Orthographic Learning and the Role of Text-to-Speech Software in Dutch Disabled Readers
| Autor: | Eva Staels, Willem Van Den Broeck |
|---|---|
| Přispěvatelé: | Clinical and Lifespan Psychology |
| Rok vydání: | 2013 |
| Předmět: |
Male
Reading disability Health (social science) Teaching method orthographic learning Speech synthesis computer.software_genre Education text-to-speech software dyslexia medicine Learning to read Humans Learning Child Netherlands Teaching reading disability Dyslexia medicine.disease Disabled Children Linguistics Pseudoword Multimedia Reading General Health Professions Female Psychology computer Homophone Orthography |
| Zdroj: | Journal of Learning Disabilities. 48:39-50 |
| ISSN: | 1538-4780 0022-2194 |
| DOI: | 10.1177/0022219413487407 |
| Popis: | Purpose The objective of our research was to explore whether orthographic learning occurs among poor Dutch readers while reading in silence. In addition, we explored for the first time the eventual positive effect of text-to-speech software on the ability of poor readers to acquire orthographic knowledge. Both research goals were investigated by replicating Share's (1999) self-teaching paradigm. According to the self-teaching hypothesis, phonological recoding of printed words into their spoken counterparts acts as a self-teaching mechanism enabling readers to acquire orthographic representations independently. Method The participants, 65 fourth- and fifth-grade disabled readers (mean age 9 years and 11 months), were asked to read eight stories containing embedded homophonic pseudoword targets (e.g., Blot/Blod) with or without the support of text-to-speech software. The degree of orthographic learning was assessed 3 or 7 days later. Results and discussion The results supported the self-teaching hypothesis by demonstrating that target spellings were correctly identified more often, named more quickly, and spelled more accurately than alternate homophone spellings. However, no remedial effect of text-to-speech software was demonstrated. In contrast with Ziegler and Goswami's (2006) psycholinguistic grain size theory, claiming that readers of transparent orthographies as Dutch remain reliant on serial phonological recoding, our results support the hypothesis of several researchers that all readers, even poor readers of transparent orthographies, develop connections between orthography and phonology at the whole word level (de Jong, 2006; Frost, 2006; Paulesu, 2006; Wimmer, 2006). |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|