1 |
Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Reading aloud : new evidence for contextual control over the breadth of lexical activation
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Context effects on orthographic learning of regular and irregular words
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Morphological processing in adults and children during visual word recognition
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Size does not matter, frequency does : sensitivity to orthographic neighbours in normal and dyslexic readers
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Developmental dissociations between lexical reading and comprehension : evidence from two cases of hyperlexia
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Computational modelling of the effects of semantic dementia on visual word recognition
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Reading strategies and cognitive skills in children with cochlear implants
|
|
|
|
Abstract:
Background: The present study investigated working memory capacity, lexical access, phonological skills and reading ability in 6 children with cochlear implants (CI), attending grades 1-3. For each test measure, the individual performance of the children was compared to a grade-matched comparison group of children with normal hearing. Performance was also studied in relation to demographic factors. Material/Methods: Cognitive skills were assessed in a computer-based test battery. Different aspects of each of the component skills were tapped in various subtests. Reading comprehension was measured by the Woodcock Reading Mastery Test and decoding was assessed in the Test of Word Reading (TOWRE). The children were also tested on orthographic learning. Results: These children with CI have specific difficulties in tasks of phonological skills and phonological working memory (WM) where nonwords are used as test stimuli. They do not seem to have problems with phonological processing of words for which they have a well defined phonological representation. They also experienced relatively more difficulties in tasks on lexical access without any contextual information. Conclusions: We suggest that children with CI are particularly efficient in using compensatory strategies in situations where their auditory perception does not provide sufficient information to correctly match the incoming speech signal to a corresponding representation in longterm phonological storage. The children with CI in this study were skilled readers, both for decoding of words and nonwords and for reading comprehension. They may use both orthographic and phonological reading strategies, although most of them seem to be dependent on phonological decoding to some extent. ; 39 page(s)
|
|
Keyword:
Lexical access; Phonological skills; Reading ability; Working memory
|
|
URL: http://hdl.handle.net/1959.14/187327
|
|
BASE
|
|
Hide details
|
|
10 |
Can the dual-route cascaded computational model of reading offer a valid account of the masked onset priming effect?
|
|
|
|
BASE
|
|
Show details
|
|
11 |
No evidence for a prolonged attentional blink in developmental dyslexia
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Is the orthograhic/phonological onset a single unit in reading aloud?
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Computational modelling of the masked onset priming effect in reading aloud
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Computational modeling of reading in semantic dementia : comment on Woollams, Lambon Ralph, Plaut, and Patterson (2007)
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Does phonological recoding occur during silent reading, and is it necessary for orthographic learning?
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Effects of homophony on reading aloud : implications for models of speech production
|
|
|
|
BASE
|
|
Show details
|
|
|
|