Not completed but still identified: orthographic closure and word recognition among poor and typical native Arab readers.

Abstract

The current study aimed to investigate the effectiveness of the orthographic representations among poor readers compared to typical readers. For this aim, an orthographic visual closure task was used. One hundred and twenty native Arab readers, 60 typical and 60 poor, from third, fifth and seventh grades, were participated in the current study. A computerized tool was designed to test the orthographic closure ability, where the stimuli were orthographic patterns of words in Arabic. For each orthographic pattern of each word, eight levels of appearance display were created: Level 1 showed the most completed level of the image and Level 8 showed the most fragmented one. Throughout the experiment, participants were required to look at the screen and tell their answer loudly as soon as the pattern was identified. The level at which each correct identification has occurred was recorded. The results revealed significant differences between the two groups of readers and between the different ages regarding the level at which they were able to identify the presented words. The findings showed that the identification of written words, like pictures, can be activated even that the orthographic information is not fully presented while the effectiveness of such activations depends on the effectiveness of the orthographic representations.