Effects of reading skill and CaSe MiXiNg on nonword reading in German.

Many low-skill readers have problems with visual word recognition. In particular, low-skill readers show a substantial nonword reading deficit that is attributed to deficits in sub-lexical processing. In this study, I examined whether the nonword deficits of German 14-year-old low-skill readers were associated with inefficient use of multi-letter information. In a lexical-decision experiment, words and nonwords were presented in standard format and in MiXeD cAsE format which has been shown to be especially disrupting for sub-lexical processing. When the stimuli were presented in standard format, low-skill readers showed a substantial nonword reading deficit, that is they were generally slower than high-skill readers, but had special problems with decoding nonwords. However, when stimuli were presented in MiXeD cAsE, low- and high-skill readers showed equal impairments in nonword processing. This finding indicates that low-skill readers do not use context-sensitive multi-letter rules during phonological assembly in normal reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Accession Number: 2013-13242-005. Partial author list: First Author & Affiliation: Schroeder, Sascha; Max Planck Institute for Human Development, Berlin, Germany. Other Publishers: Blackwell Publishing. Release Date: 20130916. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Lexical Decision; Phonology; Reading Skills; Text Structure; Word Recognition. Minor Descriptor: Lexical Access; Words (Phonetic Units). Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adolescence (13-17 yrs) (200). Tests & Measures: Flesch’s Reading Ease Index-German adaptation; Verstāndiges Lesen 7–9—Version A, Short Form; Reading Comprehension Test DOI: 10.1037/t00118-000. Methodology: Empirical Study; Qualitative Study; Quantitative Study. References Available: Y. Page Count: 16. Issue Publication Date: May, 2013. Publication History: Revised Date: Jan 27, 2011; First Submitted Date: Jun 3, 2010. Copyright Statement: Published by Blackwell Publishing. UKLA. 2011.