Abstract
The aim of this study was to examine the phonological errors made by dyslexics and non-dyslexic children in Persian orthography which is transcribed with two distinct spelling: words spelled with long vowels (transparent) and words spelled with short vowels (diacritics) are called opaque words. The sample of the study consisted of Fifteen dyslexic students with the mean age of 9.6, (SD= 1.5) and fifteen unimpaired elementary students with the mean age of 9.6 (SD= 1.4) who were Persian residents of 6th district of Tehran. All the participants were controlled for IQ, social class and behavioral disorders. The instrument used in this research was a set of phonological awareness task (rhymed word detection, rhymed word production, first sound detection, final sound detection, blending syllables and syllable deletion). Participants were required to do each of these phonological awareness tasks in order to compare their error rates in transparent and opaque words. The performance of the two groups was examined according to the effect of transparency variable. Data analysis was done using SPSS software. Overall, the finding showed that dyslexic children encountered more problems in both transparent and opaque words than did unimpaired children and the difference was statistically significant (P<0/05). On the other hand, correlation analysis (Pearson) showed a significant negative interaction between two variables (transparency and subjects) (P< 0/001). This means that dyslexic children in compare to normal ones committed more errors in phonological awareness tasks. The results of this research show that the degree of the transparency of writing systems affects the phonological processing ability of individuals.
Highlights
Children with Developmental dyslexia usually fail to acquire age-appropriate reading skills in the absence of other cognitive dysfunctions, such as poor vision, or frank neurological deficit (Stanovich, 1988b; Vellutino, 1979)
The aim of this study was to examine the phonological errors made by dyslexics and non-dyslexic children in Persian orthography which is transcribed with two distinct spelling: words spelled with long vowels and words spelled with short vowels are called opaque words
The aims of this research were to investigate the phonological errors made by dyslexic and non-dyslexic children who were reading the mixed orthography of Persian
Summary
Children with Developmental dyslexia usually fail to acquire age-appropriate reading skills in the absence of other cognitive dysfunctions, such as poor vision, or frank neurological deficit (Stanovich, 1988b; Vellutino, 1979). It is believed that phonological deficits interfere with learning the correspondence between sound and spelling which is an important step in learning to read. The field of dyslexia research is dominated by the phonological deficit explanation which Stanovich (1994) summarized quite succinctly: “Most cases of reading disability arise because of difficulties in the process of word recognition. These difficulties are, in turn, due to deficiencies in processes of phonological coding whereby letter patterns are transformed into phonological codes. The precursor to the phonological coding difficulty appears to be a deficit in segmental language skills sometimes termed phonological awareness or phonological sensitivity” (p. 585)
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