CISLL Publications
Author ORCID Identifier
Lindsay Harris: 0000-0001-8573-6153
Document Type
Article
Publication Title
Journal of Cultural Cognitive Science
Abstract
Highly developed phonological decoding ability is essential for leveraging the phonological decoding self-teaching loop to efficiently build a reading lexicon. In the present study we compared the phonological decoding abilities of blind braille-reading (n = 29) and sighted print-reading (n = 22) adults to investigate the possibility that braille’s complexity reduces instances of successful decoding and self-teaching. Such a disturbance of the learning loop would amplify any underlying cognitive deficits in braille readers and contribute to the high rates of learning disability diagnosis observed in blind children. Contrary to expectations, we found that braille readers had a higher mean phonological decoding score than print readers, although the difference between the groups was not statistically significantly different. The finding suggests that factors other than script, such as a lack of exposure to environmental print and high rates of preterm birth in children born blind, contribute to the prevalence of dyslexia in blind children.
First Page
137
Last Page
146
DOI
10.1007/s41809-023-00122-6
Publication Date
2023
Department
Center for the Interdisciplinary Study of Language and Literature| Department of Leadership, Educational Psychology, and Foundations (LEPF)
Special Interest Group
Diversity and Language Processing
Recommended Citation
Harris, Lindsay N.; Lopez, Luis E.; Li, Ailing; and Santuzzi, Alecia, "Phonological Decoding Skill in Braille Readers: Implications for Dyslexia" (2023). CISLL Publications. 14.
https://huskiecommons.lib.niu.edu/ctrcisll-publications/14
Included in
Cognitive Psychology Commons, Educational Psychology Commons, Language and Literacy Education Commons, Psycholinguistics and Neurolinguistics Commons, Reading and Language Commons, Special Education and Teaching Commons
