IQ vs Phonological Recoding Skills in Explaining Differences between Poor Readers and Normal Readers in Word Recognition: Evidence from a Naming Task

• Published in: Reading & writing Vol. 12; no. 1-2; pp. 129 - 142
• Main Authors: Rodrigo Lopez, Mercedes, Jimenez Gonzalez, Juan E
• Format: Journal Article
• Language: English
• Published: 01-03-2000
• ISSN: 0922-4777

The aim of this study was to investigate whether differences in reading performance between poor readers & normal readers could be better explained by phonological recoding deficiencies than IQ. A sample of 132 Spanish children was classified into four groups according to IQ (<80; 81-90; 91-109; 110-140) & into two groups based on reading skills (poor readers vs normal readers). A word naming task was also administered. We manipulated the word parameters (length, positional syllable frequency, & word frequency) & nonword parameters (length & positional syllable frequency) to find out whether students with reading disabilities would have more difficulties than normal readers in naming words under conditions that require extensive phonological computation. The results demonstrated that there were differences between Spanish children who were normal readers & those who were poor readers, independent of their IQs. 3 Tables, 47 References. Adapted from the source document