Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis
Article Abstract:
An experiment investigating two versions of the phonological representations hypothesis is conducted. The study aims to examine whether the accuracy of the phonological representations of words in the mental dictionary can provide explanation for dyslexic children's problems with segmental phonological awareness tasks. In the experiment, the subjects were asked to name pictorial stimuli. Each dyslexic child is assigned to a special unit which is used for teaching children with literacy problems. Findings proved that phonological awareness deficits result from difficulties in encoding or retrieving phonological representations of words.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Orthographic analogies and phonological priming: A comment on Bowey, Vaughan, and Hansen (1998)
Article Abstract:
Experiments on six and seven year old children's use of orthographic analogies in word reading were undertaken by Bowey, Vaughan and Hansen. It was reported that beginning analogies were more frequent than rime analogies, concluding that readers do not reliably use orthographic rimes in reading, even in a clue word task. Their investigation is based on a misunderstanding of Goswami and Bryant's claims of the role of rhyme and analogy in beginning reading. The conclusions are also limited by methodological weaknesses, particularly unintended intra-list priming effects.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1999
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The effects of spelling consistency on phonological awareness: A comparison of English and German
Article Abstract:
The hypothesis that phonological representation in English and German children, prior to literacy acquisition should be similar due to similar phonological structure of the two languages is examined by comparing phonological awareness at the rime and phoneme levels in prereaders and beginning readers. Similar developmental effects are observed in prereaders, but differential effects emerge within the first year of reading instruction.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2005
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