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DC Field | Value | Language |
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dc.contributor.author | Provazza, S | - |
dc.contributor.author | Giofrè, D | - |
dc.contributor.author | Adams, A-M | - |
dc.contributor.author | Roberts, D | - |
dc.date.accessioned | 2019-12-13T14:53:12Z | - |
dc.date.available | 2019-11-12 | - |
dc.date.available | 2019-12-13T14:53:12Z | - |
dc.date.issued | 2019-11-12 | - |
dc.identifier.citation | Frontiers in Psychology, 2019, pp. 1 - 13 (13) | en_US |
dc.identifier.issn | 1664-1078 | - |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/19802 | - |
dc.description.abstract | In reading, length effects (LEs) are defined as an increment in the time taken to read as a function of word length and may indicate whether reading is proceeding in an efficient whole word fashion or by serial letter processing. LEs are generally considered to be a pathognomonic symptom of developmental dyslexia (DD) and predominantly have been investigated in transparent orthographies where reading impairment is characterized as slow and effortful. In the present study a sample of 18 adult participants with DD were compared to a matched sample of typical developing readers to investigate whether the LE is a critical aspect of DD in an opaque orthography, English. We expected that the DD group would present with marked LEs, in both words and non-words, compared to typical developing readers. The presence of LEs in the DD group confirmed our prediction. These effects were particularly strong in low frequency words and in non-words, as observed in reading speed. These preliminary findings may have important theoretical implications for current understanding of DD. | en_US |
dc.description.sponsorship | British Academy/Leverhulme Research Grant | en_US |
dc.format.extent | 1 - 13 (13) | - |
dc.language.iso | en | en_US |
dc.publisher | Frontiers Media | en_US |
dc.subject | Developmental dyslexia | en_US |
dc.subject | Word length effect | en_US |
dc.subject | Dual-route model | en_US |
dc.subject | Triangle model | en_US |
dc.subject | Orthography | en_US |
dc.subject | Triangle model of reading | en_US |
dc.subject | Reading | en_US |
dc.subject | Dyslexia | en_US |
dc.title | The Clock Counts – Length Effects in English Dyslexic Readers | en_US |
dc.type | Article | en_US |
dc.identifier.doi | http://dx.doi.org/10.3389/fpsyg.2019.02495 | - |
dc.relation.isPartOf | Frontiers in Psychology | - |
pubs.publication-status | Published | - |
Appears in Collections: | Dept of Life Sciences Research Papers |
Files in This Item:
File | Description | Size | Format | |
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FullText.pdf | 1.75 MB | Adobe PDF | View/Open |
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