Word-decoding deficits in Norwegian. The impact of psycholinguistic marker effects.

Abstract

The effects of regularity, frequency, lexicality, and granularity on single word reading in Norwegian children with dyslexia and control children matched for age and reading level were examined. The reading impaired children showed the same pattern of performance as younger children matched for reading level on most tasks except for the fact that they worse at nonword reading. The findings are discussed against different theoretical models of reading.