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Further evidence on the effect of word imageability in dyslexia

Richardson, John T. E. (1975). Further evidence on the effect of word imageability in dyslexia. The Quarterly Journal of Experimental Psychology, 27(3) pp. 445–449.

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Subjects with acquired dyslexia sometimes find abstract words more difficult to read than concrete words. Three dyslexic patients were found to show performance corrrelating with the imageability of the material, but not with its concreteness. This could not be explained in terms of lexical complexity; indeed, derived nouns were easier to read than simple nouns. These effects were reliable across the three subjects. It was suggested that they were naming imaginal representations of the referents of imageable nouns.

Item Type: Journal Item
ISSN: 0272-4987
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: 49914
Depositing User: John T. E. Richardson
Date Deposited: 29 Jun 2017 14:59
Last Modified: 07 Dec 2018 10:53
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