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Two groups were compared: 15 Persian elementary developmental dyslexic students (mean age 9.6, SD 1.5) and 15 Persian unimpaired students (mean age 9.6, SD 1.4). Reading accuracy and reaction times were measured for 32 one-syllabic words and nonwords, covering transparent and opaque forms. Results show dyslexic children make more errors and experience greater difficulty for both word types, with opaque items harder than transparent items, indicating writing-system characteristics shape word processing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dyslexic-children-and-their-difficulties-in-reading-persian-orthography-part-4-research-findings/589627/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dyslexic-children-and-their-difficulties-in-reading-persian-orthography-part-4-research-findings/589627.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was word reading performance measured in the study?","Question",{"text":112,"@type":113},"Participants read a list of 32 one-syllabic words and nonwords. 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For this reason, 15 Persian elementary developmental dyslexic student with the mean age of 9.6, (SD= 1.5) and 15 Persian unimpaired elementary student with the mean age of 9.6 ( SD= 1.4) were compared. The performance of the two groups was examined according to the effect of transparency variable. Participants were required to read a list of 32 one syllabic word and nonwords in order to compare the reaction times and error rates of reading transparent and opaque words and nonwords. Overall, the finding showed that dyslexic children encountered more problems in reading both transparent and opaque words than did unimpaired children. The finding also showed that reading the opaque words was harder than reading the transparent words for both groups. The results of this research show that specific charactristics of writing systems affect the word processing ability of individuals in the reading task.  \nKeywords: Dyslexic, Orthography, Opaque, Transparent, Persian  \n1. Introduction  \nAccording to the dual route model (Colthaert, 1978) and the recent cascade model (Colthaert, Curtis, Atkins, & Haller, 1993) words in English are classified in two categories; regular and irregular. In order to read the regular words aloud, graphemes are converted to phonemes. This route is also called nonlexical or sublexical route. However, to read theirregular words aloud, there is a direct route which is called lexical route in which there is an orthographic access to their lexical entry. Therefore, according to this model writing systems can be placed on a continuum. This continuum can show the ease and reliability of converting graphemes directly to phonemes (Frost, Katz & Bentin, 1987) .  \nExamining the routes in reading words in Hebrew, English and Serbo-Crotian according to the differences in thereaction time latencies to words and nonwords, high and low frequency words and semantic context, Frost et l. ( 1987) suggested an orthographic depth hypothesis according to which spelling transparency influencess the choice of routes in reading. However, Baluch & Benser (1991) proposed some universality in the reading process which is independent of transparency or script. They ( 1991) found that Persian which is both transparent and opaque is read with greater use of lexical route regardless of the transparency of words.  \nPhonology plays a vital role in the development of reading (Rack, Hulm, Snowling & Wightman, 1994; Ehri, 1999; Frith, 1980) and developmental dyslexia (Snowling, 1980; Goswami, & Bryant, 1990) . In the developmental models of reading and spelling there are distinct stages. Reading and spelling develop from the logographic stage (or prealphabetic stage) and end in the alphabetic stage which finally results in the establishment of an orthographic lexicon. In alphabetic stage as an important stage in the development of reading and writing, beginning readers learn to connect letters (graphemes) with their corresponding phonemes.This enables them to use the grapheme-phoneme corre","cbCaijB2ULN9A2kq","https://ap.wps.com/l/cbCaijB2ULN9A2kq","pdf",138566,"English","# Introduction\n# Theoretical background: dual route and cascade models\n## Orthographic depth and transparency effects\n## Role of phonology in reading development\n# Method and participant comparison\n## Reading test with words and nonwords\n## Reaction times and error rates\n# Results and implications","[{\"question\":\"How was word reading performance measured in the study?\",\"answer\":\"Participants read a list of 32 one-syllabic words and nonwords. Reaction times and error rates were recorded for transparent and opaque words as well as nonwords.\"},{\"question\":\"What were the key differences between dyslexic and unimpaired children?\",\"answer\":\"Dyslexic children encountered more problems in reading both transparent and opaque words than unimpaired children. They also showed greater difficulty overall in reading words and nonwords.\"},{\"question\":\"Does spelling transparency affect which reading route is used?\",\"answer\":\"The study’s findings indicate that orthographic characteristics matter. For both groups, opaque words were harder to read than transparent words, suggesting writing-system transparency influences word processing in the reading task.\"}]","Dyslexic Children and their Difficulties in Reading Persian - Orthography - Part 4 - Research findings | PDF",1792067789,13]