Abstract
The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group matched by chronological age and a group of children who are 2 years younger, presumably at the end of the reading acquisition process. An additional purpose was to investigate the role of vowelization in the reading ability of unvowelized script among readers with dyslexia in an attempt to assess whether vowelization plays a mediating role for reading speed of unvowelized scripts. The present study found no significant differences in reading accuracy and speed between vowelized and unvowelized scripts among fourth-grade readers with dyslexia. The reading speed of fourth-graders with dyslexia was similar to typically developing second-graders for both the vowelized and unvowelized words. However, fourth-grade children with dyslexia performed lower than the typically developing second-graders in the reading accuracy of vowelized script. Furthermore, for readers with dyslexia, accuracy in reading both vowelized and unvowelized words mediated the reading speed of unvowelized scripts. These results may be a sign that Hebrew-speaking children with dyslexia have severe difficulties that prevent them from developing strategies for more efficient reading.
Similar content being viewed by others
References
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16, 423–442.
Baluch, B., & Danaye-Tousi, M. (2006). Spelling transparency and its impact on dyslexic and unimpaired children's memory for words. Annals of Dyslexia, 56, 319–334. doi:10.1007/s11881-006-0014-2.
Baluch, B., & Danaye-Tousi, M. (2007). A pilot investigation into unimpaired and dyslexic Persian children's word naming and spelling: Implications for models of reading and counseling. Counseling Psychology Quarterly, 20, 41–50. doi:10.1080/09515070701197495.
Berninger, V. (2006). A developmental approach to learning disabilities. In I. Siegel & A. Renninger (Eds.), Handbook of child psychology, child psychology and practice (Vol. 4, pp. 420–452). New York: Wiley.
Bose, A., Colangelo, A., & Buchanan, L. (2011). Effect of phonetic complexity on word reading and repetition in deep dyslexia. Journal of Neurolinguistics, 24, 435–444. doi:10.1016/j.jneuroling.2011.01.004. ISSN 0911–6044.
Breznitz, Z. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 15–42.
Breznitz, Z., & Meyler, A. (2003). Speed of lower-level auditory and visual processing as a basic factor in dyslexia: Electrophysiological evidence. Brain and Language, 85, 166–184. doi:10.1016/S0093-934X(02)00513-8.
Breznitz, Z., & Misra, M. (2003). Speed of processing of the visual-orthographic and auditory-phonological systems in adult dyslexics: The contribution of "asynchrony" to word recognition deficits. Brain and Language, 85, 486–502. doi:10.1016/S0093-934X(03)00071-3.
Cohen-Mimran, R. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and non-phonological language skills. Reading and Writing: An Interdisciplinary Journal, 19, 291–311.
Constantinidou, M., & Stainthorp, R. (2009). Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 2, 171–186. doi:10.1080/01443410802613483.
de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22–40. doi:10.1037//0022-0663.95.1.22.
Defior, S., Martos, F., & Cary, L. (2002). Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish. Applied Psycholinguistics, 23, 135–148. doi:10.1017/S0142716402000073.
Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & E. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Mahwah, NJ: Erlbaum.
Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of reading and IQ over time: Empirical evidence for a definition of dyslexia. Psychotically Science, 21, 93–101. doi:10.1177/0956797609354084.
Friedmann, N., & Rahamim, E. (2007). Developmental letter position dyslexia. Journal of Neuropsychology, 1, 201–236. doi:10.1348/174866407X204227.
Gooch, D., Snowling, M., & Hulme, C. (2011). Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. Journal of Child Psychology & Psychiatry, 52, 195–203. doi:10.1111/j.1469-7610.2010.02312.x.
Jimenez, J. E., & Hernandez-Valle, I. (2000). Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 33, 44–60. doi:10.1177/002221940003300108.
Jimenez, J. E., Rodriguez, C., & Ramirez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences. Journal of Experimental Child Psychology, 103, 167–185. doi:10.1016/j.jecp.2009.02.004.
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Advances in psychology (Orthography, phonology, morphology, and meaning, Vol. 94, pp. 27–44). Amsterdam: North-Holland.
Katzir, T., Shaul, S., Breznitz, Z., & Wolf, M. (2004). The universal and unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew and English speaking children with reading disorders. Reading and Writing, 17, 739–768. doi:10.1007/s11145-004-2655-z.
Landerl, K., Wimmer, H., & Firth, U. (1997). The impact of orthographic consistency on dyslexia: A German–English comparison. Cognition, 63, 315–334. doi:10.1016/S0010-0277(97)00005-X.
López-Escribano, C., & Katzir, T. (2008). Are phonological processes separate from the processes underlying naming speed in a shallow orthography. Education and Psychology, 16, 641–666.
Miller, P. (2007). The role of phonology in the word decoding skills of poor readers: Evidence from individuals with prelingual deafness and diagnosed dyslexia. Journal of Developmental Psychology Disabilities, 19, 385–408. doi:10.1007/s10882-007-9057-5.
Paulesu, E., Démonet, J., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S., Cossu, G., Habib, M., Frith, C., Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165–2167.
Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383.
Plaut, D. C., McClelland, J. L., Siedenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56–115. doi:10.1037//0033-295X.103.1.56.
Primor, L., Pierce, M., & Katzir, T. (2012). Predicting reading comprehension of narrative and expository texts among different profiles of Hebrew readers. Annals of Dyslexia. 62:1–18.
Ramus, F., & Ahissar, M. (2012). Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology, 29, 104–122.
Raven, J., Raven, J. C., & Court, J. H. (1993). Raven manual: Section 1. General overview. Oxford: Oxford Psychologists Press.
