Probing Phonological Processing Differences in Nonword Repetition for Children with Separate or Co-Occurring Dyslexia and Developmental Language Disorder

Autor/inn/en	Ehrhorn, Anna M.; Adlof, Suzanne M.; Fogerty, Daniel; Laing, Spencer
Titel	Probing Phonological Processing Differences in Nonword Repetition for Children with Separate or Co-Occurring Dyslexia and Developmental Language Disorder
Quelle	In: Scientific Studies of Reading, 25 (2021) 6, S.486-503 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1849223
Schlagwörter	Dyslexia; Children; Language Impairments; Comorbidity; Developmental Delays; Phonemes; Phonological Awareness; Accuracy; Audiovisual Aids; Program Effectiveness; Repetition; Recognition (Psychology); Auditory Stimuli; Short Term Memory; Grade 2; Visual Stimuli; South Carolina; Woodcock Reading Mastery Test; Clinical Evaluation of Language Fundamentals; Test of Nonverbal Intelligence; Peabody Picture Vocabulary Test; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Fonem; Audiovisuelles Medium; Wiederholung; Recognition; Wiedererkennen; Auditive Stimulation; Kurzzeitgedächtnis; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	We assessed nonword repetition (NWR) skills in 7-9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes within the nonword) and presentation modality (audio-only versus audiovisual) to probe potential phonological processing differences among the groups. Across tasks, the dyslexia-only and DLD-only groups performed similarly to each other and intermediately to the TD and DLD+dyslexia groups. In the experimental task, nonwords with low phonemic variability were produced less accurately in both modalities, and audiovisual presentation facilitated accurate repetition of low phonemic variability nonwords. A lack of a group interaction with phonemic variability or presentation modality suggests similarities, despite group differences, in how underlying phonological representations influence task performance. Overall, results suggest that poor NWR is associated with both dyslexia and DLD, and that co-occurrence compounds this difficulty. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01