Focuses on concepts and arguments from psychoanalysis and presents an example of a counterargument on the slip of the tongue. The article delineates psycholinguistic accounts of speech errors, showing how these accounts can enhance a comparison of three samples of literary and nonliterary word substitutions that elucidate claims being made in…

Reviews the history and development of the Pinyin grapheme system for the transcription of Chinese, and contrasts Pinyin graphemes with those of several other systems for Chinese. It is argued that Pinyin should be accepted as the standard system for Chinese transcription. (JL)

This article reviews the literature on spelling development in alphabetic scripts. It describes how once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondence in increasingly fine detail, from syllables to phonemes. (Contains…

By looking at data on expressive phonology, non-word repetition, non-word discrimination and phonological sensitivity in two groups of Swedish children, the common basis for tasks tapping into different levels of phonological processing is discussed. Two studies were performed, one including children with language impairment (LI) and one including…

Proper application of the alphabetic principle rests on an awareness of the internal phonological (and morphophonological) structure of words that the alphabet represents. Unfortunately for the would-be reader-writer, such awareness is not an automatic consequence of speaking a language, because the biological specialization for speech manages the…

One of a series of reports on the status of speech investigation, this collection of articles deals with topics including intonation and morphological knowledge. The titles of the articles and their authors are as follows: (1) "Integration and Segregation in Speech Perception" (Bruno H. Repp); (2) "Speech Perception Takes Precedence…

Misspellings by first through fifth grade students were classified as to probable underlying spelling strategies. An overall shift strategy from sound to print was reflected in fifth grade errors independent of word difficulty. (FL)

Reports that after more than 50 years of argument as to whether children should be taught the names of letters as part of learning to read, American researchers have begun to suggest that letter name instruction and phonics instruction interact for better learning. (FL)

Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

This article presents a theoretical overview at the cognitive level of the role of phonological awareness in reading development and developmental dyslexia across languages. It is argued that the primary deficit in developmental dyslexia in all languages lies in representing speech sounds: a deficit in phonological representation. (Contains…

This paper on physiologic correlates of speech production in children and youth with hearing impairments focuses specifically on the production of phonemes and includes data on respiration for speech production, phonation, speech aerodynamics, articulation, and acoustic analyses of speech by hearing-impaired persons. (Author/DB)

Research has shown that the commonly taught phonics rule "a vowel in the middle of a one-syllable word is short" is accurate only 68% of the time, given that a single-syllable word has been correctly identified. A recent research endeavor, which analyzed 138,000 words listed in the "New Grolier Webster International Dictionary of…

Jorm's proposal (EJ 205 636) that developmental dyslexics resemble brain-damaged deep dyslexics is not grounded on firm evidence. Holmes' likening of developmental dyslexia to acquired surface dyslexia at least demonstrates clear similarity between the errors made by the two groups. (Author/CP)

Pronunciation is reexamined from a "top-down" perspective that shifts the focus of attention in language instruction from individual phonemes to suprasegmentals and other features of the larger context of utterances, including prosody, phonological fluency, voice quality, and gestures. (57 references) (Author/LB)

Explains new research findings about how children learn letter-sound correspondences, relates the findings to whole-language reading instruction, and outlines a theory for how children acquire the letter-sound system without direct instruction in phonics. Describes recent findings on phonological processes involved in learning letter-sound…