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