Dyslexic children often fail to correct errors while reading aloud, and dyslexic adolescents and adults exhibit lower amplitudes of the error-related negativity (ERN)--the neural response to errors--than typical readers during silent reading. Past researchers therefore suggested that dyslexia may arise from a faulty error detection mechanism that…

We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible…

Models of word reading that simultaneously take into account item-level and person-level fixed and random effects are broadly known as explanatory item response models (EIRM). Although many variants of the EIRM are available, the field has generally focused on the doubly explanatory model for modeling individual differences on item responses.…

Albanian is an Indo-European language with a shallow orthography, in which there is an absolute correspondence between graphemes and phonemes. We aimed to know reading strategies used by Albanian disabled children during word and pseudoword reading. A pool of 114 Kosovar reading disabled children matched with 150 normal readers aged 6 to 11 years…

Spelling error analysis performed on 27 dyslexic fourth to eighth graders and 27 normal second graders revealed no significant differences in phonetic accuracy, level of maturity, or incidence of serial order confusion. Findings did not support prevailing approaches characterizing dyslexic students as phonetically inaccurate spellers. (CL)

Analysis of errors on naming and recognition tasks performed by 34 children (4-12 years old) with language disabilities revealed a specific problem with naming rather than a more general vocabulary deficit and indicated four major types of errors, the most frequent of which were semantic substitutions. (CL)

This study attempted to predict spelling errors of 222 children (grades 4-6) from their performance on pseudohomophone choice and rhyme matching tasks. Analysis showed that both accurate and rapid choice of pseudohomophones sounding like real words and rhyme matching contributed substantially to variations in spelling. (Contains extensive…

Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (ages 7 to 15) previously identified as dyslexic with specific phonological weaknesses. Comparison of subgroups indicated that better spellers are also better readers and that measures of phonemic segmenting and manipulation make independent…

The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n = 29, mean age = 9.4,…

The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth…