Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework

Goswami, Usha

doi:10.1002/(sici)1099-0909(200004/06)6:2<133::aid-dys160>3.0.co;2-a

Cited by 237 publications

(103 citation statements)

References 75 publications

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“…This is probably not the case for unfamiliar words for which they show reduced sensitivity, thereby treating unknown words at a less refined grain-size [6][7][8]. PhPS and refined phonological representations play an essential part in a large number of cognitive processes, such as lexical access, reading, spelling, and learning new vocabulary [9][10][11][12]. PhPS are in turn closely connected to the phonological storage and rehearsal capacity in working memory, and to the semantic and phonological lexicon [7,8,13].…”

Section: Introductionmentioning

confidence: 99%

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention.Study the effects of computer-assisted phoneme-grapheme correspondence training in the children.Specifically analyze possible effects on DHH children's phonological processing skills. Methods:The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3, post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. Conclusion:For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.2

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Section: Introductionmentioning

confidence: 99%

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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“…Performance in phonological awareness tasks is also thought to provide an index of the representational adequacy of a child's long-term phonological representations (e.g., Constable, Stackhouse, & Wells, 1997;Swan & Goswami, 1997a). In dyslexia, the phonological component of lexical representations is thought to be underspecified (e.g., Goswami, 2000;Snowling, 2000).…”

mentioning

confidence: 99%

Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia

2005

Self Cite

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In this article, we explore whether structural characteristics of the phonological lexicon affect serial recall in typically developing and dyslexic children. Recent work has emphasized the importance of long-term phonological representations in supporting short-term memory performance. This occurs via redintegration (reconstruction) processes, which show significant neighborhood density effects in adults. We assessed whether serial recall in children was affected by neighborhood density in word and nonword tasks. Furthermore, we compared dyslexic children with typically developing children of the same age or reading level. Dyslexic children are held to have impaired phonological representations of lexical items. These impaired representations may impair or prevent the use of long-term phonological representations to redintegrate short-term memory traces. We report significant rime neighborhood density effects for serial recall of both words and nonwords, for both dyslexic and typically developing children.

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“…'bat', 'chat', 'flat' and 'sat' than at the level of individual phonemes, e.g. 'too', 'two' and 'to' (Goswami, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…The development of PA involves a developmental progression from the larger units of syllables, the onset-rime level, to the smaller phoneme level (Goswami, 2000). Reading and writing require the child to learn the abstract relationship between spoken sounds and written symbols, and children who find it difficult to make phonemic judgments may struggle to learn to read.…”

Section: Introduction: Academic Achievement Phonological Skills Andmentioning

confidence: 99%

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

Sousa

2011

SAJCE

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The acquisition of reading skills of 100 monolingual English and 100 bilingual ZuluEnglish third-grade learners was investigated by measuring their phonological-and reading skills. Little research exists on how the presence of a spoken-only Zulu (L1) could influence the English (L2) reading acquisition process. PA tasks were correlated with reading measures in English as an L1 and L2, but significant differences were found on all of the measures; implying overall support for use of PA measures for reading achievement in L1 English monolinguals and in the English (L2) of bilingual children, but with the understanding that L1 Zulu spoken proficiency and L2 English-only instruction influences the underlying repertoire of PA skills used for L2 English reading acquisition, different from that of the L1 English reading acquisition process. The implications of these findings for L2 reading development and using phonological measures across cultural-linguistic groups, for educational purposes, are discussed.

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Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework

Cited by 237 publications

References 75 publications

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

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