The phonological representations of adult less skilled readers (n = 25) were studied
in comparison to those of adult skilled readers (n = 25) and adolescent reading-age
controls (n = 25). Participants were tested on a paired confrontation naming and
spelling test, given two times to evaluate consistency of performance, and a pseudoword
repetition task. On confrontation naming, less skilled readers were less accurate and less
consistent, and they made more phonological errors. Likewise, their spellings were less accurate
and consistent than those of the control groups; inaccurate naming influenced their spelling
significantly more often than it did the spelling of adult skilled readers. They also had fewer
correct responses on the pseudoword repetition task. The results confirm that there are
weaknesses in the phonological representations of known and new words for adult less skilled
readers, with observable consequences for spelling.
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