Abstractband zum 16. Kongress des Bundesverbandes Legasthenie

16. Kongress des Bundesverbandes Legasthenie Abstractband
Reading, Language, Phonology and Intervention
Charles Hulme
University of York, Department of Psychology, York, United Kingdom
There is considerable evidence that learning to read depends critically upon a child’s
language and phonological skills. I will present evidence from a number of recent studies
by our group showing that progress in learning to read aloud (decode) depends critically
upon two foundation skills: access to phonemes in speech and knowledge of lettersounds.
Reading comprehension, in addition depends upon higher-level language skills
including vocabulary knowledge and grammatical skills. These theoretical findings have
implications for interventions to treat and prevent reading failure in children. Recent
intervention studies by our group demonstrate that interventions that target phonemic
skills and letter sound knowledge help to ameliorate decoding problems in children, while
interventions to boost vocabulary and grammatical skills are also effective in boosting
the language skills that are the foundation for reading comprehension skills.
Korrespondenzautor:
Charles Hulme
ch1@york.ac.uk
+44 (0) 1904 433145
The phonological decision task: Testing poor readers’
phonological representations?
Florian Hutzler
University of Salzburg, Department of Psychology, Salzburg, Austria
Phonological deficits are considered causal for dyslexia by most and are attributed to
inaccuracies in phonological representations by some. In the present talk, a phonological
decision task is presented that might allow to test the integrity of phonological representations
within the framework of visual word recognition: Pronounced difficulties were
found in adult poor readers during judging, whether a visually presented, orthographically
unfamiliar letter string sounds like an existing word (thereby constituting a pseudohomophone)
or not (being a pseudoword). These difficulties were disproportionally greater
than expected on the basis of the poor readers’ phonological recoding skills as assessed
by reading aloud of the same type of stimuli. A discussion of the results in terms of the
dual-route cascaded model of visual word recognition reveals the potential plausibility of
the concept of inaccurate phonological representations in poor readers.
Korrespondenzautor:
Florian Hutzler
florian.hutzler@sbg.ac.at
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