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Volume 7, Issue 3 (Autumn 2005)
Advances in Cognitive Sciences 2005, 7(3): 25-35 |
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Hosseini lor F, Pouretemad H, Heidari M. Comparison of Phonological Abilities in Two Subgroups With Either Perceptual or Linguistic Dyslexia. Advances in Cognitive Sciences 2005; 7 (3) :25-35
URL: http://icssjournal.ir/article-1-148-en.html
URL: http://icssjournal.ir/article-1-148-en.html
Abstract: (2300 Views)
Objective: In a relatively valid classification, in addition to highlighting the neuropsychological basis of dyslexia in children, they can be divided to perceptual and linguistic subgroups based on their reading accuracy. The main objective of this study is to compare the processing of phonological abilities between these two subgroups.
Method: In a descriptive research project of ex-post facto type based on the statistical analysis of the function of sample group, 50 students with reading disorder criteria were examined to evaluate the hypotheses under study. Tools of the study included reading test, test of phonological skills and Raven's Progressive Matrices. Results were evaluated using non-parametric test.
Results: According to the findings, there were significant differences between the scores of the two groups in some phonological skills (i.e. digit naming speed, alliteration fluency, semi-spoonerisms, and reading speed).
Conclusion: It seems that grouping children with reading disorders into perceptual and linguistic subgroups is valid and that each of these two subgroups have different neuropsychological origins. In comparison with children in the linguistic group, children in the perceptual group are stronger in accessing letter structures and phonemes, storing and retrieving phonological requirements from their long-term memories, the use of phonemes, and speech.
Method: In a descriptive research project of ex-post facto type based on the statistical analysis of the function of sample group, 50 students with reading disorder criteria were examined to evaluate the hypotheses under study. Tools of the study included reading test, test of phonological skills and Raven's Progressive Matrices. Results were evaluated using non-parametric test.
Results: According to the findings, there were significant differences between the scores of the two groups in some phonological skills (i.e. digit naming speed, alliteration fluency, semi-spoonerisms, and reading speed).
Conclusion: It seems that grouping children with reading disorders into perceptual and linguistic subgroups is valid and that each of these two subgroups have different neuropsychological origins. In comparison with children in the linguistic group, children in the perceptual group are stronger in accessing letter structures and phonemes, storing and retrieving phonological requirements from their long-term memories, the use of phonemes, and speech.
Type of Study: Research |
Subject:
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Received: 2017/05/18 | Accepted: 2005/07/24 | Published: 2005/09/23
Received: 2017/05/18 | Accepted: 2005/07/24 | Published: 2005/09/23
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