Nonword reading as an indicator of orthographic learning in the ID population

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dc.contributor Merrill, Edward C.
dc.contributor Scofield, Jason M.
dc.contributor.advisor Conners, Frances A.
dc.contributor.author Loveall, Susan Janel
dc.date.accessioned 2017-03-01T14:38:41Z
dc.date.available 2017-03-01T14:38:41Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000537
dc.identifier.other Loveall_alatus_0004M_10632
dc.identifier.uri https://ir.ua.edu/handle/123456789/1042
dc.description Electronic Thesis or Dissertation
dc.description.abstract Previous research has suggested that individuals with intellectual disability (ID) perform worse in several areas of reading compared to mental age matched peers (see Conners, 2003 for a review of the literature). However, it is unclear how they compare on measures of orthographic processing, the visual aspect of reading. The leading approach to understanding orthographic processing in word identification for typically developing (TD) children is the self-teaching hypothesis (Jorm & Share, 1983; Share, 1995; 1999). The self-teaching hypothesis suggests that word-specific orthographic representations are acquired as a result of phonological recoding. By sounding out words, individuals incidentally pick up on the orthographic layout of those words, achieving orthographic learning. The present study is a first test of the self-teaching hypothesis for children with ID. The results indicate that both groups were able to self-teach. This study has important implications for reading instruction. Specifically, instruction in phonological recoding may have a double benefit for individuals with intellectual disabilities. With more phonological recoding instruction they may be better at recoding and also gain orthographic knowledge in the process.
dc.format.extent 50 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Developmental Psychology
dc.subject.other Cognitive Psychology
dc.subject.other Reading Instruction
dc.title Nonword reading as an indicator of orthographic learning in the ID population
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.A.


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