Abstractband zum 16. Kongress des Bundesverbandes Legasthenie

16. Kongress des Bundesverbandes Legasthenie Abstractband
Literatur:
Jacobs, C. & Petermann, F. (2007). Training für Kinder mit Aufmerksamkeitsstörungen.
Das neuropsychologische Gruppenprogramm ATTENTIONER. Göttingen: Hogrefe.
Jacobs, C. Petermann, F. (2007). Aufmerksamkeitsstörungen bei Kindern. Langzeiteffekte
des neuropsychologischen Gruppenprogrammes ATTENTIONER. Kindheit und
Entwicklung, 16 (1), 40 – 49. Hogrefe: Göttingen.
Jacobs, C. Petermann, F. (2007). Diagnostik und Therapie von Aufmerksamkeitsstörungen.
Monatsschrift Kinderheilkunde, 10 , 921 – 927. Springer: Berlin.
Korrespondenzautor:
Claus Jacobs
cjacobs@uni-bremen.de
0421 2189641
Phonological and extra-phonological influences on a measure of reading fluency:
Evidence from dyslexic and unimpaired readers
Manon W. Jones, Mateo Obregón, M. Louise Kelly, Holly P. Branigan
University of Edinburgh, Scotland, UK
The relationship between Rapid Automatized Naming (RAN) and reading fluency is well
documented (Wolf & Bowers, 1999), but little is known about which component processes
influence RAN, and why developmentally dyslexic readers have rapid-naming
deficits. Researchers disagree as to whether RAN performance (and deficits) are restricted
to impaired phonology or whether extra-phonological processes also play a role
(e.g., Clarke, Hulme, & Snowling, 2005; Wolf & Bowers, 1999). We compared dyslexic
and non-dyslexic readers on a RAN-letters task in which eye-movements were recorded
and synchronized to the participants’ speech stream. Adjacent letters were either
visually confusable (e.g., p-q), or phonologically confusable (onsets: e.g., k-q; rimes: b-v).
These were compared to non-confusable adjacent pairs (e.g., visual: P-Q; onset: ‘k-z’;
rime: ‘b-k’. We measured whether visual and phonological information in positions both
preceding and succeeding a currently-named item influence processing times (uptake
of information) and articulation times (production of the letter name). Results showed
that non-dyslexic readers’ processing times are susceptible to visual and phonological
confusability, but this is resolved by the onset of articulation. Dyslexic readers behave similarly
to non-dyslexics on the processing times, but show a pervasive deficit in initiating
articulation when items preceding or succeeding the currently named item contain either
confusable visual or phonological-onset information. We conclude that both phonological
and extra-phonological processes exert an influence on RAN performance, and the RAN
deficit is characterized by multi-modal difficulty in retrieving orthographic and/or phonological
codes for production.
Korrespondenzautor:
Manon W. Jones
mjones@staffmail.ed.ac.uk
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