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- Gustafson, Stefan, 1968-
(författare)
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Varieties of reading disability : Phonological and orthographic word decoding deficits and implications for interventions
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of this thesis was to examine variations in the word decoding skills of reading disabled children. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analysed. The thesis critically examines the inclusion of the concept of intelligence in the definition of developmental dyslexia. It is suggested that variations in word decoding skills should offer a more solid basis for a study of varieties of reading disability. The empirical studies showed that a) in young children there was a shift from phonological to orthographic word decoding; b) phonological type children (weak in phonological decoding) were characterised by specific phonological deficits; c) surface type children (weak in orthographic decoding) showed more global cognitive deficits suggesting a general developmental delay; d) surface type children showed impaired visual implicit memory for words, which might be associated with limited print exposure; e) an improvement in phonological awareness only transferred to an improved text reading ability for some reading disabled children; f) children who did not benefit from a phonological intervention seemed to rely on orthographic word decoding in text reading. Thus, the thesis suggests that variations in phonological and orthographic word decoding skills offer a useful basis for the study of varieties of reading disability and that educational interventions should pay regard to what the child is already attempting to do when reading.
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| 2. |
- Gustafson, Stefan, 1968-, et al.
(författare)
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Why Do Some Resist Phonological Intervention? : A Swedish longitudinal study of poor readers in Grade 4
- 2000
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Ingår i: Scandinavian Journal of Educational Research. - : Routhledge, Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 44:2, s. 145 -162
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Tidskriftsartikel (refereegranskat)abstract
- n a longitudinal intervention study, 33 Swedish poor readers in Grade 4 received phonological awareness instruction over 1 year. Three control groups were included in the study: Grade 4 controls, Grade 2 controls (both comparable in reading skill) and normal readers. The results showed that the phonological training group made the most progress in phonological awareness but did not improve their reading skills any more than the controls. However, a re-analysis of the results revealed important individual differences within the phonological training group. Some children improved their reading ability considerably, while others seemed resistant to the intervention. One critical difference between improved and resistant readers was identified. For the improved readers, both orthographic and phonological word decoding predicted text reading performance. For the resistant readers, only orthographic decoding skills predicted text reading before, during and after the intervention, in spite of a steady increase in phonological awareness.
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| 3. |
- Edquist, Samuel, et al.
(författare)
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Inledning
- 2004
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Ingår i: En helt annan historia. - Uppsala : Historiska institutionen, Uppsala universitet. - 915061732X ; , s. 5-10
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Gustafson, Stefan, 1968-
(författare)
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Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
- 2001
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Ingår i: Scientific Studies of Reading. - : Routhledge,Taylor & Francis Group. - 1088-8438 .- 1532-799X. ; 5:4, s. 351-375
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Tidskriftsartikel (refereegranskat)abstract
- Subgroups of children with reading disabilities were identified by using the regression method introduced by Castles and Coltheart (1993). Children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants. The results replicated previous findings reported that if categorizations are based on comparisons with younger reading-level-matched controls instead of age-matched controls, the number of surface-type children is significantly reduced. Surface-type children performed below the other groups on most cognitive measures and reported that there were fewer books in their homes, and phonological-type children showed a specific deficit in phonological word decoding. The results provided additional support for the hypothesis that the surface type of reading disability can be characterized as a general developmental delay.
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