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Do students with and without lexical retrieval weaknesses respond differently to instruction?
J H Allor1, D Fuchs, P G Mathes
1Louisiana State University, Baton Rouge 70803-4728, USA.
Journal of Learning Disabilities
|October 27, 2004
Summary
Lexical retrieval weakness, not just phonemic awareness, impacts reading success. Students with stronger lexical retrieval skills benefit more from reading instruction, suggesting this weakness independently affects reading development.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Neuroscience
Background:
- Phonological processing deficits are linked to reading disabilities.
- Phonemic awareness training helps many, but not all, students with reading difficulties.
- Non-responders may have difficulties retrieving phonological codes from long-term memory.
Purpose of the Study:
- To investigate if lexical retrieval weakness affects phonemic awareness and decoding training effectiveness.
- To compare reading instruction outcomes for students with and without severe lexical retrieval weaknesses.
Main Methods:
- Compared phonemic awareness and decoding training for students with and without lexical retrieval weakness.
- Assessed reading instruction response in both groups, all of whom had poor phonemic awareness.
Main Results:
- Students with stronger lexical retrieval skills responded better to reading instruction.
- Lexical retrieval weakness appears to influence reading development independently of phonemic awareness.
Conclusions:
- Lexical retrieval skill is a significant factor in reading development.
- Reading interventions may need to consider individual differences in lexical retrieval abilities.