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Peer reviewedNasland, Jan Carol; Schneider, Wolfgang – European Journal of Psychology of Education, 1991
Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…
Descriptors: Elementary Education, Foreign Countries, Longitudinal Studies, Memory
Peer reviewedSchairer, Karen Earline – Modern Language Journal, 1992
Discusses how native speakers of Spanish, accustomed to dealing with nonnative Spanish speakers, evaluated 18 taped nonnative speech samples that provided a wide sample of pronunciation. Comprehensibility, voice agreeability/ disagreeability, and nativeness of accent were rated. (32 references) (LB)
Descriptors: Comparative Analysis, Language Proficiency, Native Speakers, Phonology
Peer reviewedHoffman, Paul R.; Norris, Janet A. – Journal of Speech and Hearing Research, 1989
Analysis of spelling errors of 45 primary-school children needing reading and writing improvement found that a considerable proportion of errors involved both syllabic reduction and feature changes similar to those seen in normal speech development. A model is presented to account for the phonological simplifications seen in both speech and…
Descriptors: Developmental Stages, Error Analysis (Language), Models, Phonology
Peer reviewedLeong, Che Kan – Journal of Learning Disabilities, 1989
In this commentary on Linda Siegel's paper (EC221505), it is argued that a minimum level of general ability is needed for successful reading performance. Above this threshold other kinds of intelligence are required and more important is the contribution of verbal efficiency, which is predicated on the covariance of phonology, morphology, and…
Descriptors: Educational Diagnosis, Elementary Secondary Education, Handicap Identification, Intelligence Quotient
