Phonological processing Research Papers - Academia.edu (original) (raw)

Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched... more

Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched for word reading ability: 6 ASD hyperlexic children, 6 ASD non-hyperlexic children, and 6 typically developing children. Study 2 involved 2 ASD preschool hyperlexic boys, and a group of 21 typical children of similar word reading ability. In both studies, participants were administered several reading measures as well as measures of cognitive and linguistic abilities that have been associated with variations in typical and dyslexic reading, namely, vocabulary, phonological processes, and rapid naming. Results suggest that ASD hyperlexic reading differs from both typical and ASD non-hyperlexic reading. In particular, they suggest that hyperlexics learn to compute letter-sound relations implicitly, on the basis of statistical learning. Although the hyp...

Achieving progress in understanding the cause, nature, and treatment of autism requires an integration of concepts, approaches, and empirical findings from genetic, cognitive neuroscience, animal, and clinical studies. The need for such... more

Achieving progress in understanding the cause, nature, and treatment of autism requires an integration of concepts, approaches, and empirical findings from genetic, cognitive neuroscience, animal, and clinical studies. The need for such integration has been a fundamental tenet of the discipline of developmental psychopathology from its inception. It is likely that the discovery of autism susceptibility genes will depend on the development of dimensional measures of broader phenotype autism traits. It is argued that knowledge of the cognitive neuroscience of social and language behavior will provide a useful framework for defining such measures. In this article, the current state of knowledge of the cognitive neuroscience of social and language impairments in autism is reviewed. Following from this, six candidate broader phenotype autism traits are proposed: (a) face processing, including structural encoding of facial features and face movements, such as eye gaze; (b) social affiliat...

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing... more

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings ...

The purpose of this study was to (a) examine the concurrent validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with the Com- prehensive Test of Phonological Processing (CTOPP), and (b) explore the diag- nostic... more

The purpose of this study was to (a) examine the concurrent validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with the Com- prehensive Test of Phonological Processing (CTOPP), and (b) explore the diag- nostic accuracy of the DIBELS in predicting CTOPP performance using suggested and alternative cut-scores. Eighty-six students were administered the DIBELS and the CTOPP in

Abstract 1. Administered a parent questionnaire on home educational environment and measures of early literacy, oral language ability, motor skills, and individual abilities related to reading achievement for 543 Austrialian Ss (mean age... more

Abstract 1. Administered a parent questionnaire on home educational environment and measures of early literacy, oral language ability, motor skills, and individual abilities related to reading achievement for 543 Austrialian Ss (mean age 5 yrs 3 mo) when they began kindergarten. Reading achievement measures were administered individually to Ss during the final 6 wks of kindergarten and again at the end of Grade 1. Results show that the strongest predictors of reading achievement were tasks tapping phonological processing ...

Recent research has demonstrated that dyslexic children suffer impairments in both phonological skills and in working memory performance. In principle either a phonological deficit or a working memory deficit could underlie both sets of... more

Recent research has demonstrated that dyslexic children suffer impairments in both phonological skills and in working memory performance. In principle either a phonological deficit or a working memory deficit could underlie both sets of symptoms. This issue was addressed via a series of experiments designed to explore the relationships between dyslexia, age, phonological performance and working memory. Two groups of

The purpose of the present study was to examine the influence of some aspects of the Arabic phonological system on spelling English words. In Study 1, the spelling performance of Arabic students from grades four and six was compared with... more

The purpose of the present study was to examine the influence of some aspects of the Arabic phonological system on spelling English words. In Study 1, the spelling performance of Arabic students from grades four and six was compared with English students in cognate phoneme pairs which exist across both languages (/d/ and /t/), and pairs in which only one of the phonemes exists in Arabic (/b/ and /p/, /f/ and /v/) using a spelling test which contained words with the target phonemes. The findings showed that the Arabic participants performed similarly to the English participants on the phonemes /t/ and /d/, but they tended to spell the phonemes /b/, /p/, /f/, and /v/ using their cognate pairs more often than the English participants did. In Study 2, the spelling performance of Arabic students was compared across grades 4, 6, 8, and 10 for the same target phonemes. The analyses showed no difference between the Arabic participants in how often they confused the target phonemes with their cognate pairs across the different grade levels, except for the phonemes /p/ and /v/, for which the effect size was small. The findings of this study demonstrate the importance of phonology in spelling, as well as the influence of the first language on spelling in a second language. They also indicate that Arabic students continue to be dependent on phonological processes when spelling English words even as they grow older.

