Speech perception in severely disabled and average reading children (original) (raw)

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Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding? Cover Page

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Speech Perception, Lexicality, and Reading Skill Cover Page

Categorical perception of speech stimuli in children at risk for reading difficulty

Journal of Experimental Child Psychology, 2004

Children determined to be at risk (n=24) or not at risk (n=13) for reading difficulty listened to tokens from a voice onset time (VOT) (/ga/–/ka/) or tone series played in a continuous unbroken rhythm. Changes between tokens occurred at random intervals and children were asked to press a button as soon as they detected a change. For the VOT series, at-risk children were less sensitive than not-at-risk children to changes between tokens that crossed the phonetic boundary. Maps of group stimulus space produced using multidimensional scaling of reaction times for the VOT series indicated that at-risk children may attend less to the phonological information available in the speech stimuli and more to subtle acoustic differences between phonetically similar stimuli than not-at-risk children. Better phonological processing was associated with greater sensitivity to changes between VOT tokens that crossed the phonetic boundary and greater relative weighting of the phonological compared to the acoustic dimension across both groups.

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Categorical perception of speech stimuli in children at risk for reading difficulty Cover Page

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Categorical speech perception and phonological awareness in the early stages of learning to read Cover Page

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Impaired Speech Perception in Poor Readers: Evidence from Hearing and Speech Reading Cover Page

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Speech Perception In Children With Specific Reading Difficulties (Dyslexia) Cover Page

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Categorical speech perception deficits distinguish language and reading impairments in children Cover Page

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Categorical perception of speech sounds in illiterate adults Cover Page

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Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters Cover Page

Phonemic analysis and severe reading disability in children

Journal of Psycholinguistic Research, 1980

Forty-five first-grade children of average intellectual ability were studied, consisting of one group of average readers, one group with mild reading difficulty, and one group with severe reading disability. A striking deficit in phonemic analysis was observed in children with severe reading disability. These children were unable to segment spoken syllables into individual speech sounds, while children with only mild reading difficulty or none were quite proficient at this skill. In fact, using phonemic analysis scores, it was possible to distinguish the severe reading disability group from the others with perfect accuracy.

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Phonemic analysis and severe reading disability in children Cover Page