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Ingvar Lundberg

Bio: Ingvar Lundberg is an academic researcher from University of Gothenburg. The author has contributed to research in topics: Reading (process) & Dyslexia. The author has an hindex of 36, co-authored 77 publications receiving 5021 citations. Previous affiliations of Ingvar Lundberg include Umeå University & University of Saskatchewan.


Papers
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Journal ArticleDOI
TL;DR: In this paper, a causal model was postulated concering the relationships between general abilities, metalinguistic competence, and reading and spelling skills, which revealed an orderly and interpretable picture.
Abstract: A series of metalinguistic tasks, including segmentation and synthesis of words, were given to 143 children in kindergarten. The children were followed up in school where reading and writing achievement was assessed with several tests and ratings. A causal model was postulated concering the relationships between general abilities, metalinguistic competence, and reading and spelling skills. The quantitative implications of the model were worked out by path analysis, which revealed an orderly and interpretable picture. The most invariant and important determinant of basic reading and spelling skills was the analysis of simple words. Failure and success in school could be predicted with high accuracy on the basis of preschool data. Over 70% of the children were classified correctly in the extreme quartiles as to their future school achievement. The methodological advantage of applying path analysis instead of conventional multiple regression analysis on the present problem was discussed.

650 citations

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TL;DR: All subjects with pure phonological deficits in reading had symmetrical plana temporale indicating a possible neuroanatomical basis for a characteristic symptom of linguistic processing deficiency in developmental dyslexia.

351 citations

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TL;DR: The factorial structure underlying different types of tasks within the domain of phonological awareness was examined in two studies as mentioned in this paper, where 128 preschool children without any experience of formal reading instruction were tested with a battery of tasks intended to tap various aspects of phonology awareness.
Abstract: The factorial structure underlying different types of tasks within the domain of phonological awareness was examined in two studies. Large sample sizes allowed for sensitive differentiation of constructs. In the first study, 128 preschool children without any experience of formal reading instruction were tested with a battery of tasks intended to tap various aspects of phonological awareness: rhyme recognition, syllable counting, initial-phoneme matching, initial-phoneme deletion, phoneme blending, and phoneme counting. Three basic components were extracted in a principal component analysis: a phoneme factor, a syllable factor and a rhyme factor. Cross-tabulations indicated considerable dissociation between performance on phoneme, syllable, and rhyme tasks. The structural relationships were replicated on a much larger sample (n=1509) in the second study. Subjects in this study were one year older and were attending grade 1 thus providing an opportunity to test their reading achievement. Multiple regression analyses demonstrated that the phonemic factor was by far the most potent predictor. However, the rhyming factor made an independent (although small) contribution to explaining the reading variance. Among the phonemic tasks, phoneme identification proved to be the most powerful predictor.

345 citations

Journal ArticleDOI
01 Jan 2002-Dyslexia
TL;DR: Objective testing showed that art students had significantly poorer phonological skills than non-art students, and according to self-reports combined with objective testing, the incidence of dyslexia was far higher among art students than among university students.
Abstract: It is widely held opinion that dyslexia is associated with remarkably artistic creativity. Speculations on different brain structures and brain functions have been proposed as an explanation. Very few objective studies have been reported that confirm the conjectures on the relationship between dyslexia and artistic creativity. Two studies are reported on the prevalence of dyslexia among university students-one group of art students and one group of students from non-art disciplines. The admission to the art schools were extremely demanding, possibly implying that the students were genuinely talented, and that their choice of training did not reflect a compensation for failure in conventional academic fields. Art academy students reported significantly more signs of dyslexia than non-art university students. Objective testing showed that art students had significantly poorer phonological skills than non-art students. Thus, according to self-reports combined with objective testing, the incidence of dyslexia was far higher among art students.

116 citations


Cited by
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Journal ArticleDOI
TL;DR: A framework for conceptualizing the development of individual differences in reading ability is presented in this paper that synthesizes a great deal of the research literature and places special emphasis on reading ability.
Abstract: A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emph...

5,062 citations

Journal ArticleDOI
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.
Abstract: Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological receding in lexical access, receding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic receding in working memory, recoding written symbols into a sound-based representational system to maintain them efficiently in working memory. In this review we integrate these bodies of research and address the interdependent issues of the nature of phonological abilities and their causal roles in the acquisition of reading skills. Phonological ability seems to be general across tasks that purport to measure the three kinds of phonological processing, and this generality apparently is independent of general cognitive ability. However, the generality of phonological ability is not complete, and there is an empirical basis for distinguishing phonological awareness and phonetic recoding in working memory. Our review supports a causal role for phonological awareness in learning to read, and suggests the possibility of similar causal roles for phonological recoding in lexical access and phonetic recoding in working memory. Most researchers have neglected the probable causal role of learning to read in the development of phonological skills. It is no longer enough to ask whether phonological skills play a causal role in the acquisition of reading skills. The question now is which aspects of phonological processing (e.g., awareness, recoding in lexical access, recoding in working memory) are causally related to which aspects of reading (e.g., word recognition, word analysis, sentence comprehension), at which point in their codevelopment, and what are the directions of these causal relations?

3,235 citations

Journal ArticleDOI
01 Jan 1983-Nature
TL;DR: This paper found that children who are backward in reading are strikingly insensitive to rhyme and alliteration and are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do.
Abstract: Children who are backward in reading are strikingly insensitive to rhyme and alliteration1. They are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do. Categorizing words in this way involves attending to their constituent sounds, and so does learning to use the alphabet in reading and spelling. Thus the experiences which a child has with rhyme before he goes to school might have a considerable effect on his success later on in learning to read and to write. We now report the results of a large scale project which support this hypothesis.

2,960 citations

Journal ArticleDOI
TL;DR: The authors develop a novel theoretical framework to explain cross-language data, which they label a psycholinguistic grain size theory of reading and its development.
Abstract: The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental “footprints” in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.

2,437 citations

Journal ArticleDOI
TL;DR: It is proposed that emergent literacy consists of at least two distinct domains: inside-out skills and outside-in skills, which appear to be influential at different points in time during reading acquisition.
Abstract: Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.

2,383 citations