Reading Ability and Efficiency of Graphemic-Phonemic Encoding

Steinheiser, Frederick H.; Guthrie, John T.

doi:10.1080/00221309.1978.9710514

Cited by 8 publications

(3 citation statements)

References 9 publications

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“…These results are similar to a number of other studies of phonological skills in reading-disabled children. For example, Steinhauser and Guthrie (1978) found that reading-disabled children matched for reading age with younger normally achieving children were significantly poorer on a task involving the recognition of similarities and differences between vowel phonemes but performed better than younger normally achieving children on a grapheme matching task. Bradley and Bryant (1981) found that older reading-disabled children matched on reading age with younger normally achieving readers performed more poorly on phonological tasks involving the detection of alliteration and rhyme and on memory tasks involving the reading and spelling of nonwords.…”

Section: Discussionmentioning

confidence: 99%

“…Phonic skills are a critical component of decoding individual words. The understanding of letter—sound correspondences and the ability to recognize sound segments and their sequences in spoken speech develop during the elementary-school years and are related to certain aspects of reading and spelling ability (Calfee, Lindamood, & Lindamood, 1973; Ehri, 1975; Ehri & Wilce, 1979, 1983; Hogaboam & Perfetti, 1978; Perfetti & Hogaboam, 1975; Snowling, 1980; Steinhauser & Guthrie, 1978; Venezky, 1973; Venezky & Johnson, 1973). For skilled fluent reading, phonic skills at the individual-word level and sensitivity to the underlying structure of language need to occur simultaneously.…”

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confidence: 99%

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Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.

Siegel¹,

Ryan²

1988

Developmental Psychology

304

214

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The development of a variety of grammatical-sensitivity arid phonological skills was studied in 138 normally achieving, 65 reading-disabled, 63 arithmetic-disabled, and 15 attention deficit disordered (hyperactive) children 7 to 14 years old. Word recognition and phonics skills were highly related, and reading comprehension and phonics skills were less so. Grammatical sensitivity and short-term memory were significantly correlated with a variety of reading skills. Children with a reading disability showed a significant lag in the development of grammatical sensitivity and short-term memory and an even greater deficit in phonological skills. The children with a specific arithmetic disability had adequate grammatical abilities, but below-average memory skills at all ages. Children with an attention deficit but normal achievement scores did not have any major difficulties except on a reading-comprehension task that appears to have significant memory and attention components. The acquisition of reading skills is closely related to the development of grammatical and phonological skills, and deficiencies in these areas are related to difficulties with the acquisition of written language skills.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.

Siegel¹,

Ryan²

1988

Developmental Psychology

304

214

View full text Add to dashboard Cite

show abstract

“…and Perfetti 1978, Perfetti and Hogaboam 1975, Siegel 1986, Siegel and Ryan 1987, Snowling 1980, Steinhauser and Guthrie 1978, Venezky and Johnson 1973, Waters, Bruck and Seidenberg 1985. However, little is known about which features of the language are the source of the difficulties.…”

mentioning

confidence: 99%

Acquisition of certain grapheme-phoneme correspondences in normally achieving and disabled readers

Siegel

Faux

1989

Read Writ

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The present study was designed to assess the development of the understanding of certain aspects of grapheme-phoneme correspondences in normally achieving and disabled readers. The correspondences rules were studied using both English words and pseudowords, the latter designed to contain the same features as the real words. The subjects were 76 normally achieving and 32 reading disabled children aged 6 to 14 years. The stimuli included words and pseudowords that tested the following: consonant blends, fmal e, r-influenced vowels, regular and irregular words, function words, and consistent and inconsistent vowels. When matched for chronological age, the reading disabled children performed significantly more poorly than normally achieving children on all of the tasks involving pseudowords. A similar pattern was found for the words with the exception of the highest frequency words (cvc, final e, consonant blends) at the oldest age level, 1 l-14 years. In this case, the performance of the oldest reading disabled children was similar to that of the normals on the words, but was still significantly poorer when the stimuli were pseudowords. Complexity and irregularity were significant determinants of difficulty. Comparisons were also made for groups of children matched on reading grade level. Even when the reading disabled and normally achieving children were matched on reading grade, the reading disabled children had significantly more difficulty, particularly with pseudowords. Reading disabled children had significant difficulty in abstracting the basic rules for grapheme-phoneme correspondences in English, and even when they have mastered these rules in connection with real words, they still had difficulty applying these rules to pseudowords. In normal development, the learning of these correspondences appears to be consolidated by approximately 9 years of age. However, reading disabled children appear to have a significant and persistent problem with the learning of basic grapheme-phoneme correspondence rules.

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Reading Disability: A Deficit in Rule Learning?

Manis¹,

Morrison²

1985

Springer Series in Cognitive Development

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Reading Ability and Efficiency of Graphemic-Phonemic Encoding

Cited by 8 publications

References 9 publications

Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.

Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.

Acquisition of certain grapheme-phoneme correspondences in normally achieving and disabled readers

Reading Disability: A Deficit in Rule Learning?

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