Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers
- 13 July 2005
- journal article
- Published by Wiley in Scandinavian Journal of Psychology
- Vol. 46 (4), 375-384
- https://doi.org/10.1111/j.1467-9450.2005.00468.x
Abstract
This study of dyslexia was concerned with the quality of phonological representations of lexical items. It extended the studies of verbal learning in dyslexia from learning new vocabulary items (pseudo-names) to the learning of more well-specified variants of known words. The participants were 19 dyslexic adolescents in grades 4 to 6 and 19 younger normal readers in grade 2 matched on single word decoding. The dyslexics were significantly outperformed by the reading-age controls in non-word reading and in phoneme awareness. The dyslexics also took longer time to learn to associate a set of pseudo-names with pictures of persons although the dyslexics learned to associate familiar names with pictures as quickly as the controls did. The acquisition of new phonological representations of words was studied in an imitation task with maximally distinct pronunciations of long, familiar words. The dyslexics gained less than the controls in this task. They also gained less on one measure taken from a phoneme substitution task with the same words as in the distinctness task. The results are interpreted in the light of the hypothesis that poorly specified phonological representations may be an underlying problem in dyslexia.Keywords
This publication has 25 references indexed in Scilit:
- Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis.Journal of Educational Psychology, 2002
- Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disordersLanguage and Cognitive Processes, 2001
- Does strength of phonological representations predict phonological awareness in preschool children?Applied Psycholinguistics, 2001
- The double-deficit hypothesis and difficulties in learning to read a regular orthography.Journal of Educational Psychology, 2000
- Young children's phonological awareness and nonword repetition as a function of vocabulary development.Journal of Educational Psychology, 1999
- Dynamic testing.Psychological Bulletin, 1998
- Phonological Awareness Deficits in Developmental Dyslexia and the Phonological Representations HypothesisJournal of Experimental Child Psychology, 1997
- The Role of Vocabulary Development in Children′s Spoken Word Recognition and Segmentation AbilityDevelopmental Review, 1993
- Learning to read and write: A longitudinal study of 54 children from first through fourth grades.Journal of Educational Psychology, 1988
- Verbal vs non-verbal paired-associates learning in poor and normal readersNeuropsychologia, 1975