Phonological deficiencies in children with reading disability: Evidence from an object-naming task

Katz, Richard C.

doi:10.1016/0010-0277(86)90016-8

Cited by 191 publications

(140 citation statements)

References 21 publications

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“…Thus, in accord with these possibilities, poor readers have been consistently found to perform below the level of normally achieving readers, not only on tests evaluating word identification, phonological awareness, and letter-sound decoding, but also on tests evaluating confrontational naming, rapid naming, verbal learning, and verbal memory (Blachman, 1997;Bowers & Wolf, 1993;Katz, 1986;Snowling, 2000a;Torgesen et al, 1994;Vellutino, 1979Vellutino, , 1987Vellutino & Scanlon, 1987a, b;Vellutino et al, 1994Vellutino et al, , 1995aVellutino et al, , b, 1996Wolf, Bowers, & Biddle, 2000a). Along with phonological awareness and phonological decoding deficits, this collection of deficits has been commonly attributed to weak phonological coding.…”

Section: Language and Language-based Deficitsmentioning

confidence: 94%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,051

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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Section: Language and Language-based Deficitsmentioning

confidence: 94%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,051

1,591

View full text Add to dashboard Cite

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“…Third, and of primary concern to us here, is evidence that poor readers may make use of a phonetic code, and not some other coding strategy, but may do so less accurately or efficiently than do good readers (Katz, 1986). Earlier, Conrad (1971) reported that children 6 years of age or older produce the same pattern of results on STM tasks as do adults, namely better recall for nonrhyming sets of pictures than for rhyming sets.…”

mentioning

confidence: 87%

Errors in short-term memory for good and poor readers

1987

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This study examined the role of phonetic factors in the performance of good and poor beginning readers on a verbal short-term memory task. Good and poor readers in the second and third grades repeated four-item lists of consonant-vowel syllables in which each consonant shared zero, one, or two features with other consonants in the string. As in previous studies, the poor readers performed less accurately than the good readers. However, the nature of their errors was the same: Both groups tended to transpose initial consonants as a function of their phonetic similarity and adjacency. These findings suggest that poor readers are able to employ a phonetic coding strategy in short-term memory, as do good readers, but less skillfully.Children who have difficulty learning to read have consistently been found to perform less well than good readers on a wide variety of short-term memory (STM) tasks

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“…The phonemic/phonological abilities of dyslexics have been investigated with the use ofa wide variety of tasks, and results consistently reveal poor group performance relative to that of normal readers (Torgesen, 1985). For example, poor readers have difficulty in attempting to produce names in response to pictures or verbal definitions of objects (Snowling, van Wagtendonk, & Stafford, 1988), and phonemic errors are common in the names that they do produce (Katz, 1986). Poor readers are also slower than normal readers in rapid naming tests of common objects, letters, digits, and colors (Bowers & Swanson, 1991;Denckla & Rudel, 1976;Fawcett & Nicholson, 1994;Katz & Shankweiler, 1985;Lovett, 1984Lovett, , 1987Mann, 1984;Wolf, 1986Wolf, , 1991Wolf & Obregon, 1992).…”

Section: Evidence For a Phonemic/phonological Deficiti In Dyslexiamentioning

confidence: 99%

The evidence for a temporal processing deficit linked to dyslexia: A review

1995

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Phonological deficiencies in children with reading disability: Evidence from an object-naming task

Cited by 191 publications

References 21 publications

Specific reading disability (dyslexia): what have we learned in the past four decades?

Specific reading disability (dyslexia): what have we learned in the past four decades?

Errors in short-term memory for good and poor readers

The evidence for a temporal processing deficit linked to dyslexia: A review

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