Title: Phonological and Orthographic Coding in the Decoding and Spelling of College Students with and Witho
1Phonological and Orthographic Coding in the
Decoding and Spelling of College Students with
and Without Learning Disabilities
- Noel Gregg, Ph.D.
- Deborah Knight, Ph.D.
- Cheri Hoy, Ph.D.
- Robert Stennett, Ph.D.
- Nancy Mather, Ph.D.
2Developmental Dyslexia
- Persists into adulthood
- Bruck, 1985, 1990, 1993
- Fink, 1999
- Finucci, Gottfredson Childs, 1986
- Johnson Blalock, 1986
- Rawson, 1968
3Relationship of Phonology and Orthography to
Decoding/Spelling for Adults..
- Predictive ability of phonological knowledge to
reading achievement - phonlogical segmentation
- phoneme blending
- phoneme deletion
- Phonological decoding-self-teaching device that
facilitates the establishment of orthographic
representations (Bruck, 1993Share Stanovich,
1995)
4Relationship of Phonology and Orthography to
Decoding/Spelling for Adults..
- Phonological and orthographic representations of
words are so closely connected that they are
often co-activated (Landerl, Frith Wimmer,
1996) - Phonological and orthographic processing might be
a single factor at the adult level (Gough
Wren, 1998)
5Adult Population with LD
- Adults with dyslexia do not acquire appropriate
levels of phoneme awareness despite extensive
education and reading experiences (Bruck, 1990,
1992, 1993). - Adults with LD perform significantly different on
phonological and orthographic tasks compared to
adults with AD/HD and normally-achieving adult
readers (Gregg, Coleman, Stennett, Davis, Nielsen
Knight, in press)
6Intrusion of Orthographic Processing
- Landerl, Frith Wimmer (1996) Su
ggest that weak link between phonological and
orthographic representations might be a central
problem in dyslexia
7Intrusion of Orthographic Processing
- Thus, seeing a written word does not
automatically evoke the words inner sound
(Landerl, Frith Wimmer, 1996) - Moreover, the sound of a word does not
automatically evoke the inner orthographic image
(Landerl, Frith Wimmer, 1996)
8Abbott Berninger (1993)
- Applied a multi-group SEM to analyze the
structural relationships between latent factors
underlying writing abilities - In the intermediate grades the path from the
orthographic factor to spelling was significant
and more sizeable than that from the phonological
coding factors.
9Questions
- What is the relative contribution of phonological
coding and orthographic coding to decoding for
the college population with and without learning
disabilities? - What is the relative contribution of phonological
coding and orthographic coding to spelling for
the college population with and without learning
disabilities?
10Questions
- Does the same model explain decoding and spelling
across groups?
11Abbot Berninger (1993) Definitions
- Orthographic coding restricted to written
language tasks that do not require direct
processing or production of spoken language - Phonological coding restricted to tasks that
only require processing or production of spoken
language
12Research Populations
- 101 college students with documented learning
disabilities (F49M52) - 102 college students with no documented
disabilities (F 74 M 28)
13Population with Learning Disabilities
- Identified using Georgia Regents Criteria for
Learning Disabilities - Average intelligence or better
- Identified cognitive/language processing deficits
- Significant academic underachievement
14Measures as Categorized into Latent Constructs
- Phonological Processing Measures
- Phonemic Localization Task (Vellutino Scanlon,
1988) - Segmenting by Syllables Task (Johnson Blalock,
1986) - Phonological Segmentation Task (Berninger
Abbott, 1994)
15Phonemic Localization (Vellutino Scanlon,
1988)
- Participant is presented with pairs of spoken
one-syllable words/pseudowords. Each pair differs
by one phoneme either initially, medially, or
finally. The examinees task is to state where
the two words in each pair sound different. Two
training items orient the examinee to the goal of
the task and discourage the use of an
orthographic strategy.
16Phonological Segmentation (Berninger Abott,
1994)
- Taped subtest requiring the examinee to repeat
pseudowords (e.g., Say gant), and (2) say
them again after taking out one or more sounds
(e.g., Now say it again, but dont say t).
Pseudowords vary from one to four syllabes
segments to be deleted are varied to control for
location and type (e.g., segments breaking
syllable boundaries).
17Segmenting by Syllables (Johnson Blalock,
1986)
- Participant is asked to break familiar words into
their constituent syllables (e.g., an acceptable
response for interview would be in-ter-view).
18Orthographic Choice (Stanovich, West
Cunningham, 1991)
- Task is a psychomotor scanning task consisting of
25 items. The examinee is presented with a sheet
of paper featuring a series of stimulus questions
(e.g., What can be cooked?) and a two
homophonic answer option (e.g., meat/meet). The
examinees task is to circle the correct answer
to each item as quickly as possible.
19Homophone/Pseudohomophone Choice (Olson,
Forsberg, Wise, 1994)
- Psychomotor speed measure where the examinee is
presented with a sheet featuring a series of
spelling choice tasks. Each of the 78 items
consists of two orthographically plausible
spellings for a common word, only one of which is
conventionally accepted (e.g, fit/phit). Examinee
must circle the correct answer as quickly as
possible.
20Colorado Perceptual Speed Test-Task III (DeFries
Baker, 1983)
- Examinee is presented with sheets featuring 30
rows of letter clusters (e.g., falp). In each
row, one of the four items to the right is
identical to the stimulus on the left. The
examinees task is to circle the correct answer
for each row as quickly as possible. At the end
of one minute the examinee is stopped.
21Decoding and Spelling Measures
- Decoding
- Wide Range Achievement Measure (Reading)
- Woodcock-Johnson III (Word Attack, Letter-word
Identification) - Encoding
- Wide Range Achievement Measure (Spelling)
- Woodcock-Johnson III (Spelling by Sounds,
Dictation)
22Results
- Phonology makes more of a contribution to
decoding than orthography for college students
with and without LD. - Orthography makes more of a contribution to
spelling than phonology for college students with
and without LD.
23Results
- Students with LD appear to be more dependent on
phonological coding for spelling words. - Factor patterns- same
- Factor loadings-different
24Implications
- Further exploration of phonological coding and
decoding for the adult population - Further exploration of orthographic coding and
spelling using more linguistically sophisticated
tasks
25Implications
- Measures of latency
- Relationship of phonologic and orthographic
coding using a full model