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Peer reviewedFletcher, Claire M.; Prior, Margot R. – Journal of Experimental Child Psychology, 1990
In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)
Descriptors: Cognitive Ability, Cognitive Processes, Comparative Analysis, Error Patterns
