engleski

Examining double deficit hypothesis – are there subtypes of dyslexia in orthographically transparent language?

Examining double deficit hypothesis – are there subtypes of dyslexia in orthographically transparent language? It is widely accepted that phonological awareness, rapid automatized naming and working memory are the core deficits of reading impairment. However, there is still open debate regarding their relative importance and impact they have on reading in different orthographies. While dual-route model of reading gives clear assumptions for opaque orthographies which are confirmed by the substantial pool of research, evidence for transparent orthographies is still rather scarce. The goal of this study was to investigate can different subtypes of dyslexia suggested by dual-route model be identified in the orthographically transparent language. To test this cluster analysis is conducted based upon a test battery of reading list of words and pseudowords, phonological awareness measures, rapid automatized naming and digit span. Reading was examined using the list of words and pseudowords where reading speed and accuracy were measured. Phonological awareness was examined using deletion, addition and spoonerisms and in rapid automatized naming colours were used as stimuli. The target group were children with reading disorder at the age of 10. The results were interpreted in the relation to the existing data in the orthographically transparent languages. Since transparent orthographies are still underrepresented in this area of research, the obtained results can give important insight in processes which support reading in different orthographies and can help in planning the effective remediation techniques.

dyslexia, transparent orthography

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