Abstract
We examined phonological recoding during silent sentence reading in teenagers with a history of dyslexia and their typically developing peers. Two experiments are reported in which participants’ eye movements were recorded as they read sentences containing correctly spelled words (e.g., church), pseudohomophones (e.g., cherch), and spelling controls (e.g., charch). In Experiment 1 we examined foveal processing of the target word/nonword stimuli, and in Experiment 2 we examined parafoveal pre-processing. There were four participant groups–older teenagers with a history of dyslexia, older typically developing teenagers who were matched for age, younger typically developing teenagers who were matched for reading level, and younger teenagers with a history of dyslexia. All four participant groups showed a pseudohomophone advantage, both from foveal processing and parafoveal pre-processing, indicating that teenagers with a history of dyslexia engage in phonological recoding for lexical identification during silent sentence reading in a comparable manner to their typically developing peers.
Highlights
Our aim was to examine the role of phonological recoding during silent sentence reading in teenagers, both with and without a history of dyslexia
As the first study investigating eye movements during reading in dyslexia to use both chronological age-matched and word reading accuracy-matched comparisons, these results indicate that the reading difficulties associated with a history of dyslexia stem from atypical cognitive processing during reading
There was no evidence to suggest that the pseudohomophone advantage was either absent, reduced in magnitude, or delayed for the teenagers with a history of dyslexia relative to their typically developing peers
Summary
Our aim was to examine the role of phonological recoding during silent sentence reading in teenagers, both with and without a history of dyslexia. There is, robust evidence that deficits in certain phonological awareness tasks are a key factor related to the reading difficulties associated with dyslexia [3]. It is not precisely understood how these deficits impact upon silent reading, nor how the ability to phonologically recode written words typically develops. One of the most influential theories for the reading difficulties associated with dyslexia is the phonological deficit hypothesis [4,5,6,7,8].
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