PREPOZNAVANJE RIJEČI U DJECE S DISLEKSIJOM
WORD RECOGNITION IN CHILDREN WITH DYSLEXIA

Summary/Abstract: Phonologica factor in word recognition has been studied in a visual search paradigm in children with dyslexia. The participants, children with dyslexia age 8 and 9 and the control group consisting of their peers with typical language development were asked to find a target word in a table containing randomly positioned words. The experimental conditions manipulated the phonological critérium of possible cohort size and cohort membership. Target word belonged either to a big or to a small cohort and was either a member of the same cohort as the other non-target words in the table or not. The results show that the cohort size is a factor that makes the task difficult to the children with dyslexia, especially when all words in the table belong to the same cohort. In other words, children with dyslexia had problems in word recognition when they were not in a position to use some compensatory strategy and required “precise"phonological knowledge to extract the target word from the environment consisting of phonologically similar word. These results indicate that there is a phonological dimension of dyslexia at least on the behavioral level (i. e. regardless of the possible background causes) and that this phonological dimension of the deficit prevents children with dyslexia to acquire adult-like automatized reading.

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