Dyslexia in a consistent orthography: evidence from reading-level match design

Rauno Parrila*, George K. Georgiou, Timothy C. Papadopoulos

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Studies in consistent orthographies using reading-level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek-speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.

Original languageEnglish
Pages (from-to)343-358
Number of pages16
JournalDyslexia
Volume26
Issue number4
DOIs
Publication statusPublished - Nov 2020

Keywords

  • consistent orthography
  • dyslexia
  • Greek
  • orthographic processing
  • phonological awareness
  • rapid naming
  • reading-level match design

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