Phonemic Processing of Children With Language Deficits; Which Tasks Best Discriminate Children With Learning Disabilities From Average Readers?

Cole, Peter G.; Mengler, Elise D.

doi:10.1080/0270271940150402

Cited by 3 publications

(1 citation statement)

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“…Hulme and Snowling, 1991;Shankweiler, Liberman, Mark, Fowler and Fischer, 1979;Siegel and Ryan, 1988), and in segmenting sounds into smaller phonological units (e.g. Bradley and Bryant, 1978;Cole and Mengler, 1994;Holligan and Johnston, 1988;Leather and Heny, 1994;McDougall, Hulme, Ellis and Monk, 1994;Olson, Rack and Forsbg, 1990). In line with this phonological deficit hypothesis, many dyslexic children often have difficulties in utilising phonological strategies (i.e.…”

Section: Introductionmentioning

confidence: 99%

Training in phonological strategies improves Chinese dyslexic children’s character reading skills

Nga-Lun

1999

Journal Research in Reading

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This study investigated Chinese dyslexic children's efficiency in employing phonological strategies (i.e. the use of orthography-phonology correspondence rules) in reading and the effectiveness of training phonological strategies in improving Chinese dyslexic children's reading performance. An Experimental Group of 15 Chinese dyslexic children received a five-day intensive training in phonological strategies while a comparable Control Group did not. The results showed that Chinese dyslexic children did not use the phonological strategies as efficiently as Chinese average readers, and the training programme was effective in significantly improving the Experimental Group's reading performance. This suggests that Chinese dyslexic children can benefit from training in phonological strategies. 1 The numerals placed after the sounds are the tone numbers of the Cantonese syllables (1 = high level, 2 = high rising, 3 = mid level, 4 = low falling, 6 = low level, 8 = glottalized mid, 9 = glottalized low).

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Section: Introductionmentioning

confidence: 99%

Training in phonological strategies improves Chinese dyslexic children’s character reading skills

Nga-Lun

1999

Journal Research in Reading

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Law

2000

Reading and Writing

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How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms

Edelen-Smith

1997

Intervention in School and Clinic

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Research indicates a strong relationship between early phoneme awareness and later reading success, and it links some reading failure to insufficiently developed phoneme awareness skills. Intervention research clearly demonstrates the benefits of explicitly teaching phoneme awareness skills. Many children at risk for reading failure are in general education classrooms where phoneme awareness training is not part of their reading program. This article presents a set of developmental phoneme awareness training activities that the special educator can integrate collaboratively into existing kindergarten and first-grade reading programs.

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Phonemic Processing of Children With Language Deficits; Which Tasks Best Discriminate Children With Learning Disabilities From Average Readers?

Cited by 3 publications

References 28 publications

Training in phonological strategies improves Chinese dyslexic children’s character reading skills

Training in phonological strategies improves Chinese dyslexic children’s character reading skills

Untitled

How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms

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