Revisiting the Phonological Deficit in Dyslexia: Are Implicit Nonorthographic Representations Impaired?

Autor/inn/en	Dickie, Catherine; Ota, Mitsuhiko; Clark, Ann
Titel	Revisiting the Phonological Deficit in Dyslexia: Are Implicit Nonorthographic Representations Impaired?
Quelle	In: Applied Psycholinguistics, 34 (2013) 4, S.649-672 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716411000907
Schlagwörter	Phonology; Language Processing; Language Impairments; Dyslexia; Correlation; Adults; Matched Groups; Comparative Analysis; Suprasegmentals; Metalinguistics; Task Analysis + Suchen Sie Ihr Suchwort? Fonologie; Sprachverarbeitung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Korrelation; Metalanguage; Metasprache; Aufgabenanalyse
Abstract	This study investigates whether developmental dyslexia involves an impairment in implicit phonological representations, as distinct from orthographic representations and metaphonological skills. A group of adults with dyslexia was matched with a group with no history of speech/language/literacy impairment. Tasks varied in the demands made on (implicit) phonological representations versus metalinguistic analysis/manipulation, and controlled the contribution of phonological versus orthographic representations by including both a segmental and an equivalent suprasegmental (nonorthographic) version of each task. The findings show a dissociation between metaphonological skills and implicit phonological representations, with the dyslexic group impaired in metaphonological manipulation skills in both segmental and suprasegmental tasks, but not in implicit knowledge of phonological contrasts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10