Ravid, D. (1996). Accessing the mental lexicon: Evidence from incompatibility between representation of spoken and written morphology. Linguistics, 34, 1219–1246. doi:10.1515/ling.1996.34.6.1219.
Ravid, D. (2004). Hebrew orthography and literacy. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–363). Mahwah, NJ: Lawrence Erlbaum Associates.
Ravid, D., & Bar-On, A. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors. Reading and Writing: An Interdisciplinary Journal, 18, 231–256. doi:10.1007/s11145-005-1802-5.
Ravid, D., & Schiff, R. (2004). Learning to represent vowels in written Hebrew: Different factors across development. First Language, 24, 185–208. doi:10.1177/0142723704044127.
Ravid, D., & Schiff, R. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing: An Interdisciplinary Journal, 19, 789–818. doi:10.1007/s11145-006-9004-3.
Schiff, R. (2003). The effects of morphology and word length on the reading of Hebrew nominals. Reading and Writing: An Interdisciplinary Journal, 16, 263–287.
Schiff, R. (2012). Transition from shallow to deep orthography: The role of vowelization in reading development of unvowelized scripts. Journal of Psycholinguistics Research.
Schiff, R., & Calif, S. (2007). Role of phonological and morphological awareness in L2 oral word reading. Language Learning, 57, 271–298. doi:10.1111/j.1467-9922.2007.00409.x.
Schiff, R., & Lotem, E. (2011). Social class differences in the development of reading ability: The role of phonological awareness and morphological awareness within two orthographies. First Language, 31, 139–163.
Schiff, R., & Ravid, D. (2004). Representing written vowels in university students with dyslexia compared with normal Hebrew readers. Annals of Dyslexia, 54, 39–62. doi:10.1007/s11881-004-0003-2.
Schiff, R., Kahta, S., & Katzir, T. (2006). Single-word reading test: Vowelized and unvowelized word reading. Ramat-Gan: Unpublished manuscript, Haddad Center, Bar-Ilan University.
Schiff, R., Schwartz-Nahshon, S., & Nagar, R. (2011). Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities. Annals of Dyslexia, 61, 44–63. doi:10.1007/s11881-010-0046-5.
Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58, 81–95. doi:10.1007/S11881-008-0013-6.
Seymour, P. H. K., Aro, M., Erskine, J. M., & COST Action Group. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi:10.1348/000712603321661859.
Shani, M., Lahman, D., Shalem, S., Bahat, A., & Zieger, T. (2006). Alef ad taf: Manual. [Alef to Taf: Manual.]. Tel Aviv: Mofet Institute.
Shany, M., & Share, D. (2011). Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Annals of Dyslexia, 61, 64–84. doi:10.1007/s11881-010-0047-4.
Shany, M., Bar-On, A., & Katzir, T. (2011). Reading different orthographic structures in the shallow-pointed Hebrew script: A cross-grade study in elementary school. Reading and Writing. doi:10.1007/s11145-011-9314-y. IF 2010–1.297.
Share, D. (1995). Phonological encoding and self-teaching: Since qua non of reading-acquisition. Cognition, 55, 151–218.
Share, D. (2003). Dyslexia in Hebrew. In N. Goulangris (Ed.), Dyslexia in different languages: Cross-linguistic comparisons (pp. 208–234). London: Whurr.
Share, D. (2008). On the Anglocentricities of current reading research and practice: The perils of over reliance on an “outlier” orthography. Psychological Bulletin, 134, 584–615.
Share, D., & Shalev, C. (2004). Self-teaching and disabled readers. Reading and Writing: An Interdisciplinary Journal, 17, 769–800. doi:10.1007/s11145-004-2658-9.
Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental Psychopathology, 20, 1329–1349. doi:10.1017/S0954579408000631.
Shimron, J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Psychological Bulletin, 114, 52–67. doi:10.1037//0033-2909.114.1.52.
Smolka, E., & Eviatar, Z. (2006). Phonological and orthographic visual word recognition in the two cerebral hemispheres: Evidence from Hebrew. Cognitive Neuropsychology, 23, 972–989. doi:10.1080/02643290600654855.
Snowling, M. J. (2008). Specific disorders and broader phenotypes: The case of dyslexia. Quarterly Journal of Experimental Psychology, 61, 142–156.
Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38, 387–399. doi:10.1177/00222194050380050201.
Sprenger-Charolles, L., Cole, P., Kipffer-Piquard, A., Pinton, F., & Billard, C. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics. Reading and Writing: An Interdisciplinary Journal, 22, 811–842. doi:10.1007/s11145-008-9117-y.
Sucena, A., Castro, S. L., & Seymour, P. (2009). Developmental dyslexia in an orthography of an intermediate depth: The case of European Portuguese. Reading and Writing: An Interdisciplinary Journal, 22, 791–810. doi:10.1007/s11145-008-9156-4.
Tressoldi, P. E., Stella, G., & Faggella, M. (2001). The development of reading speed in Italians with dyslexia: A longitudinal study. Journal of Learning Disabilities, 34, 414–417. doi:10.1177/002221940103400503.
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing (CTOPP). Austin: Pro-Ed.
Woodcock, R. W. (1987). Woodcock reading mastery test—Revised. Circle Pines: American Guidance Services, Inc.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. doi:10.1037/0033-2909.131.1.3.
Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D., & Schulte-Körne, G. (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86, 169–193. doi:10.1016/S0022-0965(03)00139-5.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Schiff, R., Katzir, T. & Shoshan, N. Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Ann. of Dyslexia 63, 171–185 (2013). https://doi.org/10.1007/s11881-012-0078-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11881-012-0078-0