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Permanent link (DOI): https://doi.org/10.7939/R3TM1W

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Orthographic Learning in Adults with Reading Difficulties Open Access

Descriptions

Other title
Subject/Keyword
orthographic learning
phonological awareness
rapid naming
eye movement
dyslexia
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hung, Rickie W K
Supervisor and department
Georgiou, George (Educational Psychology)
Examining committee member and department
Cummine, Jacqueline (Speech Pathology and Audiology)
Georgiou, George (Educational Psychology)
Parrila, Rauno (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2012-03-20T15:39:31Z
Graduation date
2012-06
Degree
Master of Education
Degree level
Master's
Abstract
This study examined the nature and cognitive predictors of orthographic learning in 20 adults with dyslexia and 27 controls. Orthographic learning was assessed with an orthographic choice task and with eye movements in reading a passage embedded with novel words. Participants also completed tasks measuring phonological awareness and rapid automatized naming (RAN). The results indicated that adults with dyslexia learned new words at a rate comparable to or even faster than that of typical readers, but were slower in recalling orthographic representations. Phonological awareness predicted orthographic learning, while RAN was not a significant predictor. These results confirm some previous findings on the predictors of orthographic learning, but also challenge claims that individuals with dyslexia exhibit impairment in orthographic learning.
Language
English
DOI
doi:10.7939/R3TM1W
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: Orthographic Learning in Adults with Reading Difficulties
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