Phonological and Orthographic Coding in the Decoding and Spelling of College Students with and Witho - PowerPoint PPT Presentation

1 / 25
About This Presentation
Title:

Phonological and Orthographic Coding in the Decoding and Spelling of College Students with and Witho

Description:

Woodcock-Johnson III (Word Attack, Letter-word Identification) Encoding ... Woodcock-Johnson III (Spelling by Sounds, Dictation) Results ... – PowerPoint PPT presentation

Number of Views:91
Avg rating:3.0/5.0
Slides: 26
Provided by: kathyc67
Category:

less

Transcript and Presenter's Notes

Title: Phonological and Orthographic Coding in the Decoding and Spelling of College Students with and Witho


1
Phonological 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.

2
Developmental Dyslexia
  • Persists into adulthood
  • Bruck, 1985, 1990, 1993
  • Fink, 1999
  • Finucci, Gottfredson Childs, 1986
  • Johnson Blalock, 1986
  • Rawson, 1968

3
Relationship 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)

4
Relationship 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)

5
Adult 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)

6
Intrusion of Orthographic Processing
  • Landerl, Frith Wimmer (1996) Su
    ggest that weak link between phonological and
    orthographic representations might be a central
    problem in dyslexia

7
Intrusion 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)

8
Abbott 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.

9
Questions
  • 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?

10
Questions
  • Does the same model explain decoding and spelling
    across groups?

11
Abbot 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

12
Research Populations
  • 101 college students with documented learning
    disabilities (F49M52)
  • 102 college students with no documented
    disabilities (F 74 M 28)

13
Population with Learning Disabilities
  • Identified using Georgia Regents Criteria for
    Learning Disabilities
  • Average intelligence or better
  • Identified cognitive/language processing deficits
  • Significant academic underachievement

14
Measures 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)

15
Phonemic 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.

16
Phonological 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).

17
Segmenting 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).

18
Orthographic 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.

19
Homophone/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.

20
Colorado 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.

21
Decoding 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)

22
Results
  • 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.

23
Results
  • Students with LD appear to be more dependent on
    phonological coding for spelling words.
  • Factor patterns- same
  • Factor loadings-different

24
Implications
  • Further exploration of phonological coding and
    decoding for the adult population
  • Further exploration of orthographic coding and
    spelling using more linguistically sophisticated
    tasks

25
Implications
  • Measures of latency
  • Relationship of phonologic and orthographic
    coding using a full model
Write a Comment
User Comments (0)
About PowerShow.com