Abstract
The current study addresses the nature of developmental reading deficits in Romanian upper primary grade students. We investigated the presence of a primary deficit in reading speed and the nature of reading strategies employed by Romanian dysfluent readers. This study is a part of a work in progress. Students with dyslexia were compared to students without dyslexia on measures of accuracy and speed of reading a text and non-word stimuli. The lexical procedure was investigated based on intra-individual comparisons of non-word vs. word reading, and high frequency vs. low frequency words. Our investigation yield interesting results. Students with dyslexia in third and fourth grades presented not only a reading speed deficit, but also less accurate reading. Also, there is evidence against the over-reliance of dyslexic children on the sublexical route.
Highlights
In a synthesis report (EACEA/Eurydice 2011, p. 67, 70) on the situation of reading in European countries, Romania is offering little support to struggling readers
There is much to learn on dyslexia and its specificity as related to the Romanian language
Given the importance of gathering empirical data on similar depth orthographies and reading difficulties, our study aims at investigating the lexicality effect and word frequency effect in students with dyslexia and in average readers in order to bring more information on the specificity of developmental reading difficulties presentation in the Romanian written language
Summary
In a synthesis report (EACEA/Eurydice 2011, p. 67, 70) on the situation of reading in European countries, Romania is offering little support to struggling readers. 67, 70) on the situation of reading in European countries, Romania is offering little support to struggling readers It seems that teachers underestimate the need of support in the case of a reading difficulty, while struggling readers have less access to specialized personnel with. One linguistic factor that could play an important role in differences as far as learning to read is concerned, and in the manifestation of reading difficulties is the syllabic complexity The Romanian language contains three times more open syllables than closed ones (Sclifos 2008) and the most frequent syllabic structures are consonant-vowel, consonant-vowel-consonant. Another dimension connected with reading difficulties is the transparency of orthography (a regular orthography) in the Romanian language. In regular orthographies it seems that reading deficits have a different presentation, being characterized rather by a slower speed, than by inaccurate reading (Wimmer 1993)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
