Are nonword and other phonological deficits indicative of a failed reading process?

Are nonword and other phonological deficits indicative of a failed reading process? Phonological processing problems have been consideredcritical in explaining developmental readingdisability. Reading disabled children were comparedwith two matched reading-level normal control groupson indicators of phonological processing. The readingdisabled children had lower nonword readingperformance than the phonics taught controls. However, performance was equivalent to that of thecontrols without phonics teaching. Therefore anonword reading deficit was not in itself diagnosticof developmental reading disability. The readingdisabled children and the non-phonics control groupwho exhibited lower nonword reading did not differfrom the phonics taught control group in phonemeawareness, nor in magnitude of the word regularityeffect. Nevertheless, within all groups thosechildren with higher phonemic awareness skills showedlarger word regularity effects and better nonwordreading. Processes involving two sources of knowledgefor phonological recoding are discussed asexplanations of these and many previous results onphonological deficits and of the phonological effectsof phonics instruction. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Are nonword and other phonological deficits indicative of a failed reading process?

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1008048712877
Publisher site
See Article on Publisher Site

Abstract

Phonological processing problems have been consideredcritical in explaining developmental readingdisability. Reading disabled children were comparedwith two matched reading-level normal control groupson indicators of phonological processing. The readingdisabled children had lower nonword readingperformance than the phonics taught controls. However, performance was equivalent to that of thecontrols without phonics teaching. Therefore anonword reading deficit was not in itself diagnosticof developmental reading disability. The readingdisabled children and the non-phonics control groupwho exhibited lower nonword reading did not differfrom the phonics taught control group in phonemeawareness, nor in magnitude of the word regularityeffect. Nevertheless, within all groups thosechildren with higher phonemic awareness skills showedlarger word regularity effects and better nonwordreading. Processes involving two sources of knowledgefor phonological recoding are discussed asexplanations of these and many previous results onphonological deficits and of the phonological effectsof phonics instruction.

Journal

Reading and WritingSpringer Journals

Published: Oct 7, 2004

References

  • A reading level design study of phonological skills underlying fourth grade children's word reading difficulties
    Bowey, J.A.; Cain, M.T.; Ryan, S.M.

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