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Direct linkVerwimp, Cara; Snellings, Patrick; Wiers, Reinout W.; Tijms, Jurgen – Child Development, 2023
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M[subscript age] = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability…
Descriptors: Phoneme Grapheme Correspondence, Speech Communication, Language Acquisition, Reading Processes
Peer reviewedGonzalez, Maria del Rosario Ortiz; Espinel, Ana I. Garcia; Rosquete, Remedios Guzman – Journal of Learning Disabilities, 2002
Two types of phonological training of children with reading disabilities were compared. Children trained in speech discrimination, letter-sound correspondence, and phonemic awareness (SP/LPA) and children trained only in letter-sound correspondence and phonemic awareness (n=35) improved in phonemic awareness, but only the SP/LPA group scored…
Descriptors: Auditory Perception, Elementary Education, Phoneme Grapheme Correspondence, Phonology
Peer reviewedGoulandris, Nata K.; Snowling, Margaret J.; Walker, Ian – Annals of Dyslexia, 2000
Two groups of adolescents with language impairment (n=87) were compared with 20 adolescents with dyslexia, 19 aged-matched controls, and 18 younger typical children. Adolescents with dyslexia only performed as well as those with persistent oral language impairments and younger controls in reading and spelling, however, their reading comprehension…
Descriptors: Adolescents, Dyslexia, Language Acquisition, Language Impairments
