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Regularity effects and the phonological deficit model of reading disabilities : a meta-analytic review

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Metsala, Jamie L., Stanovich, Keith E. and Brown, G. D. A. (1998) Regularity effects and the phonological deficit model of reading disabilities : a meta-analytic review. Journal of Educational Psychology, Vol.90 (No.2). pp. 279-293. doi:10.1037/0022-0663.90.2.279

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Official URL: http://dx.doi.org/10.1037/0022-0663.90.2.279

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Abstract

This article presents a meta-analysis of spelling-to-sound regularity effects in individuals with reading disabilities and reading-level comparison groups. The phonological-deficit model of reading disabilities, coupled with the classic dual-route model of word recognition, has led to two predictions: (a) a specific deficit in the pseudoword reading of those with reading disabilities and (b) an absent or reduced regularity effect for those with reading disabilities relative to reading-level controls. Previous reviews confirm the first prediction. The present meta-analysis tested the second prediction. There was a clear effect of word regularity for individuals with reading disabilities, the magnitude of which did not differ from the word regularity effect for reading-level controls. The authors explore how the contradictory support for these 2 predictions is inconsistent with classic dual-route models of word reading and how connectionist models are consistent with the empirical findings on reading disability.

Item Type: Journal Item
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
P Language and Literature > P Philology. Linguistics
Divisions: Faculty of Science > Psychology
Library of Congress Subject Headings (LCSH): Reading disability, Phonetics, Cognition, Meta-analysis
Journal or Publication Title: Journal of Educational Psychology
Publisher: American Psychological Association
ISSN: 0022-0663
Official Date: June 1998
Dates:
DateEvent
June 1998Published
Volume: Vol.90
Number: No.2
Number of Pages: 15
Page Range: pp. 279-293
DOI: 10.1037/0022-0663.90.2.279
Status: Peer Reviewed
Publication Status: Published
Funder: National Reading Research Center (U.S.) (NRRC), United States. Office of Educational Research and Improvement (OERI), Natural Sciences and Engineering Research Council of Canada (NSERC)
Grant number: 117A20007 (NRRC)

Data sourced from Thomson Reuters' Web of Knowledge

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