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Direct linkMaionchi-Pino, Norbert; Magnan, Annie; Ecalle, Jean – Annals of Dyslexia, 2010
This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading level- (RL) and chronological age-matched (CA) controls. We focused on the syllable's role and on the impact of French linguistic features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that…
Descriptors: Silent Reading, Psycholinguistics, Syllables, Dyslexia
Farver, JoAnn M.; Nakamoto, Jonathan; Lonigan, Christopher J. – Annals of Dyslexia, 2007
This study investigated the ability of the English and Spanish versions of the "Get Ready to Read!" Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO)…
Descriptors: Speech Communication, Oral Language, Preschool Children, Emergent Literacy
Peer reviewedPost, Yolanda V.; Foorman, Barbara R.; Hiscock, Merrill – Annals of Dyslexia, 1997
To investigate the relationship between reading accuracy and speech processing, 20 skilled readers (grades 2-3) were compared with 20 less skilled readers on a speech perception and production task. The vowel phonemes were less securely represented in the perceptual systems of the less skilled readers than were consonant phonemes. (Author/CR)
Descriptors: Children, Consonants, Elementary Education, Language Processing
Peer reviewedStone, Brenda; Brady, Susan – Annals of Dyslexia, 1995
This study examined phonological processing in 30 less-skilled third-grade readers, 30 younger children at the same reading level, and 30 more-skilled age mates. The less-skilled readers had significantly lower accuracy scores than both age mates and younger normal readers on word span, word-pair repetition, tongue twister, and, especially,…
Descriptors: Auditory Perception, Cognitive Processes, Grade 3, Language Processing
Peer reviewedSnyder, Lynn S.; Downey, Doris M. – Annals of Dyslexia, 1995
This study found that 30 children with reading disability (RD) performed more poorly than 30 children with normal reading achievement on tasks of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. RD children had significantly longer reaction times and production durations on the serial naming task. Findings…
Descriptors: Articulation (Speech), Cognitive Processes, Elementary Education, Expressive Language
Peer reviewedHaynes, Charles; Hook, Pamela; Macaruso, Paul; Muta, Etsuko; Hayashi, Yoichi; Kato, Junko; Sasaki, Tokuko – Annals of Dyslexia, 2000
A study compared the perceptions of 118 American teachers and 292 Japanese teachers children with learning disabilities. American teachers identified 4 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. Americans rated high percentages of children as "weaker" in listening, speaking,…
Descriptors: Cross Cultural Studies, Cultural Differences, Elementary Education, Foreign Countries
