KW - frequency

KW - READERS

KW - MODEL

KW - LEVEL DESIGN

KW - dyslexia

KW - length

KW - LEXICAL ACCESS

KW - neighbourhood

KW - VISUAL WORD RECOGNITION

U2 - 10.1007/s11881-007-0010-1

DO - 10.1007/s11881-007-0010-1

M3 - Journal article

VL - 57

SP - 179

EP - 198

JO - Annals of Dyslexia

JF - Annals of Dyslexia

SN - 0736-9387

IS - 2

ER -