Abstract
ABSTRACT Do dyslexic students read words differently to normal students? The present study was designed to examine this question. A group of 19 dyslexic students, 15 years old, was carefully selected from a full cohort of 1250 students. Nineteen normal readers were closely matched on all relevant variables except reading ability. A number of tests were used to assess word‐reading skill, phonological processing, orthographic competence and letter‐processing speed. The separability of phonological and orthographic processes was demonstrated in a multiple‐regression analysis. A path model displayed the differential impact of the factors in the two groups. Phonological ability was the main factor influencing the variance in word reading among normal readers, whereas this factor had no significant role among dyslexics. In contrast, the orthographic factor was the most influential factor in the dyslexics’ word reading.
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