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Lexical and Phonological Processes in Dyslexic Readers: Evidence from a Visual Lexical Decision Task
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Resumo(s)
The aim of the present study was to investigate whether reading failure in the context of an
orthography of intermediate consistency is linked to inefficient use of the lexical orthographic reading procedure. The performance of typically developing and dyslexic
Portuguese-speaking children was examined in a lexical decision task, where the stimulus
lexicality, word frequency and length were manipulated. Both lexicality and length effects
were larger in the dyslexic group than in controls, although the interaction between group
and frequency disappeared when the data were transformed to control for general
performance factors. Children with dyslexia were influenced in lexical decision making by
the stimulus length of words and pseudowords, whereas age-matched controls were
influenced by the length of pseudowords only. These findings suggest that non-impaired
readers rely mainly on lexical orthographic information, but children with dyslexia
preferentially use the phonological decoding procedure—albeit poorly—most likely because
they struggle to process orthographic inputs as a whole such as controls do. Accordingly,
dyslexic children showed significantly poorer performance than controls for all types of
stimuli, including words that could be considered over-learned, such as high-frequency
words. This suggests that their orthographic lexical entries are less established in the
orthographic lexicon.
Descrição
Palavras-chave
Reading Developmental Dyslexia Dyslexia Lexical decision
Contexto Educativo
Citação
Araújo, S., Faísca, L., Bramão, I., Petersson, K. M., & Reis, A. (2014). Lexical and phonological processes in dyslexic readers: Evidence from a visual lexical decision task. Dyslexia, 20(1), 38-53. https://doi.org/10.1002/dys.1461