Basic determinants of specific learning disabilities in reading. Experimental exploration of component functions in reading and of deficits in their coordination.

Autor/in	Lachmann, Thomas
Institution	Technische Universität Kaiserslautern / Fachbereich Sozialwissenschaften
Titel	Basic determinants of specific learning disabilities in reading. Experimental exploration of component functions in reading and of deficits in their coordination.
Quelle	Kaiserslautern: Techn. Univ. (2007), VI, 267 S.Verfügbarkeit
Reihe	Experimental exploration of learning and learning disabilities. 1
Beigaben	Illustrationen; Literaturangaben S. 228-258
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1864-2578
ISBN	3-939432-35-0; 978-3-939432-35-7
Schlagwörter	Experimentelle Untersuchung; Verstehen; Lernbehinderung; Lernschwierigkeit; Hören; Leseschwäche; Lesekompetenz; Informationsverarbeitung; Deutschland; Leipzig
Abstract	This work addresses basic functions and their coordination in reading and reading disability. In the first part, functions of letter perception and recognition are investigated. In six choice reaction experiments, letter and non-letter targets were presented either in isolation or surrounded by a geometrical shape that could be congruent or incongruent to the target in terms of figural features. When classification required a distinction between letters and non-letters, a negative congruence effect for letters and a positive congruence effect for non-letters were obtained. When no distinction had to be made, letters and non-letters invariably showed a positive congruence effect. In two same-different experiments, letters, pseudo-letters or geometrical shapes to be compared were presented successively; the first one always in isolation, the second either isolated or surrounded by an irrelevant congruent or incongruent geometrical shape. The congruence effect for letters was shown to depend on ISI. The results were explained in terms of different feature integration strategies for letters and non-letters; the task determines the strategy used for letter processing. The second part of the work deals with deficits in the functional coordination of basic reading functions as determinant for a specific disability in learning to read. In five experiments, deficits in visual temporal integration, in auditory and phonological discrimination, and in visual-auditory integration were found to discriminate between pupils with a specific learning disability in reading and controls. Evidence for the importance of diagnostic subgroups of reading disabled children was presented. Children with problems in analytic reading skills were concluded to fail in grapheme-to-phoneme-conversion due to an auditory low-level deficit. This deficit leads to a preference of visual strategies in letter processing. Symmetry Generalization was introduced as one of these strategies. Another group of children was diagnosed as having problems in holistic reading skills. These problems were concluded to primarily result from a general temporal processing deficit. (Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1