Analogous nonword reading in normal and poor decoders at a variety of word recognition levels: Comparisons before and after remedial intervention.
Item
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Title
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Analogous nonword reading in normal and poor decoders at a variety of word recognition levels: Comparisons before and after remedial intervention.
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Identifier
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AAI9530867
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identifier
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9530867
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Creator
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DiBenedetto, Barbara.
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Contributor
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Adviser: Linnea Ehri
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Date
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1995
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Reading
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Abstract
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The results of the majority of studies that have compared the nonword reading of poor and reading-level matched normal readers indicate that poor readers are specifically impaired in their ability to phonologically recode unknown words (i.e., to translate a word's graphemes into sounds and blend them to produce the word). However, these investigations have not led to definitive conclusions regarding the poor reader's ability to analogize in decoding unknown words. In analogizing, the reader uses the sound of an orthographic pattern in a word known to the reader (e.g., each in teach) to generate the pronunciation of a word that the reader has not encountered previously (e.g., bleach).;It has been hypothesized that the ability to analogize develops prior to the ability to phonologically recode, that it is easier than recoding, and that poor and normal readers do not differ in their ability to analogize.;This study compared the analogous nonword reading of poor decoders (i.e., those who have difficulty identifying words) with that of normally developing decoders. Poor and normal decoders were matched at word recognition levels ranging from late first grade to late fifth grade. A large sample of poor decoders received remedial treatment, designed to improve their decoding skills, over periods of one and two years. The analogous nonword reading of both treated and untreated poor decoders was compared to that of normal decoders.;The results indicate pervasive differences between normal and poor decoders in their ability to decode analogous nonwords at virtually all levels of word recognition under consideration. Differences were evident when analogous nonwords were both monosyllabic and polysyllabic, and persisted even after poor decoders had received one and two years of remedial treatment.;Results support the hypothesis that poor decoders are specifically impaired in their ability to analogize in much the same way that they are specifically impaired in their ability to phonologically recode. Results do not support the hypothesis that the ability to analogize develops prior to the ability to phonologically recode, despite the fact that it may be easier to analogize than to phonologically recode.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
