Do phonological deficits in reading -disabled children stem from imprecise phonological representations?
Item
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Title
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Do phonological deficits in reading -disabled children stem from imprecise phonological representations?
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Identifier
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AAI3047266
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identifier
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3047266
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Creator
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Slonim, Diane L.
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Contributor
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Adviser: Linnea Ehri
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Date
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2002
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Language
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English
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Publisher
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City University of New York.
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Subject
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Health Sciences, Speech Pathology
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Abstract
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This study addressed the theory that phonological deficits in reading-impaired children stem from imprecise phonological representations. An audio-visual paradigm was used to test this theory with children reading at the second grade-equivalent level. Eighteen children with a reading disability (RD) were compared to 17 non-RD, reading-level matched children on a task requiring them to judge whether an auditorily presented real word matched a visually presented real word. The word pairs differed by a single stop consonant phoneme occurring either at the beginning or at the end of the word. In addition to making a same/different judgment, the children were required to verbally report either the word that they heard, or the word that they saw. The same experimental paradigm was used with nonword pairs.;The reading impaired children did not differ statistically from the typically developing children in their ability to judge word pairs as the same or different. Similarly, the two groups did not differ significantly in their latencies to make these judgments.;Both groups were significantly more accurate in judging real and nonword pairs that contrasted the place feature in the phoneme pair (e.g., cook-took) than in the voice feature (e.g., coat-goat). In the nonword pairs only, more errors were made on word pair judgments when the contrasting consonant phoneme appeared at the end of the word than at the beginning of the word. An analysis of the children's verbal productions of the words showed that the reading-impaired children made significantly more vowel errors in reporting the real and nonwords that they saw or heard than the control group. Moreover, the reading-impaired children were more likely to mistake the vowel in the word pair when asked to report the word seen than when asked to report the word heard.;The results suggest that reading-impaired children possess a selective impairment in vowel representation, and that deficits in vowel identification are a hallmark of their early reading deficiency.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
