Italian children with surface dyslexia and dysgraphia show defective orthographic lexical processing in both reading and spelling. It is unclear whether this parallelism is due to impairment of separate orthographic input and output lexicons or to a unique defective lexicon. The main aim of the present study was to compare the single- vs dual- lexicon accounts in dyslexic/dysgraphic children (and in normal but younger children). In the first study, nine Italian children with surface dyslexia and dysgraphia judged the orthographic correctness (input lexicon) of their phonologically plausible misspellings (output lexicon) and of phonologically plausible spellings experimentally introduced for words they consistently spelt correctly. The children were generally impaired in recognizing phonologically plausible misspellings. Parallel deficits in reading and spelling also emerged: children were more impaired in judging items they consistently misspelt and more accurate in judging items they always spelt correctly. In a second study, younger normal children with reading/spelling ability similar to the dyslexic/dysgraphic children in the first study (but younger) were examined. The results confirmed a close parallelism between the orthographic lexical representations used for reading and spelling. Overall, findings support the hypothesis that a single orthographic lexicon is responsible for reading and spelling performance in both dyslexic/dysgraphic and normal (but younger) children.

Single or dual orthographic representations for reading and spelling? A study on Italian dyslexic and dysgraphic children

ANGELELLI, Paola;MARINELLI, CHIARA VALERIA;
2010-01-01

Abstract

Italian children with surface dyslexia and dysgraphia show defective orthographic lexical processing in both reading and spelling. It is unclear whether this parallelism is due to impairment of separate orthographic input and output lexicons or to a unique defective lexicon. The main aim of the present study was to compare the single- vs dual- lexicon accounts in dyslexic/dysgraphic children (and in normal but younger children). In the first study, nine Italian children with surface dyslexia and dysgraphia judged the orthographic correctness (input lexicon) of their phonologically plausible misspellings (output lexicon) and of phonologically plausible spellings experimentally introduced for words they consistently spelt correctly. The children were generally impaired in recognizing phonologically plausible misspellings. Parallel deficits in reading and spelling also emerged: children were more impaired in judging items they consistently misspelt and more accurate in judging items they always spelt correctly. In a second study, younger normal children with reading/spelling ability similar to the dyslexic/dysgraphic children in the first study (but younger) were examined. The results confirmed a close parallelism between the orthographic lexical representations used for reading and spelling. Overall, findings support the hypothesis that a single orthographic lexicon is responsible for reading and spelling performance in both dyslexic/dysgraphic and normal (but younger) children.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11587/395823
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