Two experiments explored children's spelling development in the context of the representational-redescription (RR) model (A. Karmiloff-Smith, 1992). Fifty-one 5- to 7-year-old children (Experiment 1) and 44 5- to 6-year-old children (Experiment 2) were assessed, using spelling production and recognition tasks, for phonological to morphological…

This study addresses the question of why spellings determined by morphology are relatively hard to acquire by presenting a latent class model of children's acquisition of a doublet of consonants in the spelling of Dutch verbs. This spelling pattern can be determined either by a phonological rule (after a short vowel, a doublet is spelled) or a…

Concludes that poor readers are equally able to generate phonological information from nonwords as their reading age controls, and that there is no evidence to suggest that the poor readers suffer from a phonological dysfunction. (RS)

The ability of 12 language-impaired, 12 reading-impaired, and 12 normal 6- to 8-year-olds to process phonological lexical, and morphological information was compared. Learning-impaired subjects performed significantly poorer than reading-impaired children only on word and sentence repetition tasks, confirming that poor readers have difficulty…

Examines 9- to 11-year-old dyslexic children's object naming problems and concludes that they are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Attributes these difficulties to lexical-phonological representation of spoken words they know. (RS)

Children (N=20, age 9-12) with severe dyslexia were slower in counting from memory and naming alternating digits and letters than children with milder reading impairment. The children most disabled also had poorer phonological sensitivity, shorter digit spans, and lower verbal intelligence quotients. (Author/DB)

Concludes that the regularity effect is phonologically, not orthographically, mediated; that good readers use a predominantly phonological strategy in lexical decisions, while poor readers do not; and that for the best readers-spellers, orthographically and phonologically irregular words have a special status, allowing them to gain fast and…

This study reports the effectiveness of a three-pronged (segmentation, phonological neighbor cues, and rehearsal) phonologically based strategy designed to reduce word finding errors of two third-graders. Results indicated an improvement in word finding in single-word contexts that was generalized to sentences and maintained during follow-up.…

Two experiments comparing 114 good and poor readers in second and fourth grades as well as 26 college students found poor readers did not interpret spoken sentences as accurately as good readers and that their performance was like that of younger children suggesting a developmental lag in phonological processing skills. (Author/DB)

A sample of 133 Spanish children (ages 8 to 13) was classified by IQ and reading level and given a lexical processing task. The study found that IQ did not explain differences between learning-disabled (LD) or nondisabled (NLD) children in lexical processing. Lexical and sublexical parameters had a greater influence on LD students than NLD…

Ten children (ages 7-10) with visuoperceptual problems were compared to sighted children on lexical decision tasks with words, nonwords, and format distorted items. The partially sighted children relied on phonological mediation as well as the "visual" route in word recognition. Regularity effects, as well as effects of intact and disrupted…

Elementary children (n=112) comprising average IQ, high IQ, dyslexic, and normal readers were administered measures of planning, attention-arousal, simultaneous and successive processing, phonemic segmentation, and nonverbal IQ. Cognitive tasks differentiating dyslexic from normal readers were the successive processing tasks and two tasks of…

The phonological information provided by written words may be used by the reader as a convenient temporary storage medium and as a way of gaining access to the lexicon. Beginning readers should be able to exploit the sound-based patterning of the orthography in reading single words and to bypass it on occasion. Some words do not conform to English…

How Spanish-speaking children spell English words was studied with 38 Spanish-speaking and 34 English-speaking second and third graders. Spanish-speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (predicted errors). Implications for bilingual education are…

Ten second graders with reading disabilities were presented with the visual analog of an auditory phonological training approach (intrasyllable discrimination) previously studied. Results indicated that children receiving the intervention significantly improved their phonological processing abilities. (SLD)