Phonological coding in good and poor readers
1982; Elsevier BV; Volume: 34; Issue: 1 Linguagem: Inglês
10.1016/0022-0965(82)90033-9
ISSN1096-0457
AutoresPam Briggs, Geoffrey Underwood,
Tópico(s)Text Readability and Simplification
ResumoA set of four experiments is reported, based on the picture-word interference task and decoding task described by R. R. Rosinski, R. M. Golinkoff, and K. Kukish (Child Development, 1975, 46, 247–253). Results from both adults and children (aged 10 to 12) suggest that while poor readers possess weak decoding skills, good and poor readers show equivalent evidence of direct semantic and phonological access to the lexicon. Two alternative hypotheses are suggested, the first suggests that phonological coding problems in poor readers are located after lexical access, but prior to articulation and draws on the distinction between automatic phonological encoding and attentional articulatory codes (e.g., M. Coltheart, E. Davelaar, J. T. Jonasson, and D. Besner (in S. Dornic (Ed.), Attention and Performance VI. Hillsdale, N.J.: Erlbaum, 1977). The second hypothesis suggests that the poor reader relies far more heavily on strategies of processing, possibly because of a more limited processing capacity.
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