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Essay / Research Paper Abstract
This 20 page paper reviews five research studies that emphasized phonological awareness, phoneme awareness, orthographic processes, nonword reading, and/or exception word reading or a combination of all. Included are one British study, one German study, one Dutch study and two American studies. The essay provides an overview of what each investigator or set of investigators did, their purpose and hypotheses, the subject population, the ages and grade levels and the specific foci of the study. The essay also reports a synopsis of the results of each study and the conclusions made. Bibliography lists 5 sources.
Page Count:
20 pages (~225 words per page)
File: MM12_PGrndst.rtf
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Unformatted sample text from the term paper:
are numerous types of reading disabilities and there are numerous causes of reading disabilities. A child is usually identified as having a reading disability if their performance is about
two years below that of peers. Peers are identified as those children of the same age or in the same grade level. Some children are dyslexic, which is a
very specific condition that causes children to transpose letters and numbers, among a host of other behaviors. This essay reports five specific studies that focus on reading disabilities. More
specifically, phonological awareness and orthographic processing skills are considered in each study although each has a different purpose. Theoretical foundations of the studies included the double-deficit hypothesis, the connectionist theory,
single-deficit hypothesis, among others. Overview of Literature The studies by Jong and Leij (2003) and Griffiths and Snowling (2003) addressed the theory that the underlying cause of
dyslexia is a deficit in phonological awareness (Jong and Leij , 2003; Griffiths and Snowling, 2003). The purpose of Griffiths and Snowlings study was to explore "individual differences in
dyslexic childrens reading by assessing the concurrent predictors of exception words and nonword reading accuracy" (2003, p. 34). The investigators hypothesized that phonological skills would be stronger predictors than exception
words (Griffiths and Snowling, 2003). They also hypothesized that overall reading ability would have more of an impact on exception word reading (Griffiths and Snowling, 2003). More severe phonological processing
deficits were expected to result in greater impairment in nonword reading (Griffiths and Snowling, 2003). Children with "surface dyslexic profiles [were expected to have] less severe phonological impairments" (Griffiths and
Snowling, 2003, p. 35). These expectations were based on the connectionist framework The study took place in Northern England (Griffiths and Snowling, 2003). The subject group included 59 dyslexic children
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