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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., 1950- and Brown, G. D. A. (Gordon 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. ISSN 0022-0663
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Official URL: http://dx.doi.org/10.1037/0022-0663.90.2.279
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 |
| Date: | June 1998 |
| Volume: | Vol.90 |
| Number: | No.2 |
| Number of Pages: | 15 |
| Page Range: | pp. 279-293 |
| Identification Number: | 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) |
| URI: | http://wrap.warwick.ac.uk/id/eprint/15635 |
Data sourced from Thomson Reuters' Web of Knowledge
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