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The effect of word imageability in acquired dyslexia

Richardson, John T. E. (1975). The effect of word imageability in acquired dyslexia. Neuropsychologia, 13(3) pp. 281–288.

DOI (Digital Object Identifier) Link: https://doi.org/10.1016/0028-3932(75)90004-4
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Abstract

Subjects with acquired dyslexia sometimes find abstract words more difficult to read than concrete words. Two experiments investigated the bearing of this finding upon contemporary discussions of imagery. It was found that the reading performance of a single dyslexic correlated with the imageability of the reading material, but not with its concreteness. His errors were more likely to be semantically related to the correct responses when the material was imageable. It is suggested that he adopts the strategy of making up a mental image corresponding to the presented word, and naming the object imaged.

Item Type: Journal Item
ISSN: 0028-3932
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49758
Depositing User: John T. E. Richardson
Date Deposited: 29 Jun 2017 13:55
Last Modified: 07 Dec 2018 10:52
URI: http://oro.open.ac.uk/id/eprint/49758
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