Word Learning Deficits in Children With Dyslexia

Abstract

Purpose: The purpose of this study is to investigate word learning in children with dyslexia to ascertain their strengths and weaknesses during the configuration stage of word learning.

Method: Children with typical development (N = 116) and dyslexia (N = 68) participated in computer-based word learning games that assessed word learning in 4 sets of games that manipulated phonological or visuospatial demands. All children were monolingual English-speaking 2nd graders without oral language impairment. The word learning games measured children's ability to link novel names with novel objects, to make decisions about the accuracy of those names and objects, to recognize the semantic features of the objects, and to produce the names of the novel words. Accuracy data were analyzed using analyses of covariance with nonverbal intelligence scores as a covariate.

Results: Word learning deficits were evident for children with dyslexia across every type of manipulation and on 3 of 5 tasks, but not for every combination of task/manipulation. Deficits were more common when task demands taxed phonology. Visuospatial manipulations led to both disadvantages and advantages for children with dyslexia.

Conclusion: Children with dyslexia evidence spoken word learning deficits, but their performance is highly dependent on manipulations and task demand, suggesting a processing trade-off between visuospatial and phonological demands.

Figure 1.

Overview of experiment. (a) Description of constructs, manipulations, and conditions. Note: for each set of games the manipulation (e.g., short vs. long words) was imposed within each of the five tasks (i.e., Phonological–Visual Linking, Naming, Visual Difference Decision, Visual Feature Recall, and Mispronunciation Detection). (b) Description of research tasks administered for each set of games.