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Related Experiment Videos

Processing units in word reading by disabled readers

V H van Daal1, P Reitsma, A van der Leij

  • 1Department of Special Education, Free University Amsterdam, The Netherlands.

Journal of Experimental Child Psychology
|April 1, 1994
PubMed
Summary

Disabled readers can learn to use multiletter units for reading. Effective instruction emphasizes graphemic and orthographic word aspects, aiding transfer to new words.

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Area of Science:

  • Cognitive psychology
  • Educational psychology
  • Linguistics

Background:

  • Reading acquisition is complex, with ongoing debate on the role of within-word units.
  • Understanding how disabled readers process orthographic information is crucial for effective intervention.

Purpose of the Study:

  • To investigate if disabled readers can be trained to utilize within-word (multiletter) units.
  • To determine the effectiveness of different instructional methods on reading transfer.

Main Methods:

  • Experiments involved practicing word lists with single-letter differences and blending written/spoken words.
  • Segmentation of words was systematically manipulated in auditory and visual tasks.
  • Reading performance was assessed on practiced, similar, and dissimilar novel words.

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Main Results:

  • All practice types improved recognition of practiced words.
  • Transfer to novel words occurred only when graphemic and orthographic features were emphasized.
  • Auditory prompts facilitated within-word unit handling, while isolated word practice improved letter-sound conversion.

Conclusions:

  • Disabled readers can benefit from instruction focusing on multiletter units.
  • Instructional methods should prioritize graphemic and orthographic processing for successful transfer.
  • The onset-rime principle is not uniquely beneficial for word segmentation in Dutch.