ABSTRACT
In this research a set of word reading tests with real words and pseudowords is described. The tests are standardized on 7 to 13-year-old Dutch children. Based on dual-route theory, various developmental and clinical hypotheses and predictions are formulated and tested. Word identification development seems to involve a “route switch” on real words, whereas pseudowords show a relative maintenance of phonological route processes. With regard to proficiency levels of word identification, it is demonstrated that at all levels, the large majority of the subjects shows equally good (or poor) reading performance on both word types, that is, balanced profiles prevail. This is also shown by a sample of 10 to 12-year-old poor word-readers from Dutch special schools for learning disabilities. The remainder of the poor word readers shows significantly discrepant profiles (real word reading better than pseudoword reading, or vice versa). However, in contrast to what a “phonological deficit hypothesis” would predict there is not a trend towards a majority of cases showing better real word reading than pseudoword reading. Rather, the opposite trend applies. Explanations for these findings are offered in the discussion.
