Modeling individual differences in text reading fluency: a different pattern of predictors for typically developing and dyslexic readers.

ABSTRACT: This study was aimed at predicting individual differences in text reading fluency. The basic proposal included two factors, i.e., the ability to decode letter strings (measured by discrete pseudo-word reading) and integration of the various sub-components involved in reading (measured by Rapid Automatized Naming, RAN). Subsequently, a third factor was added to the model, i.e., naming of discrete digits. In order to use homogeneous measures, all contributing variables considered the entire processing of the item, including pronunciation time. The model, which was based on commonality analysis, was applied to data from a group of 43 typically developing readers (11- to 13-year-olds) and a group of 25 chronologically matched dyslexic children. In typically developing readers, both orthographi

SUBMITTER: Zoccolotti P 

PROVIDER: S-EPMC4235379 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature