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Title: Phonological processing during silent reading in children with and without dyslexia
Author: Dickins, Jonathan
ISNI:       0000 0004 6497 1375
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2017
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There is a body of evidence to suggest a robust link between phonological processing and the development of reading ability in young readers, and skilled adult readers typically process the speech sounds of words to support lexical identification during silent reading. By contrast, readers with dyslexia have demonstrated impaired performance across a variety of tasks designed to assess phonological processing, and the phonological deficits hypothesis is a widely accepted account of the reading difficulties associated with dyslexia. Despite this, little is known about how young readers with dyslexia cognitively process the speech sounds of words during silent reading, nor how this ability develops in readers either with or without dyslexia. The aim of the present research was to investigate the extent to which readers with dyslexia process the phonological characteristics of words and nonwords during silent reading. Using four participant groups to make chronological age-matched and reading level-matched comparisons, participants' eye movements were recorded as they silent read sentences in which a target word's phonology and orthography was manipulated. In Experiment One foveal processing of phonology was investigated, with parafoveal processing of phonology investigated in Experiment Two. Across both experiments there was no evidence to suggest differential processing of phonology in readers with dyslexia, despite the robust link between dyslexia and phonological processing deficits. There was, however, some evidence to suggest that readers with dyslexia may be more reliant on orthographic processing than typically developing readers. Whilst the sample of readers with dyslexia studied here did demonstrate impairment in some phonological processing tasks, their ability to process phonology during silent reading did not differ from their typically developing peers.
Supervisor: Blythe, Hazel ; Liversedge, Simon P. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available