Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics

Alexander, Ann W.; Andersen, Helen G.; Heilman, Patricia; Voeller, Kytja K. S.; Torgesen, Joseph K.

doi:10.1007/bf02648086

Cited by 102 publications

(69 citation statements)

References 16 publications

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“…Alexander and her coworkers [28] studied 10 dyslexic children. These dyslexic childrens' phonological awareness skills were assessed with the Lindamood Auditory Conceptualization Test, and they demonstrated a marked impairment on this skill.…”

Section: Motor-articulatory Feedback Hypothesismentioning

confidence: 99%

Developmental dyslexia: A motor‐articulatory feedback hypothesis

Heilman

Voeller

Alexander³

1996

Annals of Neurology

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Reading is mediated by parallel and widely distributed modular systems. There are, therefore, multiple loci in these systems where dysfunction may lead to developmental dyslexia. However, most normal children learn to read using the alphabetic system. Learning to use this system requires awareness that words are comprised of a system of speech sounds (phonological awareness) and the knowledge of how to convert letters (graphemes) into these speech sounds (phonemes). Most dyslexic children have deficient phonological awareness and have difficulty converting graphemes into phonemes. Studies of patients with acquired lesions who are unable to convert graph-emes into phonemes, as well as positron emission tomographic studies of normal subjects, suggest that the left inferior frontal lobe is important in phonologic reading. Phonetic gestures are represented in the brain as invariant motor commands that program the articulators. Phonologic reading may activate the left inferior frontal lobe because grapheme-to-phoneme conversion requires activation of these motor-articulatory gestures. Dyslexic children are unaware of the position of their articulators during speech. The inability to associate the position of their articulators with speech sounds may impair the development of phonological awareness and the ability to convert graphemes to phonemes. Unawareness of their articulators may be related to programming or feedback deficits.

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Section: Motor-articulatory Feedback Hypothesismentioning

confidence: 99%

Developmental dyslexia: A motor‐articulatory feedback hypothesis

Heilman

Voeller

Alexander³

1996

Annals of Neurology

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“…The teacher training is more comprehensive. The program was designed for the clinic and has a proven track record with both adults and children (Alexander et al 1991;McGuinness and McGuinness 1991;Truch 1994). It has been used successfully in the classroom with one-to-one training (Lindamood, personal communication, and see McGuinness 1985;Howard 1982) and with small groups taught by the classroom teacher (McGuinness, McGuinness, and Donohue 1995.…”

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confidence: 99%

Phono-GraphixTM: A new method for remediating reading difficulties

McGuinness

1996

Annals of Dyslexia

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Eighty-seven children, 6 to 16 years of age, with reading and/or spelling difficulties were trained in a new program (Phono-Graphix™) that emphasizes phoneme awareness training, sound-to-print orientation, curriculum design sequenced by orthographic complexity, and active parental supervision in homework assignments. The children's initial level of competence to access the alphabet code was revealed by diagnostic testing, and individualized sequences of instruction were developed. The children received 12 hours or less of one-to-one training, one hour per week. Children gained an average of 13.7 standard score points on word recognition (1.70 points per clinical hour) and 19.34 standard score points on nonsense word decoding (2.57 points per clinical hour).In this paper we present research on a new instructional method, Phono-Graphix™, that relies on twenty years of research on the origin of reading failure. This method is based on a large body of empirical evidence identifying lack of phoneme awareness as a major component of children's poor decoding skills. It is based as well on a new understanding of the rationale and structure of writing systems, and of English orthography in particular. This has made it possible to design a sequence of instruction that fits with the child's logical development. Phono-Graphix is an attempt to integrate these components into one coherent curriculum and method of instruction. The results have been very promising.The most well-known finding in reading research is that poor reading skills are associated with an inability to access the phonemic level of language, and thus, the phonemic basis of the alphabet code (Rosner and Simon 1971; Calfee, Lindamood, and Undamood 1973;Fox and Routh 1975;Bradley and Bryant 1978;Shankweiler et al. 1979; Lundberg, Olafsson and Wall 1980, Stanovich, Cunningham andCramer 1984;Tunmer and Nesdale 1985; and see reviews by McGuinness 1981McGuinness , 1985Wagner and Torgesen 1987). It is now equally clear that training in phonological awareness by itself does not automatically guarantee superior or even adequate decoding skills, and must be combined with training in the alphabet principle (Bradley and Bryant 1985;Ball and Blachman 1988;McGuinness, McGuinness, and Donohue 1995).Research shows that natural skill in phonological awareness aids reading acquisition, and that instruction in an alphabetic writing system aids phonemic awareness (Morals et al. 1979; Read et al. 1986;Ben-Dror, Frost, and Bentin 1995). A clear demonstration of this reciprocal effect has been provided by McGuinness, McGuinness, and Donohue (1995). Two first-grade classroom teachers were trained in a reading program (Auditory Discrimination in Depth, Undamood 1969, 1975) that integrates training in

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“…Most of these children can benefit from training in phonological awareness. As reported above, numerous studies have shown that phonological awareness can be improved in most poor readers, or children at risk, and that this intervention can prevent or reduce reading difficulties (Alexander et al, 1991;Hatcher, et al, 1994;Torgesen et al, 2001;Wise et al, 1999). There are now numerous programs or materials commercially available to train phonological awareness (see Torgesen & Mathis, 2000).…”

Section: Remediationmentioning

confidence: 98%

Language Basis of Reading Disabilities and Implications for Early Identification and Remediation

Catts¹,

Hogan²

2003

Reading Psychology

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In this paper, we present a brief overview of the language basis of reading and reading disabilities. First, we describe the "Simple View of Reading," a model of reading that comprises two primary components, word recognition and language comprehension. We then review research showing that language problems underlie most difficulties children have learning to read. Lastly, we discuss implications of these findings for early identification and remediation of reading disabilities.

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Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics

Cited by 102 publications

References 16 publications

Developmental dyslexia: A motor‐articulatory feedback hypothesis

Developmental dyslexia: A motor‐articulatory feedback hypothesis

Phono-GraphixTM: A new method for remediating reading difficulties

Language Basis of Reading Disabilities and Implications for Early Identification and Remediation

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