1. Beginning reading, dyslexia, and sound-spelling Anna M. T. Bosman 1 & Wietske Vonk 2 ESCOP, LEIDEN August 31 st - September 3 rd, 2005 1 Radboud Universiteit Nijmegen, Dept of Special Education 2 MPI, Nijmegen, the Netherlands

2. Basic aspects Reading Orthography Semantics Phonology Interactive

3. Feedforward and Feedback consistency 1 1 From Stone, Vanhoy, & Van Orden, 1997

4. Dyslexia Reading Orthography Semantics Phonology ? ? ? ? ?

5. Participants

6. Stimuli 4 120 stimuli –60 words (spelling-to-sound consistent) 30 words: sound-to-spelling consistent –15 high-frequency and 15 low-frequency words 30 words: sound-to-spelling inconsistent –15 high-frequency and 15 low-frequency words –60 pseudowords 30 words: sound-to-spelling consistent 30 words: sound-to-spelling inconsistent

7. Examples 4 Sound-to-spelling Consistent –HF: MENS [person], SOMS [sometimes] –LF: HUIS [skin]; FIJN [fine] 4 Sound-to-spelling Inconsistent –HF: KOERS [course]; ROMP [trunk] –LF: TEIL [tub]; SAUS [sauce]

8. Effects of consistency and frequency on error s

9. Effects of consistency and frequency on latencies

10. Students with dyslexia

11. Reading-match students

12. Age-match students

13. Conclusions 4 All three groups –Frequency effect on word errors and latencies –Consistency effect on word latencies 4 Students with dyslexia –Consistency effect in the LF-condition only 4 No consistency effects on pseudowords THUS,…………………

14. is also interactive in nature ! Reading in children with dyslexia Orthography Semantics Phonology

15. Many thanks to Margriet van Zwam