This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy... more

This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement ( $ \overline d $ = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ( $ \overline d $ = 0.49), morphological awareness ( $ \overline d $ = 0.40), vocabulary ( $ \overline d $ = 0.40), reading comprehension ( $ \overline d $ = 0.24), and spelling ( $ \overline d $ = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.

Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or... more

Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus underestimates the independent influence of semantic and syntactic deficits, which are widespread in SLI and which affect reading comprehension and impair attainment of fluent reading in adolescence. The authors suggest that 2 dimensions of impairment are needed to conceptualize the relationship between these disorders and to capture phenotypic features that are important for identifying neurobiologically and etiologically coherent subgroups.

According to the self-teaching hypothesis (Share, 1995), word-specific orthographic representations are acquired primarily as a result of the self-teaching opportunities provided by the phonological recoding of novel letter strings. This... more

According to the self-teaching hypothesis (Share, 1995), word-specific orthographic representations are acquired primarily as a result of the self-teaching opportunities provided by the phonological recoding of novel letter strings. This hypothesis was tested by asking normal second graders to read aloud short texts containing embedded pseudoword targets. Three days later, target spellings were correctly identified more often, named more quickly, and spelled more accurately than alternate homophonic spellings. Experiment 2 examined whether this rapid orthographic learning can be attributed to mere visual exposure to target strings. It was found that viewing the target letter strings under conditions designed to minimize phonological processing significantly attenuated orthographic learning. Experiment 3 went on to show that this reduced orthographic learning was not attributable to alternative nonphonological factors (brief exposure durations or decontextualized presentation). The results of a fourth experiment suggested that the contribution of pure visual exposure to orthographic learning is marginal. It was concluded that phonological recoding is critical to the acquisition of word-specific orthographic representations as proposed by the self-teaching hypothesis.

It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of... more

It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of phonological representations in children. Dyslexic and control children were given a battery of phonological tasks, reading and spelling tasks and auditory processing tasks. Potential relations between deficits in dyslexic performance in the auditory processing tasks and phonological awareness were explored. It was found that individual differences in auditory tasks requiring amplitude envelope rise time processing explained significant variance in phonological processing. It is argued that developmentally, amplitude envelope cues may be primary in establishing well-specified phonological representations, as these cues should yield important rhythmic and syllable-level information about speech. Copyright © 2004 John Wiley & Sons, Ltd.

A standard assumption in the moraic theory of syllable weight is that a syllable must contain at least one mora, which is usually associated with a vowel. This paper presents arguments and evidence against this assumption. The evidence is... more

A standard assumption in the moraic theory of syllable weight is that a syllable must contain at least one mora, which is usually associated with a vowel. This paper presents arguments and evidence against this assumption. The evidence is drawn primarily from the behavior of epenthetic syllables in Mohawk and Iraqi Arabic with brief reference to Selayarese and Yapese. It is demonstrated that weight-sensitive phenomena such as stress assignment, vowel lengthening, and the bimoraicity of the minimal word consistently treat certain epenthetic syllables in these languages as lacking weight. To explain the behavior of epenthetic syllables, the paper proposes a revision to the theory of epenthesis to permit ‘stranded’ or unlicensed consonants to project (or be mapped) to syllables that have no weight. Such syllables may remain without a vocalic nucleus throughout the phonology and as such are interpreted as weightless by various phonological processes.