Enhanced semantic involvement during word recognition in children with dyslexia
Abstract
We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a picture-word priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school....
Paper Details
Title
Enhanced semantic involvement during word recognition in children with dyslexia
Published Date
Feb 1, 2019
Volume
178
Pages
15 - 29
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