Abstract
On the basis of the ‘balance’ model developed by Bakker, two types of reading disability can be distinguished. One type (P-type) reads slowly and makes relatively many so-called time-consuming errors such as spelling, fragmentations and repetitions. The other type (L-type) reads hastily and reading errors are characterized by skipping or adding words or parts of words. In the present chapter, L- and P-type children are compared on a number of component tasks that tap different stages of information processing in word recognition. The results suggest that the poorer reading performance of L-type children is associated with problems in the visual analysis of letter arrays/graphemes, whereas the poorer performance of P-type children, may be largely attributed to problems on a lexical level (accessing and/or searching the lexicon).
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Licht, R., van Onna, J. (1995). Differences in Components of Word Recognition between P- and L-Type Reading Disability. In: Leong, C.K., Joshi, R.M. (eds) Developmental and Acquired Dyslexia. Neuropsychology and Cognition, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1241-5_3
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DOI: https://doi.org/10.1007/978-94-017-1241-5_3
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