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IQ, phonological awareness and continuous‐naming speed related to Dutch poor decoding children's performance on two word identification tests
Author(s) -
van den Bos Kees P.
Publication year - 1998
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(199806)4:2<73::aid-dys104>3.0.co;2-#
Subject(s) - psychology , dyslexia , word (group theory) , phonological awareness , identification (biology) , decoding methods , cognitive psychology , phonology , word identification , audiology , developmental psychology , word recognition , linguistics , reading (process) , computer science , medicine , literacy , telecommunications , pedagogy , philosophy , botany , biology
This correlational study focuses on the relationship between word identification variables and the reading‐related variables of intelligence, phonological awareness and continuous‐naming speed. Subjects are from two samples of 10‐ to 12‐year‐old children who are all poor to very poor decoders, but with subnormal IQs or normal IQs. An initial analysis of the reading‐related variables indicates a naming speed and an intelligence factor. The variable of phonological awareness loads substantially on the intelligence factor. Although naming speed factor scores and intelligence factor scores are both significantly correlated with the poor decoders' word identification scores, speed factor correlations are significantly larger than intelligence factor correlations. In a subsequent analysis, phonological awareness is considered as a separate factor and scores on this factor correlate only marginally with some word identification variables. With regard to comparisons of correlational data in the samples of traditionally defined discrepant poor decoders (‘dyslexics’) and non‐discrepant poor decoders, it can be concluded that these are very similar. Moreover, differences between these groups on reading and reading‐related tasks disappear as soon as the intelligence contribution to the variables is partialled out. Additionally, the majority of relationships are very similar for real‐word and pseudoword reading performance. © 1998 John Wiley & Sons, Ltd.