Patterns of word and nonword processing in skilled and less-skilled readers

Patterns of word and nonword processing in skilled and less-skilled readers Sixty-eight third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. These findings add to the growing consensus that the proximal cause of reading difficulties are spelling-sound coding problems that result from deficient underlying phonological processes and structures. Analyses of their word and pseudoword reading performance provided some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size orthographic units, perhaps especially to grapheme-sized units. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Patterns of word and nonword processing in skilled and less-skilled readers

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Publisher
Springer Journals
Copyright
Copyright © 1999 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:1008034802088
Publisher site
See Article on Publisher Site

Abstract

Sixty-eight third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. These findings add to the growing consensus that the proximal cause of reading difficulties are spelling-sound coding problems that result from deficient underlying phonological processes and structures. Analyses of their word and pseudoword reading performance provided some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size orthographic units, perhaps especially to grapheme-sized units.

Journal

Reading and WritingSpringer Journals

Published: Oct 15, 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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