The study examines the effects on the reading aloud of the numerosity of words differing from a given word by changing one letter and preserving the positions of the other letters (N-size; Coltheart et al., 1977). Twenty-two Italian children with dyslexia and 44 skilled children attending 4th grade participated in the experiment. Children with dyslexia were faster in reading low frequency words with high N-size compared to words having no neighbors; by contrast, in skilled readers there were no N-size effects, irrespective of word frequency. Data suggest that children with dyslexia benefit from reading words sharing several letters with other words when the whole-word representation is not available in their orthographic lexicon, thereby partially overcoming their reading difficulty
Traficante, D., Marinelli, C. V., Zoccolotti, P., Burani, C., Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia., Poster, in 36th Annual International Academy for Research in Learning Disabilities Conference, (Padova, 07-09 June 2012), Erickson, Trento 2012: 163-165 [http://hdl.handle.net/10807/61761]
Orthographic similarity effect on the reading of a shallow orthography language: a study on children with and without dyslexia.
Traficante, Daniela;
2012
Abstract
The study examines the effects on the reading aloud of the numerosity of words differing from a given word by changing one letter and preserving the positions of the other letters (N-size; Coltheart et al., 1977). Twenty-two Italian children with dyslexia and 44 skilled children attending 4th grade participated in the experiment. Children with dyslexia were faster in reading low frequency words with high N-size compared to words having no neighbors; by contrast, in skilled readers there were no N-size effects, irrespective of word frequency. Data suggest that children with dyslexia benefit from reading words sharing several letters with other words when the whole-word representation is not available in their orthographic lexicon, thereby partially overcoming their reading difficulty
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